MM Curriculum Implementation Philosophy
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School
Grand Canyon University *
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Course
520
Subject
Philosophy
Date
Dec 6, 2023
Type
docx
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Uploaded by ChefWasp3509
Curriculum Implementation Philosophy
Marissa Martinez
College of Education, Grand Canyon University
EAD-520 Strengthening Curricular Programs
Dr. Lorise Goeke
November 8, 2023
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Curriculum Implementation Philosophy
As an educational leader, my focus would be on the elementary level at a campus that
serves Pre-K through 5th grade. With my background in elementary education, I feel passionate
about the education of all students and believe in the impact a well-planned curriculum can have
on its students and teachers. My campus will implement the state of Texas Essential Knowledge
and Skills (TEKS) and align with our district-level pacing guides that have been created by our
curriculum and instruction teams. As STUDENT CENTERED: Navigating Curriculum Selection
to Maximize Improvemen
t
stated, “When you have a curriculum clearly linked to your
educational standards, all students have an opportunity to reach academic success.” (Francis ,
2018) To align our student learning with the pacing guides, my goal will be to work with my
curriculum specialist and coaches to create professional learning communities within each grade
level that can work to plan high-quality lessons that align with the standards and the needs of our
campus and students. In addition to our PLC teams, we will work to implement vertical
alignment opportunities in which our grade-level teams can collaborate to learn about where
students are coming from and where the end goal is for the next grade level and work towards
closing student gaps in achievement within certain subject areas. It is crucial to ensure that staff
have opportunities for professional development for continual growth and the ability to meet the
needs of all students.
Philosophy: Cultural Inclusiveness
As an educational leader, it is my philosophy that all students hold the potential to learn
regardless of their socioeconomic or cultural background. As part of our campus’ curriculum, we
will work to implement cultural inclusiveness in all regards with a focus on addressing the needs
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of our demographics on our campus. It will be of great importance for my staff to strive to
understand the demographics and needs of our school community. As a campus, we must focus
on how to meet the needs of our students whether it be in school or through working with the
community. As many of us know students are unable to learn if their basic needs are not met.
Working to become culturally conscious is great but as stated in Exploring Culturally Responsive
Pedagogy, “Culturally responsive teaching cannot be viewed as a separate unit of study or a
stand-alone lesson, but rather an approach and attitude that is fostered in overall teaching.”
Samuels, A,J (2018) Sarate Journal) As educators, our campus must work to implement inclusive
opportunities for all students in alignment with our curriculum while allowing flexibility to
modify and expand to include more profound levels of representation for all students.
Philosophy: Differentiation for Learning Needs and Tiered Intervention
As an educator who started their career as a special education teacher and collaborative
inclusion general education teacher, the ability to differentiate to meet the needs of all students is
one of my biggest passions. My philosophy is that I believe each child that all children can learn.
I believe in the development of meeting all children where they are, and the building of that
child’s foundation begins there. “Based on the acknowledged diversity of the students in a class,
specific teaching practices must be chosen in order to include multifaceted activities that promote
learning for every student”
(Pozas et al., 2021) This is something that teachers needs to take into
consideration in their classrooms. T
o meet all students where they are the curriculum should be
multi-tiered. It is important to remember that all students learn at different paces and within
various learning styles. A strong curriculum will provide options for various learning needs and
support for students with IEP goals, 504 needs, and English language learners.
The tiered
intervention or response to intervention will allow teachers to educate the students in a way that
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fits their skill levels and how they learn best. A curriculum that contains multiple methods that
lead to success and mastery allows teachers and leaders the autonomy to do what is best for their
students and the learning community.
Philosophy: Technology
Technology is ever-changing, and continuously growing with society and time. With
technology growing it becomes crucial to integrate it into daily life and learning. By encouraging
the use of technology in classrooms through various learning opportunities you allow students the
ability to navigate their learning in a way that fits their learning abilities. For example, utilizing
technology as a learning aid can help with the execution of lessons, and reach the various
learning styles of students while implementing curriculum.
Philosophy: Vision and Mission
The curriculum, mission, and vision of the school are intertwined in everything our
campus does. Our mission is to “
Empower every student to reach their maximum potential
through meaningful learning.” while aligning with our school vision to create a positive learning
environment in which students are prepared for success by meeting the individual needs of every
student. By staying true to our mission and vision, the curriculum will reflect our values, beliefs,
and dedication to doing what is best for all students.
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References
Exploring Culturally Responsive Pedagogy: Teachers’ Perspectives on Fostering Equitable and
Inclusive Classrooms Amy J. Samuels
https://files.eric.ed.gov/fulltext/EJ1166706.pdf
FRANCIS, J. B. (2018). STUDENT CENTERED: Navigating Curriculum Selection to
Maximize Improvement. Principal Leadership, 19(2), 14–16.
Pozas, M., Letzel, V., Lindner, K., & Schwab, S. (2021). DI (Differentiated Instruction) does
matter! The Effects of DI on Secondary School Students’ Well-Being, Social Inclusion and
Academic Self-Concept.
Frontiers in Education
,
6
. https://doi.org/10.3389/feduc.2021.729027
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