0713+Curriculum


 * Curriculum, Evaluation, and Supervision: A Scenario**

Imagine a new school opening that needs to identify some sort of theme or model. Members of the community are interested in the creating a Museum School that has a strong focus on the arts. With that in mind, the stakeholders come together and develop the following goals and plans for the school.

Artists will visit school community to not only exhibit their art but to also discuss how they create their art (music, visual arts, drama, etc.) The school community will take a virtual tour through Mexico City’s Natural History Museum and discuss the degree to which ancient civilization’s day-to-day objects (water pitchers, combs, etc.) were works of art – that art is not just something stored in a museum. The school community will see how music has played a role in social movements, etc. throughout history. The school community will review research that addresses how the arts influence thinking. ||
 * Element incorporated || Goal within context of aim || Means through which goal is addressed ||
 * Supervision/professional support || Before implementing any initiatives, the school community (leadership, teachers, parents, students, community members) will explore the importance of arts in society and how the arts and an artistic way of seeing influence learning and growth. || School community will explore how artists think about their work (e.g. review correspondence between Van Gogh and Gauguin, etc.)
 * ^  || Teachers will explore ways to view their own work more artistically – both in creation and in evaluation || Teachers and school leaders will read Eisner’s //The Enlightened Eye// and discuss how they can develop their personal capacities of connoisseurship. ||
 * ^  || Teachers will develop skills as qualitative researchers in order to examine their students, the curriculum, and their instruction through a different lens and to acquire a different kind of data from which to base decisions. || The school community will develop workshops on qualitative data gathering and analysis. Parents and community members will be encouraged to participate and help in various data collection procedures. ||
 * Curriculum || The school community will articulate a clear description regarding the relationship between the arts and other disciplines for their school. || <span style="font-size: 10.0pt; mso-bidi-font-size: 12.0pt; mso-ascii-font-family: Cambria; mso-ascii-theme-font: minor-latin; mso-fareast-font-family: Cambria; mso-fareast-theme-font: minor-latin; mso-hansi-font-family: Cambria; mso-hansi-theme-font: minor-latin;">The school community will discuss the degree to which the arts will be integrated throughout the curriculum and/or whether the arts will be taught as interdependent disciplines among the other disciplines. ||
 * ^  || <span style="font-size: 10.0pt; mso-bidi-font-size: 12.0pt; mso-ascii-font-family: Cambria; mso-ascii-theme-font: minor-latin; mso-fareast-font-family: Cambria; mso-fareast-theme-font: minor-latin; mso-hansi-font-family: Cambria; mso-hansi-theme-font: minor-latin;">The school community will determine the organization of the overall curriculum with the previously mentioned balance in mind. || <span style="font-size: 10.0pt; mso-bidi-font-size: 12.0pt; mso-ascii-font-family: Cambria; mso-ascii-theme-font: minor-latin; mso-fareast-font-family: Cambria; mso-fareast-theme-font: minor-latin; mso-hansi-font-family: Cambria; mso-hansi-theme-font: minor-latin;">The school community will work on the organization in sub-groups and then report back to the whole school community to negotiate the macro and micro levels of curriculum organization. ||
 * ^  || <span style="font-size: 10.0pt; mso-bidi-font-size: 12.0pt; mso-ascii-font-family: Cambria; mso-ascii-theme-font: minor-latin; mso-fareast-font-family: Cambria; mso-fareast-theme-font: minor-latin; mso-hansi-font-family: Cambria; mso-hansi-theme-font: minor-latin;">The school community will preserve a sufficient degree of discretionary space within the curriculum organization for teachers to exercise their own artistry as teachers. || <span style="font-size: 10.0pt; mso-bidi-font-size: 12.0pt; mso-ascii-font-family: Cambria; mso-ascii-theme-font: minor-latin; mso-fareast-font-family: Cambria; mso-fareast-theme-font: minor-latin; mso-hansi-font-family: Cambria; mso-hansi-theme-font: minor-latin;">The support for discretionary space will need to be clearly articulated in order to preserve it as a value within the organization and to maintain a level of professional accountability that necessarily accompanies such freedom. ||
 * ^  || <span style="font-size: 10.0pt; mso-bidi-font-size: 12.0pt; mso-ascii-font-family: Cambria; mso-ascii-theme-font: minor-latin; mso-fareast-font-family: Cambria; mso-fareast-theme-font: minor-latin; mso-hansi-font-family: Cambria; mso-hansi-theme-font: minor-latin;">The school community will envision meaningful experiences that will support the curriculum plans || <span style="font-size: 10.0pt; mso-bidi-font-size: 12.0pt; mso-ascii-font-family: Cambria; mso-ascii-theme-font: minor-latin; mso-fareast-font-family: Cambria; mso-fareast-theme-font: minor-latin; mso-hansi-font-family: Cambria; mso-hansi-theme-font: minor-latin;">The school community will identify school level and grade level experiences for the school and plan accordingly for resources, scheduling, etc. ||
 * <span style="font-size: 10.0pt; mso-bidi-font-size: 12.0pt; mso-ascii-font-family: Cambria; mso-ascii-theme-font: minor-latin; mso-fareast-font-family: Cambria; mso-fareast-theme-font: minor-latin; mso-hansi-font-family: Cambria; mso-hansi-theme-font: minor-latin;">Evaluation || <span style="font-size: 10.0pt; mso-bidi-font-size: 12.0pt; mso-ascii-font-family: Cambria; mso-ascii-theme-font: minor-latin; mso-fareast-font-family: Cambria; mso-fareast-theme-font: minor-latin; mso-hansi-font-family: Cambria; mso-hansi-theme-font: minor-latin;">The school community will identify the evaluative needs of the school based upon its goals and aims. || <span style="font-size: 10.0pt; mso-bidi-font-size: 12.0pt; mso-ascii-font-family: Cambria; mso-ascii-theme-font: minor-latin; mso-fareast-font-family: Cambria; mso-fareast-theme-font: minor-latin; mso-hansi-font-family: Cambria; mso-hansi-theme-font: minor-latin;">The school community will come together to review what they have developed within the curriculum and then with the background knowledge from their professional development, they will first identify what they need to measure. ||
 * ^  || <span style="font-size: 10.0pt; mso-bidi-font-size: 12.0pt; mso-ascii-font-family: Cambria; mso-ascii-theme-font: minor-latin; mso-fareast-font-family: Cambria; mso-fareast-theme-font: minor-latin; mso-hansi-font-family: Cambria; mso-hansi-theme-font: minor-latin;">The school community will develop evaluative tools that will collect appropriate data and support their overall aims and goals || <span style="font-size: 10.0pt; mso-bidi-font-size: 12.0pt; mso-ascii-font-family: Cambria; mso-ascii-theme-font: minor-latin; mso-fareast-font-family: Cambria; mso-fareast-theme-font: minor-latin; mso-hansi-font-family: Cambria; mso-hansi-theme-font: minor-latin;">The school community will work in small groups to develop evaluation techniques – seeking outside support when needed – and then share with larger group to ensure that the collection of evaluative techniques is appropriate to measure student growth as well as quality of curriculum ||
 * ^  || <span style="font-size: 10.0pt; mso-bidi-font-size: 12.0pt; mso-ascii-font-family: Cambria; mso-ascii-theme-font: minor-latin; mso-fareast-font-family: Cambria; mso-fareast-theme-font: minor-latin; mso-hansi-font-family: Cambria; mso-hansi-theme-font: minor-latin;">Teachers will evaluate their own work through systematic and collaborative reflection || <span style="font-size: 10.0pt; mso-bidi-font-size: 12.0pt; mso-ascii-font-family: Cambria; mso-ascii-theme-font: minor-latin; mso-fareast-font-family: Cambria; mso-fareast-theme-font: minor-latin; mso-hansi-font-family: Cambria; mso-hansi-theme-font: minor-latin;">The school community will develop ways for teachers to share and discuss their work much as they saw artists sharing and critiquing their work.  ||

Discussion: Comment on the following plan to influence the curriculum, supervision, and evaluation of the school. What questions or challenges do you have about the plan? What suggestions would you have to make the plan more effective?

Challenge (optional): Attempt to brainstorm another integration of curriculum, supervision, and evaluation (much like you did Wed., only with more detail) for a specific value/idea.