Reflections on Influences of School Curricula

Schools curricula is influenced by the federal, state, and local government; courts; professional organizations; local educational leaders; and classroom teachers. Each of these forces has exerted their unique authority, control, and values on curriculum development.

The federal government has used its dollars to steadily exert its influence and control over the direction of curriculum and education since the 1960’s with the push for bilingual education and education of the handicapped. The next two decades brought in a more conservative approach to federal influence by giving states greater control and flexibility over how it distributed funding. As the country moved into the 21^st century, politicians controlled the give and take of federal dollars with the addition of standards-based teaching and increased accountability through high stakes testing. Today the federal government continues to influence school curricula through the implementation of the Race To The Top (RTTT) competition. States, dealing with ever decreasing budgets and facing the possibilities of deeper cutbacks, my state included, have felt the pressure to participate in the policies dictated by RTTT to ensure existing programs remain in effect and to reduce the possibility of additional teacher layoffs and larger class sizes. I am watching administrators and teachers jump through hoops as they attempt to meet the federal guidelines of this grant. However, it appears that Fullan's description of administrator's "dependency issue" is keeping many of the schools' in my district from truly improving upon the teaching and learning.

The courts role in school curricula has been to ensure the upholding of the rights of citizens as it relates to equity and access. Glatthorn, Boschee, Whitehead (2007) state that in the eyes of the courts, “Education is no longer seen as a privilege, but as a right for all” (p.126). Courts ensure compliance with federal regulations and have the power to withhold dollars or administer fines, if states are not abiding by rulings that have a direct impact on curricula. I see the courts biggest influence in my school district as it relates to special education and the enforcement of the Individual Education Plan or IEP for students.

The role of professional organizations as is relates to curricula is to ensure that the best researched-based practices for teaching and learning are communicated to local, state, and federal agencies. Professional organizations conduct lobbying efforts to influence the direction of curriculum such as with No Child Left Behind. Glatthorn, Boschee, Whitehead (2007) note that “professional organizations also publish curricular guidelines or model scope and sequence charts” (p.123). Finally professional organizations help to influence school curricula by conducting professional development opportunities to address new strategies or ideas.

Local education leaders and teachers play key roles in school curricula. In many school districts, superintendents assign an assistant superintendent with the task of overseeing curriculum development and implementation. This role is complicated by the fact that many assistant superintendents are tasked with a myriad of responsibilities besides school curricula. Additionally, budget cuts often leave many assistant superintendents with limited staffing to effectively implement curriculum changes. As it relates to principals, Glatthorn, Boschee, and Whitehead (2007) note that there seems to be a higher likelihood of elementary principals who “play an active role in curriculum leadership” as opposed to secondary principals who are “more likely to delegate these roles” to other teachers or department heads (p. 127). Teachers more often than not are tasked with the key role of implementing the curriculum. They are faced with both internal and external pressures to improve student achievement. Learning communities can go a long way in helping teachers develop the practices needed to properly implement the curriculum. Support from building administrators can also help ease this process and allow teachers the necessary time and resources to improve the teaching and learning in the classroom.

How do curriculum definitions, curricular history, and theoretical approaches and policy progress relate to major societal forces such as technology and the world at large?

Curriculum definitions, curricular history, theoretical approaches and policy progress all relate to major societal forces such as technology and the world at large because educators are continually encouraged to expand their level of knowledge, to challenge existing thinking, and to collaboratively work with groups of learners to seek news ways to improve upon teaching and learning. Educators understand that curriculum is under constant change due to cyclical questioning of existing ideas and beliefs on a global level. Finally, educators work to ensure that what they teach contributes to the growth of the whole child and that their students grow to become productive, contributing members to a global society.

As Fullan (1997) suggests, school leaders must listen and learn from others that may disagree with their ideas. From conflicts and disagreements often come more creative approaches to handling more complex issues. His idea of school leaders understanding the importance of “reculturing” is critical in bringing about and sustaining a positive, collaborative support network needed when curriculum implementation goes wrong. Fullan’s recommendation that school leaders understand how their tone sets the stage for how others may react in the face of difficulties can help send out a hopeful message to staff and help them understand the larger goal of raising student achievement.