Diversity in curricula meets the needs of a diverse population
1. Course Project 2:
RUNNING HEAD: STUDENT SUCCESS PLAN.
Student Success Plan
Thora Williams
Purpose, Theory, & Practice
ED 8009
Dr. L. Jenks.
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Diversity In Curricula meets the needs of students when intertwined with
vision,collaboration, professional development and
instructional practices
Research must be the foundation from which teaching and learning is practiced,
developed, and improved to show growth in students who are a part of the school community
(Cochran – Smith, 2004). The student success plan is managed, and engages all students based
on their unique learning styles, interests, and strengths. Accordingly, the implementation of the
plan must eschew communication between school, parents, and other stakeholders within the
community. This study incorporates the core components of the plan which hinges on the
creation of a new curriculum for the 21st century. To successfully implement the plan, a vision
is put into effect with evidence of instructional practices, collaboration with others to meet the
need of the diverse student population, and professional development to ensure effective
instructional pedagogy.
The plan employs a design around instruction through a new knowledge base
curriculum, which aligns multicultural education and cooperative practices as curricula reform
for a diverse population. Connecting with the curriculum and multicultural ideologies, students
internalize in practices to learn new concepts, while applying the same concepts to problems or
issues so that they in turn come to see the value of understanding how to teach (Paul & Elder,
2011). The overall success of the plan defines and develops goal setting, academic,
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social/emotional growth, progressive pedagogy, and improved personal strengths relative to
integrity, honesty, fairness and ethical behaviors.
Vision
School changes succeed when all members of the school community work
effectively to meet the academic and social needs of all students and school people as a whole
(Ramirez, 1995). This learner believes that each child is unique and has the intellectual capacity
to succeed. Therefore, the vision and philosophy is one of high expectations for all students, to
enable them to achieve excellence in their pursuit of learning. The learner through her vision
strives to inspire students and colleagues with an instructional mode which engages Socratic
questioning, critical and higher order thinking skills, for depth and accuracy of effective
learning and discussions. There is a need for schools to shift from the traditional form of
education to a more progressive format of educating students from diverse backgrounds. The
intent is to provide a correlation of curricula, standards, and benchmarks, geared toward the
diversity of students on their academic journey.
Consideration is given to a curricular design that encourages a constructivist
model of teaching. Students take an active role in their learning, while the instructor gives
access to a curricula that fosters exploration within cooperative and collaborative groups for
fairness. All stakeholders have a belief in the vision, and need ongoing support for ultimate
outcomes. Participation is a matter of interest and will: Educators need to see a close connection
between what they value and the tasks at hand (Lambert, 2003). Successful planning and a
strong philosophy serves as the structure for the vision and purpose of school reform. Ethical
codes help in being specific toward the change. They encompass professional competencies of
integrity, honesty, and fairness in the discipline of education (APA, 2002).Teacher and leaders
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must act ethically while performing their duties and as role models display ethical behaviors.
Consequently, teacher/leaders exhibit a resiliency, understanding, and respect of the student’s
ethnicity while coming to grips with ethical decision making that best serves these students.
There is value in a diverse school community, and so, to develop and implement a new
curricula, ethical principles must be integrated into the decision making process for curriculum
reform. Communication and positive dialogue is necessary among the stakeholders so that
strengths and contributions are utilized for the greater good of the students. Research informs,
that ethical leadership begins with one’s own individual morals, values, and ethics as a starting
framework (Duffy, 2006). Intrinsically, as the curricular personnel, the learner desire to fulfill
all obligations by executing fairness, consistency, and honesty to reach all students during the
implementation of the program.
Instructional Practices
Effective instructional practices is key to sound principles of learning theories
applied to the curricula design. Evidence to substantiate the effectiveness is defined through pre
and posttest, teacher observation, summative and formative evaluation and ongoing
assessments. Research indicates, that the preparedness of teachers who must carry out specific
linguistically informed instruction is an increasingly important issue in educational practices
(Cook-Moats, 1995).The two evidence based instructional practices obtained from this course
of study hinges on multicultural educational practices and cooperative learning. The
components and concepts of the methods are intertwined. They share academic goals, social
emotional growth, and in the process students learn to work in teams while being proactive with
peers. They become active participants, and knowledgeable problem solvers who are
accountable to themselves and others in their learning. Consequently, educators as facilitators
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and coach must help students to view their class principally as a place for active engagement in
a disciplined manner for successful performance (Paul & Elder, 2011).It is vitally important
that as facilitators, teachers build and create environments and experiences for the students to
become and authentic participants in the learning and teaching paradigm.
The use of multicultural educational concepts as a practice, is a requisite condition
for supporting all stakeholders to show sensitivity to diversity while using alternative points of
view. Educators must carefully define concepts such as multiethnic and multiracial to delineate
boundaries implied by those concepts (Banks, 2006).Ethical considerations are necessary for
justified decision making relevant to pedagogical practices. Decisions are made based on ethical
and logical principles unaffected by personal intents and special interests groups associated
with the school. Integrity, fairness, honesty, and ethical behaviors play a significant role in the
implementation of the restructured curriculum. Due to the blending of the programs and the
innovative opportunities for all learners,’ emphasis must be placed on the ethical tenets and
competencies to enhance the awareness of diversity in the classroom. Educators must
understand that their classrooms are political as well as educational locations and as such, ethics
is not a matter of individual choice or relativism but a social discourse grounded in struggles
that refuse to accept needless suffering and exploitation (Giroux, 1991).Teachers as leaders
must understand and be aware of professional and ethical practices and the ways in which they
perform within their classroom setting in relation to fairness and honesty toward the students.
Collaboration
The rise of professional learning communities and the transforming of the culture
and systems is pivotal, and must be the key focus for change (Fullan, 2003).The principal
stakeholders of the collaborative effort is affected by the coming together of all members to
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frame problems and seek results. Skillful leaders work in a collaborative manner to fully find
efficient methods to promote success for all students. It is what people learn and do together ,
rather than what any particular leader does alone, that creates the fabric of the school (Spillane,
Halverson, & Diamond, 2001).Collaboration accompanies a quality type of instructional
material, solid resources, standards of performance, professional development, and improved
leadership capacity. Managed and ethical programs have found that reflection, inquiry, and
dialogue are the three most critical dimensions for improving schools (Martinez, 2001).Leaders
within their defined plan require that trust be in place for effective collaboration among its
members. However, with individuality comes ethical dilemmas and understanding must be
given to self as well as others. Ethical dilemmas show up in variant ways in classrooms, and it
is sometimes very difficult to separate the professional from personal when making ethical
decisions. Recognizing the professional code of ethics namely integrity, fairness, honesty, and
ethical behaviors serves as a guidepost for inclusion of all students. Research implies, that
collaboration and ethics in educational leadership serves as a moral imperative for the
profession, and the principles are in place to fulfill the best interest of all students (Shapiro &
Stefkovich, 2005).Engagement in substantive dialogue through conversations with stakeholders
to assure student learning is a measure of collective efficacy and wise collaboration for
successful efforts.
Diverse Populations
School districts across the nation are experiencing growth in the number of
students of color who are a part of the school communities (Howard, 2001).The learner’s school
is an urban organization rich in diversity, and both socially and culturally viable. It
accommodates newly arrived immigrants who are of a variety of ethnic groups. They come
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from a wide range of culturally low to socioeconomic backgrounds, and comprise of Hispanic,
Asians, and predominantly African American students. Schools have an obligation to meet the
demands of ethnically pluralistic societies and the need for a new type of education. Leading in
reform are positive programs in curricula advancement, instructional practices, and other
approaches that seek to engage diverse populations toward diversity and multiple learning
challenges. Research posits, that the more distant a child’s culture and language are from the
language and culture of the school, the more at risk that child is prone to becoming (Nieto,
2007).
The curriculum compels a cross cultural set of beliefs to improve student’s
relationships, while offering possibilities for academics and assuring high standards.
Considering, there is a gap between teachings and learning of diverse populations, it is
necessary for educational leadership to include ethics in the curriculum. The principles and
guidelines include integrity, honesty, fairness, and ethical behavior as central to the delivery of
theory and ideology. Leaders in societies whose governments are committed to certain
fundamental principles such as tolerance and respect for the fair treatment of all individuals,
can and should work to link laws and public policies for ethical guidance (Beak & Murphy,
1994b).A genuine commitment by teachers, administrators, and other stakeholders are required
to help students explore their cultural backgrounds as a learning tool for a successful plan for
all learners.
Professional Development
Regular opportunities and experiences for professional development over the past
years has yielded systematic growth and development in the teaching profession (Champion,
2003).However, professional development has evolved from merely in-service to continuous
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preparation. Additionally, the tie in of professional development and learner outcomes offer
quality base new knowledge for learner success. Research suggests, that in order for change in
schools to be sustainable, teachers must be equipped to deal with issues such as standards,
assessments, and student performances (Tewel,1995).Knowingly, reflective training helps
teachers to surpass previous levels of performance to help diverse students transfer knowledge
and become critical thinkers. The learner engages in in a collaborative professional
development session with teacher teams, to form and apply inquiry, and self-reflection as
practice tools for academic, social and emotional learner success. The sessions aim to balance
individuals in their learning and growth to meet the objectives of the curricula which requires
ongoing analysis of instructional pedagogy. The professional development sessions of
multicultural education blended with cooperative learning activities includes the following:
Introduction-collaborative teams—discussion ideas, beliefs assumptions-prior
knowledge using instructional curriculum draft.
Inquiry engagement—Socratic questioning-integration of diverse reading literature for
examination and critique—observations-demonstration of universal human experiences
with culture and diversity—going beyond the curricula to include instructional
pedagogy.
Coaching—management of the practices and clarification of what the objectives mean
in reference to the curriculum and within the classroom-teachers as students.
Reframing and Reflection—align the developed plan with the vision—establish
objectives through cultural competency –mediating beliefs of value, honesty, and
integrity with ethical behavior as the highlights within the classroom. Reflect on
knowledge and content, revisit the draft for evaluation and assessment.
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In order to implement effective professional sessions, an educator must be acquainted
with the structured plan, and the pedagogy that aligns with the format. The examination of the
practices that form the session, exemplifies principles of learning theories applicable to the
curricula design. Evidence of assessment must emerge showing gains both formal and informal.
The concept is evaluated in the following manner, through self-assessment, colleague
assessment, school assessment, and other training tools relevant to curriculum design (Lambert,
2003).Collaboration, self-reflection, coaching, mentoring, and leadership capacity raises staff
member’s awareness of how to intervene collectively at their school. The session also
encourages staff to view their school as a whole, and they in turn work jointly to accomplish
the mission of ultimate student success (Lambert, 2003).Collaboration serves to build
communication among stakeholders for the benefit and success of all students.
Conclusion
Within the context of education, we learn together as a community, toward a shared
purpose, wherein there is confidence, value and worth in what we do (Lambert, 2003).Teachers
as leaders are the ultimate providers of change reform, and the innovators for a different way
of instructional methodologies. Creatively, they bring balance using inclusive pedagogy as one
of excitement which challenges students in the learning process. In the learners specialization
of curriculum and instruction, the end results, seek collaboration and restructuring of the
curriculum by and with other stakeholders while learning from each other for student success.
The organization for professional development offers extensive learning opportunities to
promote an intellectually imbedded success plan. The plan affords the staff to look for evidence
within the capacity of student learning, while planning and organizing for new knowledge and
instructional practices to serve a diverse population. It is no longer feasible for schools to
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conform to a single way of teaching and learning for excellence. New models are necessary to
promote student success and inclusion of diverse groups under a relative student success plan.
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