I need a reply to the following two post and each need to have two references a piece.
directions-ISCUSSION ASSIGNMENT INSTRUCTIONS
You will complete four Discussions in this course. For each Discussion, you will post one thread
of at least 300 words by 11:59 p.m. (ET) on Thursday of the assigned Module: Week. You must
then post two replies of at least 200 words by 11:59 p.m. (ET) on Sunday of the assigned
Module: Week, with the exception of Module 8: Week 8, which is due on Friday. For each
thread, you must support your assertions with at least two scholarly citations and a Bible verse in
current APA format. Each reply must incorporate at least two scholarly citations in current APA
format. Any sources cited must have been published within the last five years. Acceptable
sources include journal articles, the textbook, the Bible, websites, etc.
first post-
Jennifer Buckley
The existing diversity within current SEL curricula is problematic and a concern of many stakeholders. Social Emotional Learning curriculum has long reflected the white middle class American beliefs and values, further marginalizing our minority students and families. There is a need to revisit this curriculum and make adjustments that are more effectively addressing discrimination and prejudice en route to developing more equitable school communities. This curriculum must include a space for unique cultural identities. There is evidence to suggest positive behavior changes would occur when cultural modifications are included (McCall, et. al., 2023). Therefore, it is necessary, when researching SEL curriculums to ensure that a culturally responsible framework is utilized in the early stages. In our school division, we have created a continuum of practice for instructional programming and require evidence of how they are aligned to micro-competencies that are culturally responsive. This intentional work is something that has made our school community much more inclusive. There is still much work to be done, but progress is being made. In this case, I would use this continuum of practice and ensure that the curriculum is aligned with the micro-competencies in our Culturally Responsive Framework.
Another way that I would address their concerns is to have a curriculum committee that includes individuals who represent all stakeholder categories to investigate and identify the curriculum that best addresses the student needs in our school division. The last concern would be the fidelity of implementation. It is well documented that teachers play a significant role in the fidelity of any SEL program or curriculum (Byrne, et. al., 2020). In order to ensure a successful implementation, resources would be allocated for necessary staff training. Additionally, ongoing support would be provided to school-based SEL curriculum leaders. Usage would be monitored and addressed as necessary.
The biblical worldview comes from Proverbs and states, To receive the instruction of wisdom, justice, and judgment, and equity; To give subtilty to the simple, to the young man knowledge and discretion. Wise man will hear, and will increase learning; and a man of understanding shall attain unto wise counsels ((King James Bible, 1769/n.d. Proverbs 1 3:5). This passage highlights the desire to learn, which is so important when it comes to curriculum theory. There is also mention of equity in comparison, which we discussed is an important need as it aligns to SEL instruction .
Byrne, D., Carthy, A. & McGilloway, S. (2020) A review of the role of school-related factors in the promotion of student social and emotional wellbeing at post-primary level, Irish Educational Studies, 39:4, 439-455, DOI: 10.1080/03323315.2019.1697949Links to an external site.
King James Bible. (n.d.) King James Bible Online. https://www.kingjamesbibleonline.org/Links to an external site. (Original work published 1769).
McCall, C., Romero, M., Yang, W. & Weigand, T. (2023) A Call for Equity-Focused Social-Emotional Learning, School Psychology Review, 52:5, 586-607, DOI: 10.1080/2372966X.2022.2093125Links to an external site.
second post-
Regina Brown
Good evening!
Six stakeholders that will be affected with my curriculum change plan are as follows:
1. Students. They are the first group that will be impacted by a curriculum change. As a first grade teacher, my job is to help make the way for a strong reading foundation.
2. Parents. Parent feedback is something that administration and teachers both handle throughout the school year. There are many programs that get pushback from parents, and it can be majorly helpful if they are supportive of the curriculum that their children are learning.
3. Teachers. The district has to follow our curriculum with fidelity, so every classroom is on (or around) the same place at the same time. If the curriculum changes within one of the reading strands (either skills or knowledge), the other teachers on the team will either have to also change their curriculum, or run the risk of students not having the opportunities for the same instruction.
4. Reading specialists. The school that I work in has a specific position for support for our reading curriculum. If the curriculum is changed, it will change the way that the reading specialists will be able to approach the teachers with resources.
5. Principals/Administration. A good administration will be the leaders of the schools. They can either make or break the school environment, faculty, and culture. By having administration that is knowledgeable about the change in curriculum would be a positive, because they can field questions and concerns from parents if the teacher is facing any difficulty.
6. District Leaders. Lastly, the district leaders will be impacted by a change in curriculum. When they spend the money to adopt a curriculum, they expect their teachers to follow it with the amount of fidelity and guidelines given (some grades can change the teaching order of lessons, etc.), A change in curriculum could go against the contracts signed by adoption, and they could face backlash from the parents, teachers, and administration if everyone is not on the same page.
Addressing certain concerns:
Ornstein & Hunkins (2017) state that “some suggest a banquet of knowledge so that all stakeholders are pleased and represented” (p. 159). By creating a change plan, I believe that it is important to be upfront about the reasons for the change. If need be, teachers can pull data from previous benchmark or performance tests, and show parents where the gaps are that the plan is attempting to address. It is also crucial to have support from administration. The principal should be involved with every step of the change plan, so they, like the parents, can have an idea of the “why” behind the change plan. Teachers need to use their class time intentionally, and by diving deep into the gaps in achievement, teachers can prove the change is necessary. Ashbee (2021) says “curriculum is knowledge structured over time” (p. 14). For the third way to address concerns, I believe a pacing guide should be created. There needs to be a plan set in place so students, parents, and all stakeholders can see the progression of knowledge and skills being taught throughout the school year. Ecclesiastes 3:1 says that “there is a time for everything, and a season for every activity under the heavens” (BibleStudyTools n.d.). Best practices in the education world are constantly changing, so it is important for teachers to continue to learn as well.
References:
Ashbee, R. (2021). Curriculum: Theory, culture, and the subject specialisms (1st ed.). Routledge: Taylor & Francis Group. ISBN: 9781000390261.
BibleStudyTools. (n.d.). Ecclesiastes 3:1. King James Version.
Ornstein, A.C., & Hunkins, F.P. (2017). Curriculum foundations, principles, and issues. 7th ed. Pearson.
