My district has the most influence over my planning. The state outlines the SOL information to be taught, but the district provides curriculum guides and pacing calendars for each subject that must be followed.
The district that I work in provides the pacing guide that I use to meet the standards that the state provides. It is highly recommended that we follow the pacing guide to ensure the content will be covered in a timely manner.
I concur with Paula and Cherie. I do not teach a core area so we do not have a pacing guide. Although, we still have SOL requirements we have to meet. We have to set our own pacing guide according to the SOL's since our subjects (Dr. Ed, Health, PE) are split into 9 week segments not semesters.
I feel that the VA Standards of Learning are the basis of our curriculum. It is the "what" that we must teach. With that said I feel that the state level has the most influence. In our county we also have pacing guides to help direct our instruction of the given curriculum. I am anxious to learn more about standards vs. curriculum.
I feel that the state level has the most influence over the curriculum taught in my classroom. They provide the skills that must be taught. However, I would have to rank the county very closely up there with the state, because they decide how long and when I will teach each skill (pacing guides). Beyond those things, I am free to "administer the learning" in any way that I see fit - this is where I truly believe that instruction changes the curriculum... because good, creative, hands-on instruction makes the curriculum meaningful and thus improves student learning... but that's a whole other chapter! ;)
I feel that the state of VA has the most influence over the curriculum that we teach in our classes. They set forth the guidelines for the test and we are charged with making sure that the students learn the materal. We design our own pacing guides within our system; however, those are follow the SOL standards very closely! I think as long as we have these "mandatory tests" sent down by the state that they will have the most influence over curriculum.
I agree with many of you, because I work in the same district as some of you. Rebekah--I definitely think you hit it on the nail with what you said. The state definitely has the most influence on my teaching with the SOL standards, but just as you said, the school district is right up there with them because they have set pacing guides that we have to follow. These pacing guides tell us when to teach things and how long to teach them.
I agree with most of you in that the state does give us a great guideline to use to teach the curriculum. The district supplies us the pacing guide, however, I have found in some subjects, the pacing guide doesn't really make sense. For example, I don't feel that the students will understand the information about light and sound if they do not have the proper understanding of matter itself. I feel like with the pacing guides, we as teachers should be able to use them a a guideline for how long to teach the SOLs not necessarily as the be all end all of something you MUST use.
I feel that the district curriculum and pacing guides have the most influence on the teaching in my classroom. These documents provide a "guide" for what should be taught and how long I should spend on the skills.
The state mandates our curriculum due to SOL testing. Our district provides the pacing guides. The pacing guides tell us when and how long to teach each area. The pacing guides do seem to skip around teaching in the back of the book when students haven't mastered important skills needed from the front of the book. There are times I look at the guide and think ?????
The VA SOLs mandates our curriculum, but I teach a non core class so there are no pacing guides to go by. I have the advantage of being in a private school so I am able to stay as long as I need to on one area until my students understand it. This is also a down fall because they can stay on one section for 5 weeks if I am not careful about time management
If someone asked me this question when I first started teaching 15 years ago, I would have whole heartedly said my grade level team. We planned our curriculum based on loose interpretations of the basic guidelines given by our district. " These are the topics, go forth and teach the masses... " Now, I would have to say that the district level has the most impact on my instruction. I now have curriculum guidelines with pacing guides and detailed 'essential questions and knowledge' sections. It is much easier to plan now, and although I have a timeline and detailed curriculum, I still adjust my teaching to the needs of the students, slow down if need be or speed up. My only concern for the entire process is when teachers who aren't actively teaching are not part of the initial stage of the curriculum process at the state level. Teachers have the most opportunities at the first four levels, but the most important level (the state who determines what the SOL's are) is not as accessible to teachers. That is a shame.
I feel that the state has the most influence on curriculum. They mandate the curriculum and pass it down to the counties/districts. The county where I work (in North Carolina) gets teachers from several different schools/grade levels to meet every couple years to modify the pacing guides in which to use. I have been a member of these groups made up of teachers and administrators and we basically modify the sequencing in which topics are taught. We do not change the actual curriculum being taught, but do make suggestions as to what may need to be changed.
The state has the most influence in my classroom. They provide the content to be taught(SOL). The district is right behind them, they provide pacing guides and etc. that tell me how long to teach a skill. Then the classroom, because I can teach the material it anyway the grabs the attention/engages my students.
I'm not going to say anything new here but will echo others: I believe the state ranks right up there in influencing curriculum. I also will echo the concern for teacher involvement in the planning; the furher you move from the clasroom sector of planning, the less teacher involvement. Somehow lost in this hierarchical structure is the student...
I will have to agree with everyone's comments so far, in regard to the state and our school districts influencing our curriculum. I will have to add that some of our teachers have been allowed to be more flexible with the pacing guides if they have been able to show how teaching the standards in a different order will enhance the student's learning and understanding of the standards. I have seen students in these classes have a better understanding of concepts and have seen improvements with their learning.
It really depends which class we are talking about. I teach physics, algebra 2 and computer programming. In physics and algebra 2, the department level has the most influence on the curriculum in my classroom With the other teachers I discuss pacing as well as what topics and units to emphasis. With computer programming, the classroom level has the greatest influence on the curriculum. This is mainly due to the fact that there are no SOLs at all and I believe I teach the only section in the whole school division.
The state may provide the SOLs but the school district, as with everybody else's, provides the curriculum guidelines and pacing guides that each individual teacher is responsible for and evaluated on.
I agree with many others in saying that the state has the most control over the curriculum I teach in my classroom. However, unlike many other districts, our district does not provide pacing guides and curriculum guides that we must follow. We are instructed to follow the curriculum framework set forth by the state. However, our school does provide pacing guides for each class to follow that were created by each department in our individual school.
I currently teach three subjects. The greatest influence in curriculum planning for Biology and Chemistry, which are courses that have End-of-Course SOL tests, definitely comes from the state level. The third course I teach is Anatomy & Physiology, which is not SOL tested. The curriculum planning influence for that class is almost entirely from the classroom level. The district adopted a textbook and the rest has been left up to individual teachers. I don't think it is any surprise that A & P is my favorite class to teach!
I feel that the state level has the most influence over the curriculum planning in my classroom. Education seems to revolve around SOLs at the high school level due to graduation requirements. Although our county produces curriculum and pacing guides they are based on state standards. I am in a unique position as a special education teacher where I have to determine what pace is most beneficial to my students. I have resource classes where my students are required to take the SOLs with IQs well below 70. I am faced with the question as to which is more important: Covering all the material where very few of my students comprehend OR going at a pace where my students retain the information. In that aspect I have control over the pace of the instruction.
I believe that there are two factors of curriculum planning that affect my instruction: state level and district level. In my estimation, the most immediate influence is my district; however, the state mandates what the districts must do. Therefore, both levels affects instruction in most SOL classrooms like mine (English 8 and English 11).
I find that the factors that has the leading influence over curriculum planning in my school is at the school district level and at the state level, which affects the curriculum taught in my classroom. Based on our curriculum for my school, I teach US History 1865 to the Present in the 7th grade. My curriculum is based upon what the state mandates for SOL testing according to our curriculum framework, which is provided by the state. The instructional implementation of the curriculum I teach is influenced by my school district level.
It looks like I am the odd one out, thinking that in my work at an alternative high school, my direct curriculum planning at the classroom level is the most influential. Maybe that comes with the territory working in an alternative high school. As a singleton in my school, the only fine arts teacher in the whole school, my own assessment of student needs, coupled with adhering to the district standards is what drives my selection of instructional strategies and direction of the curriculum changes. While I have served on district curriculum development teams in the past, and I am always staying in tune with the products from that office, their direction and focus often supports a different path than that of alternative learners. For example, high school art curriculum often is focused on the AP art exam, portfolio development for use with college applications and the regional and national Scholastics art competition. These opportunities, while valuable to many students, are often unrealistic for students in my alternative setting, so modulating the curriculum set forth by the district becomes necessary at the studio level.
I feel that the state dictates the curriculum. It seems the pacing guides and frameworks come from a small group of people who work for the state. It is then implied that we teach that. While we should expand on the SOLs it seems that we have less time to expand on them with the increased time taken to assess.
The state has the most influence in my class as well. Even though I teach a non core class, I have competencies that I must adhere to and document student achievement. For each student, there are between 90 and 110 competencies that must be covered.
I would agree that the state has the most influence on curriculum. My school district requires that formative assessment quizzes be given on a regular basis (Up to 4 per 9weeks). These quizzes adhere to the SOLs, and we must assess then remediate based on the strengths and weaknesses of our students. I agree with Steve that time spent assessing and remediating often takes away from time to expand on SOLs.
I would say that the state has the most influence over the curriculum. They set the guidelines for what we must teach. The district is the next in line. The district that I work in has a pacing guide, but that pacing guide is made up of the VA standards, which is why I believe that the state has the most influence.
Yes, the standards do reflect what I teach, but I believe in those standards that one must find their way in teaching their students how those standards reflect upon daily life. One can teach about "religions" all day long, and present students with factual information, but why is learning about "religions" important to the child in today's world? Also, by teaching on the high school level I am beginning to see how important AP preparation and teaching are becoming, thus, here is a national level test that more and more schools are basing their performances on. Thus, could the state of VA follow suit in the near future, and accept the national core standards, or are we going to continue to go our own way. Hence, I believe what I am trying to say is that with all of the different pulling pressures from SOL's to state, to National, we must all find our own way as educators to make learning a meaningful experience to our students and to ourselves, or we risk the consequence of making our careers a daily grind.
Although the state dictates the Standards, what happens in the classroom is where curriculum planning begins. I agree with Oliva, "Teachers have the responsibiliy of evaluating both the curriculum and instruction." Through this evaluation teachers have the most influence. They are constantly planning, teaching and checking for understanding and planning, teaching and checking for understanding. This is the best way to promote the success of all students.
I would have to agree with Angie and Olivia. The teachers are in control of the "taught" curriculum, which is the actual implementation. Also, in our district, the teachers have time each summer to revise pacing guides and curriculum guides based on the standards and frameworks. Those teachers are then responsible for being curriculum leaders at their schools and grade levels.
I feel the district has the majority of control over what is taught in my classroom. We have pacing guides set up for each subject area and are monitored to make sure the entire county is following them and are all at the same pace. We have 9 weeks testing that takes place that is based upon what should have been taught during those 9 weeks. If a teacher gets behind or goes off on their own, it shows up on that test.
I currently do not teach. I am currently a school social worker. I agree with all the previous posts in regards to State Standards and Pacing Guides. I currently cover one elementary school and the County's only middle school and I see a definite disconnect between curriculum at the elementary level and at the secondary level. The elementary level seems to be more uniform, whereas curriculum and instruction are more scattered by teachers at the secondary level. There is more of a focus on the Pacing Guide at the secondary level than there appears to be at the elementary level. The elementary appears to have a more structured curriculum.
I agree that the State of Virginia has the most influence on what I teach in my class and the county pacing guides determine when I teach those things. I feel that I still have the ultimate influence in my class. I teach Kindergarten, so if I see a child that is struggling with a life skill I would "teach" that also.
The state level has the most influence over curriculum that is being taught. We have competencies that must be covered. However, we have the freedom to cover the competencies in any order or fashion that we see fit.
I believe that the district level has the most impact on curriculum objectives. The district level adopts programs that either align with the curriculum objectives in place or need to be integrated in a way that the classroom teachers are still facilitating mastery of assessed curriculum objectives while integrating the new instructional program. Sometimes the district adopts programs and adds to curriculum objectives that have no relevance to state assessment.
I agree with what most of my classmates have said. I believe the state and my district share in the importance of curriculum development. My district creates pacing guides for the various subjects by grade level. These pacing guides are directly based on the curriculum frameworks developed by the state of Virginia.
It seems to me that the state has the greatest amount of influence and control over the curriculum. Though I have some definitive power, the state is able to shape my work, and how it is assessed.
I would have to say my curriculum planning comes from both the state and classroom level. My Biology and Earth Science class are influenced by the SOL Standards which are set by the state while my Ecology class is at the classroom level. I do go by a county wide curriculum guideline for my Ecology class which was set up at the beginning of this year.
The state establishes what I have to teach and my division establishes the pacing that they feel is appropriate to get everything taught. Being a special ed teacher, I tend to have to set the prescribed pacing guide aside for some of my students. Classroom planning is very important if my students are to succeed. For me, it's just common sense. How can all students be expected to progress at the same rate? Without adequate classroom planning driven by assessments, my students would have a very difficult time.
I would say that the state level has the most influence over things taught in my particular subject. In my county we lack things such as pacing guides and other materials, because I do not teach an SOL subject. In my particular case I am guided by state competencies, and see little curriculum guidance at the district level.
My district has the most influence over my planning. The state outlines the SOL information to be taught, but the district provides curriculum guides and pacing calendars for each subject that must be followed.
ReplyDeleteThe district that I work in provides the pacing guide that I use to meet the standards that the state provides. It is highly recommended that we follow the pacing guide to ensure the content will be covered in a timely manner.
ReplyDeleteI concur with Paula and Cherie. I do not teach a core area so we do not have a pacing guide. Although, we still have SOL requirements we have to meet. We have to set our own pacing guide according to the SOL's since our subjects (Dr. Ed, Health, PE) are split into 9 week segments not semesters.
ReplyDeleteI feel that the VA Standards of Learning are the basis of our curriculum. It is the "what" that we must teach. With that said I feel that the state level has the most influence. In our county we also have pacing guides to help direct our instruction of the given curriculum. I am anxious to learn more about standards vs. curriculum.
ReplyDeleteI feel that the state level has the most influence over the curriculum taught in my classroom. They provide the skills that must be taught. However, I would have to rank the county very closely up there with the state, because they decide how long and when I will teach each skill (pacing guides). Beyond those things, I am free to "administer the learning" in any way that I see fit - this is where I truly believe that instruction changes the curriculum... because good, creative, hands-on instruction makes the curriculum meaningful and thus improves student learning... but that's a whole other chapter! ;)
ReplyDeleteI feel that the state of VA has the most influence over the curriculum that we teach in our classes. They set forth the guidelines for the test and we are charged with making sure that the students learn the materal. We design our own pacing guides within our system; however, those are follow the SOL standards very closely! I think as long as we have these "mandatory tests" sent down by the state that they will have the most influence over curriculum.
ReplyDeleteI agree with many of you, because I work in the same district as some of you. Rebekah--I definitely think you hit it on the nail with what you said. The state definitely has the most influence on my teaching with the SOL standards, but just as you said, the school district is right up there with them because they have set pacing guides that we have to follow. These pacing guides tell us when to teach things and how long to teach them.
ReplyDeleteI agree with most of you in that the state does give us a great guideline to use to teach the curriculum. The district supplies us the pacing guide, however, I have found in some subjects, the pacing guide doesn't really make sense. For example, I don't feel that the students will understand the information about light and sound if they do not have the proper understanding of matter itself. I feel like with the pacing guides, we as teachers should be able to use them a a guideline for how long to teach the SOLs not necessarily as the be all end all of something you MUST use.
ReplyDeleteI feel that the district curriculum and pacing guides have the most influence on the teaching in my classroom. These documents provide a "guide" for what should be taught and how long I should spend on the skills.
ReplyDeleteThe state mandates our curriculum due to SOL testing. Our district provides the pacing guides. The pacing guides tell us when and how long to teach each area. The pacing guides do seem to skip around teaching in the back of the book when students haven't mastered important skills needed from the front of the book. There are times I look at the guide and think ?????
ReplyDeleteThe VA SOLs mandates our curriculum, but I teach a non core class so there are no pacing guides to go by. I have the advantage of being in a private school so I am able to stay as long as I need to on one area until my students understand it. This is also a down fall because they can stay on one section for 5 weeks if I am not careful about time management
ReplyDeleteDonna Fortune
ReplyDeleteIf someone asked me this question when I first started teaching 15 years ago, I would have whole heartedly said my grade level team. We planned our curriculum based on loose interpretations of the basic guidelines given by our district. " These are the topics, go forth and teach the masses... "
Now, I would have to say that the district level has the most impact on my instruction. I now have curriculum guidelines with pacing guides and detailed 'essential questions and knowledge' sections. It is much easier to plan now, and although I have a timeline and detailed curriculum, I still adjust my teaching to the needs of the students, slow down if need be or speed up. My only concern for the entire process is when teachers who aren't actively teaching are not part of the initial stage of the curriculum process at the state level. Teachers have the most opportunities at the first four levels, but the most important level (the state who determines what the SOL's are) is not as accessible to teachers. That is a shame.
I feel that the state has the most influence on curriculum. They mandate the curriculum and pass it down to the counties/districts. The county where I work (in North Carolina) gets teachers from several different schools/grade levels to meet every couple years to modify the pacing guides in which to use. I have been a member of these groups made up of teachers and administrators and we basically modify the sequencing in which topics are taught. We do not change the actual curriculum being taught, but do make suggestions as to what may need to be changed.
ReplyDeleteThe state has the most influence in my classroom. They provide the content to be taught(SOL). The district is right behind them, they provide pacing guides and etc. that tell me how long to teach a skill. Then the classroom, because I can teach the material it anyway the grabs the attention/engages my students.
ReplyDeleteI'm not going to say anything new here but will echo others: I believe the state ranks right up there in influencing curriculum. I also will echo the concern for teacher involvement in the planning; the furher you move from the clasroom sector of planning, the less teacher involvement. Somehow lost in this hierarchical structure is the student...
ReplyDeleteI will have to agree with everyone's comments so far, in regard to the state and our school districts influencing our curriculum. I will have to add that some of our teachers have been allowed to be more flexible with the pacing guides if they have been able to show how teaching the standards in a different order will enhance the student's learning and understanding of the standards. I have seen students in these classes have a better understanding of concepts and have seen improvements with their learning.
ReplyDeleteIt really depends which class we are talking about. I teach physics, algebra 2 and computer programming. In physics and algebra 2, the department level has the most influence on the curriculum in my classroom With the other teachers I discuss pacing as well as what topics and units to emphasis. With computer programming, the classroom level has the greatest influence on the curriculum. This is mainly due to the fact that there are no SOLs at all and I believe I teach the only section in the whole school division.
ReplyDeleteThis comment has been removed by the author.
ReplyDeleteThe state may provide the SOLs but the school district, as with everybody else's, provides the curriculum guidelines and pacing guides that each individual teacher is responsible for and evaluated on.
ReplyDeleteI agree with many others in saying that the state has the most control over the curriculum I teach in my classroom. However, unlike many other districts, our district does not provide pacing guides and curriculum guides that we must follow. We are instructed to follow the curriculum framework set forth by the state. However, our school does provide pacing guides for each class to follow that were created by each department in our individual school.
ReplyDeleteI currently teach three subjects. The greatest influence in curriculum planning for Biology and Chemistry, which are courses that have End-of-Course SOL tests, definitely comes from the state level. The third course I teach is Anatomy & Physiology, which is not SOL tested. The curriculum planning influence for that class is almost entirely from the classroom level. The district adopted a textbook and the rest has been left up to individual teachers. I don't think it is any surprise that A & P is my favorite class to teach!
ReplyDeleteI feel that the state level has the most influence over the curriculum planning in my classroom. Education seems to revolve around SOLs at the high school level due to graduation requirements. Although our county produces curriculum and pacing guides they are based on state standards. I am in a unique position as a special education teacher where I have to determine what pace is most beneficial to my students. I have resource classes where my students are required to take the SOLs with IQs well below 70. I am faced with the question as to which is more important: Covering all the material where very few of my students comprehend OR going at a pace where my students retain the information. In that aspect I have control over the pace of the instruction.
ReplyDeleteI believe that there are two factors of curriculum planning that affect my instruction: state level and district level. In my estimation, the most immediate influence is my district; however, the state mandates what the districts must do. Therefore, both levels affects instruction in most SOL classrooms like mine (English 8 and English 11).
ReplyDeleteI find that the factors that has the leading influence over curriculum planning in my school is at the school district level and at the state level, which affects the curriculum taught in my classroom. Based on our curriculum for my school, I teach US History 1865 to the Present in the 7th grade. My curriculum is based upon what the state mandates for SOL testing according to our curriculum framework, which is provided by the state. The instructional implementation of the curriculum I teach is influenced by my school district level.
ReplyDeleteIt looks like I am the odd one out, thinking that in my work at an alternative high school, my direct curriculum planning at the classroom level is the most influential. Maybe that comes with the territory working in an alternative high school. As a singleton in my school, the only fine arts teacher in the whole school, my own assessment of student needs, coupled with adhering to the district standards is what drives my selection of instructional strategies and direction of the curriculum changes. While I have served on district curriculum development teams in the past, and I am always staying in tune with the products from that office, their direction and focus often supports a different path than that of alternative learners. For example, high school art curriculum often is focused on the AP art exam, portfolio development for use with college applications and the regional and national Scholastics art competition. These opportunities, while valuable to many students, are often unrealistic for students in my alternative setting, so modulating the curriculum set forth by the district becomes necessary at the studio level.
ReplyDeleteI feel that the state dictates the curriculum. It seems the pacing guides and frameworks come from a small group of people who work for the state. It is then implied that we teach that. While we should expand on the SOLs it seems that we have less time to expand on them with the increased time taken to assess.
ReplyDeleteThe state has the most influence in my class as well. Even though I teach a non core class, I have competencies that I must adhere to and document student achievement. For each student, there are between 90 and 110 competencies that must be covered.
ReplyDeleteI would agree that the state has the most influence on curriculum. My school district requires that formative assessment quizzes be given on a regular basis (Up to 4 per 9weeks). These quizzes adhere to the SOLs, and we must assess then remediate based on the strengths and weaknesses of our students. I agree with Steve that time spent assessing and remediating often takes away from time to expand on SOLs.
ReplyDeleteI would say that the state has the most influence over the curriculum. They set the guidelines for what we must teach. The district is the next in line. The district that I work in has a pacing guide, but that pacing guide is made up of the VA standards, which is why I believe that the state has the most influence.
ReplyDeleteYes, the standards do reflect what I teach, but I believe in those standards that one must find their way in teaching their students how those standards reflect upon daily life. One can teach about "religions" all day long, and present students with factual information, but why is learning about "religions" important to the child in today's world? Also, by teaching on the high school level I am beginning to see how important AP preparation and teaching are becoming, thus, here is a national level test that more and more schools are basing their performances on. Thus, could the state of VA follow suit in the near future, and accept the national core standards, or are we going to continue to go our own way. Hence, I believe what I am trying to say is that with all of the different pulling pressures from SOL's to state, to National, we must all find our own way as educators to make learning a meaningful experience to our students and to ourselves, or we risk the consequence of making our careers a daily grind.
ReplyDeleteAlthough the state dictates the Standards, what happens in the classroom is where curriculum planning begins. I agree with Oliva, "Teachers have the responsibiliy of evaluating both the curriculum and instruction." Through this evaluation teachers have the most influence. They are constantly planning, teaching and checking for understanding and planning, teaching and checking for understanding. This is the best way to promote the success of all students.
ReplyDeleteI would have to agree with Angie and Olivia. The teachers are in control of the "taught" curriculum, which is the actual implementation. Also, in our district, the teachers have time each summer to revise pacing guides and curriculum guides based on the standards and frameworks. Those teachers are then responsible for being curriculum leaders at their schools and grade levels.
ReplyDeleteI feel the district has the majority of control over what is taught in my classroom. We have pacing guides set up for each subject area and are monitored to make sure the entire county is following them and are all at the same pace. We have 9 weeks testing that takes place that is based upon what should have been taught during those 9 weeks. If a teacher gets behind or goes off on their own, it shows up on that test.
ReplyDeleteI currently do not teach. I am currently a school social worker. I agree with all the previous posts in regards to State Standards and Pacing Guides. I currently cover one elementary school and the County's only middle school and I see a definite disconnect between curriculum at the elementary level and at the secondary level. The elementary level seems to be more uniform, whereas curriculum and instruction are more scattered by teachers at the secondary level. There is more of a focus on the Pacing Guide at the secondary level than there appears to be at the elementary level. The elementary appears to have a more structured curriculum.
ReplyDeleteI agree that the State of Virginia has the most influence on what I teach in my class and the county pacing guides determine when I teach those things. I feel that I still have the ultimate influence in my class. I teach Kindergarten, so if I see a child that is struggling with a life skill I would "teach" that also.
ReplyDeleteThe state level has the most influence over curriculum that is being taught. We have competencies that must be covered. However, we have the freedom to cover the competencies in any order or fashion that we see fit.
ReplyDeleteI believe that the district level has the most impact on curriculum objectives. The district level adopts programs that either align with the curriculum objectives in place or need to be integrated in a way that the classroom teachers are still facilitating mastery of assessed curriculum objectives while integrating the new instructional program. Sometimes the district adopts programs and adds to curriculum objectives that have no relevance to state assessment.
ReplyDeleteI agree with what most of my classmates have said. I believe the state and my district share in the importance of curriculum development. My district creates pacing guides for the various subjects by grade level. These pacing guides are directly based on the curriculum frameworks developed by the state of Virginia.
ReplyDeleteIt seems to me that the state has the greatest amount of influence and control over the curriculum. Though I have some definitive power, the state is able to shape my work, and how it is assessed.
ReplyDeleteI would have to say my curriculum planning comes from both the state and classroom level. My Biology and Earth Science class are influenced by the SOL Standards which are set by the state while my Ecology class is at the classroom level. I do go by a county wide curriculum guideline for my Ecology class which was set up at the beginning of this year.
ReplyDeleteThe state establishes what I have to teach and my division establishes the pacing that they feel is appropriate to get everything taught. Being a special ed teacher, I tend to have to set the prescribed pacing guide aside for some of my students. Classroom planning is very important if my students are to succeed. For me, it's just common sense. How can all students be expected to progress at the same rate? Without adequate classroom planning driven by assessments, my students would have a very difficult time.
ReplyDeleteI would say that the state level has the most influence over things taught in my particular subject. In my county we lack things such as pacing guides and other materials, because I do not teach an SOL subject. In my particular case I am guided by state competencies, and see little curriculum guidance at the district level.
ReplyDelete