October 1998 Teachers Share Curriculum Experiences
C hange and growth are themes that run throughout Teacher Stories of Curriculum Change, a new NWREL publication that introduces 11 Northwest teachers and gives them a forum in which to describe the key curriculum experiences that have shaped their teaching practice.
Teachers’ beliefs about good teaching are often influenced by curriculum itself, note Dr. Jane Braunger of NWREL and Barbara Wallace of Multnomah Education Service District, who compiled and edited the collection. Wallace and Braunger asked these teachers how significant curriculum experiences have affected their convictions about student learning and their own teaching, and how they have helped them grow as teachers. "We wanted to know what happened to change educators’ understandings and philosophies during their teaching," says Wallace.
In this collection of first-person accounts, four of the teachers write as individuals, one story comes from a pair of close colleagues, and another emerged from Braunger’s interview with five members of a curriculum development team. Geographically, the teachers represent the states of Alaska, Idaho, Montana, Oregon, and Washington. Here is a sample of what they had to say:
- "Any teacher knows that most curricula are fashioned in such a way as to make them seem like the most important discipline you are obligated to teach. What you are not taught is how to look at each curriculum with a discerning eye, how to make decisions about the core pieces that coincide with the needs and interests of the children in your class."—Karen Mitchell, Juneau School District, Juneau, Alaska
- "My ideas have been revised, tweaked, and in some cases turned upside down. I have been encouraged, invited, and sometimes prodded in an environment that celebrated learning, not only for the children, but also for the adults. But through this exciting and sometimes frustrating process, my understanding of myself as a teacher has broadened and deepened. I used to depend on what I call the ‘teacher’s guide’ approach, where the details were left up to someone else. I now see myself in the driver’s seat: The teaching decisions are mine and are based on a set of principles that I believe in, not only with my mind, but with my heart as well."—Linda Kidd, Clinton Kelly Elementary School, Portland, Oregon
- "As a new teacher, I found myself unarmed when it came to determining an approach to writing instruction for my students. Faced with six classes of eighth- through 12th-grade students, some of whom struggled to write a coherent sentence, let alone an essay, I was stumped. We had a literature anthology and a writing book. In the days of textbook-based curriculum, those were the foundation for my English program."—Teri Houghton, Grants Pass School District, Grants Pass, Oregon
- "It has always been interesting to me that higher-level thinking has been something that was for ‘gifted’ students. . . . I have never liked that notion.
I maintain that gifted education should be happening within the classroom and that every student should be challenged in certain ways. So, this is a big shift, but it is one I am glad to see happening, because I’ve wanted to see all students embark on higher-level thinking."
—Warren Wheeler, Woodridge Elementary, Spokane, WashingtonAlthough the paths these teachers have taken have involved different subjects, grade levels, and school locations, many common themes emerged from their experiences: the variety of ways teachers define "curriculum," the recognition that nothing in the classroom happens in isolation, the growing awareness of the impact students have on curriculum, the importance of support and encouragement from colleagues and administrators. These common threads reflect important values and issues about teaching and learning in today’s classrooms.
This collection gives voice to educators who think twice about what is happening in their classrooms and ask the tough questions to find out what changes in beliefs and practices will lead them and their students in positive directions. "We hope that teachers will enjoy reading these stories of teacher change and think about their own experiences of professional growth through curriculum," says Braunger.
A second collection of teacher stories will be published by NWREL this winter. Watch future issues of the Northwest Report for more information. To order Teacher Stories of Curriculum Change, please go to the Document Order Form.
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