My answer varies because I teach PE at the elementary level. But I feel the State Level has the most influence over what is taught in the classroom. The reason being is because the State Level decides on the standards which are required for every discipline at every level. These are the standards in which they use to test and hold the schools and ultimately the teachers accountable. This is shown from the pressure at the State Level to "teach the test" that leaves the teachers with their hands tied behind their back. This influence will be ever so present in my county when we are able to go back to school because of all the days missed from the snow. With test dates coming up and so many instructional days missed, the teachers will have to throw out all extra curriculum ideas, and just focus only on what the students will need to pass the SOL's. I am not a SOL tested class, but I am required by SOL's to aligned my curriculum accordingly. Therefore, just like the classroom my class is influenced by the standards sent down from the State Level. Zack Dotson
There is no doubt that decisions and standards at the state level have an enormous influence on curriculum for educators. As big as that force is, I think one can equally see how much influence teachers have at the classroom level. While the SOL's are the framework of what is being taught, it is in the laboratory of the classroom that teachers have monumental influence over writing curricular goals and objectives, choosing materials, constructing plans, incorporating content from the state, developing curricular materials and providing for all kinds of individual differences in the classroom. While it may seem that the state level has full control of the curriculum, my teaching in the classroom reflects curricular and instructional decisions of how to deliver lessons, adapting to individual learning styles, understanding student weaknesses and remediation for those weaknesses. Curriculum decisions in my classroom are just as important as at the state level, as challenging as it is to help all my students meet state standards of learning.
I agree that the state level has a very large influence on the curriculum. We use the Sol's to shape what we as educators do within the classroom. However, as educators, we are able to put our own personality and feelings into how the curriculum is carried out. This makes me think about the 4-Mat Lesson Plan in which we can teach the standards layed out for us by the state, but can put a twist on how we teach in order to meet our individual students' learning styles. The state level is the guide to what we teach and the classroom level is where we actually personalize that guide to meet our students' needs.
I defiantly feel that the district level has the most influence on what is developed in the curriculum. I say this because I am have several collegues I interact with throughout the state of VA and there are MANY differences in curriculum from one school district to the next. I feel a lot of this has to do with the financial resources available for that particular area, still it comes down to the district to determine what is taught and how it is taught. I feel that the SOL's (although still a MAJOR player) now share the spotlight with the 21st Century Learning Skills that have been emphasized in the state. The district decides, based on money, how the curriculum will be arranged and what classes will be offered at what level of education. There are school systems in VA that offer foreign languages in elementary school, when it is much easier for students to master a second language, yet in our district they are only offered as a student becomes older. Yet with the growing Hispanic population in the United States, wouldn't it make more sense for more young students to be literate not only in English but also in Spanish?? That is a question for school districts to ask themselves as they prepare curriculum that will be taught to students in their district.
I teach Health, P.E., and Driver Education at the high school level. I feel without a doubt, that the state has the most influence over the curriculum taught in my class. Although, we are not SOL testing yet in Health and P.E., we still have SOL's that we must cover that come from the state level. In physical education, we are required to administer fitness tests at each grade level and those "qualifying standards" come from the state. In Driver Education class, like health class, we must meet the expectations and requirements of the SOL's which again come from the state department. I feel without a doubt that my classroom curriculum is most influenced by the state.
Due to the mandated SOL curriculum I also believe that the state has the most influence over the curriculum that I teach in my class. The SOL's are required for us to use when we plan and assess and they are a priority before we can even teach something that we deem pertinant as a life skill. Since we are also tested on the SOL's that affects a large amount of the teaching time to test preparation, practice, and the time it takes to actually test. These state-mandated SOL's therefore affect us at a federal level from the AYP accredidation of tests and possibly even affect federal funding if the goals are not met. All of these things can create stress on the teacher and the students. Therefore, I believe that the state has the most impact on curriculum in my class.
I also believe that the state has the most influence over the curriculum that is being taught in my classroom. As a second grade teacher, I feel like I have to teach what is being handed down by the state. If my students do not do well on these statewide tests, then funding and accredidation at my school can be taken away. Unfortunately, anywho who teaches in the state of Virgina is well aware of this and understands the kind of pressure that has been put on students and teachers to do well on these tests. I hope that one day this will change and that other levels will be considered when the curriuclum is being taught and developed.
I agree that the state level has a large influence on the curriculum. We as educators use the SOL's for our guide lines in our classrooms. We use diversity in our teaching in our classroom to assure that all student learn. I agree with Alana that the state level is the guide that we use to teach but our classroom is where we can use our experience and attitude to add a twist to our classroom to assure all students have growth in their learning. Jamie Cain
I feel and agree with most with the fact that the state seems to influence the curriculum which is taught in my classroom. I do think there should be a high standard across the state and that each division should be closely related in what is being taught.The state also takes part in our assessments. If we go by the standards that the state is given us,hopefully students will do a good job on the state assessments.I agree with a statement above about using our personalities to tackle certain issues. I do think that regions to meet together to keep contacts with what is going on in each division.
I agree with most of the responses that the state and district levels have the most influence over my classroom. I teach Earth Science and Biology, two required SOL subjects for all standard diplomas. The state controls what topics should be covered/dicussed and the district decides how much time should be devoted to these topics. Where was the district struggling or striving? This might be a question district coordinators raise prior to curriculum planning.
The state level has the most influence over my classroom. The sol's are what I am required to teach and what I am accountable for. It is a high pressure high stress combination. All students are required to meet these goals and while some do make exceptional gains but don't pass the test they are looked at as failures. They are not only looked at as failures but you are as well. They work and you work together to get them to that point. Something is wrong with this picture. Pass equals success and failure equals dissappointment. It seems like no credit is given for anything unless the test is passed. I have seen kids make huge progress and not pass the test. There are many factors that led to that. Some label other than failure should be awarded to the student and teacher who made it that far. Anthony Wilson
State tells my division, division hands curriculum to me. So ultimately, state has the most control over the curriculum taught in my classroom. Jake Leonard
I am on the same page with those who have already answered, in the fact that the state tells us what the curriculum is via the Standards of Learning. The state says what it is I have to teach in 6th grade science, they even give me a framework and example questions so not a whole lot is left up to interpretation. However, when it comes to instruction the classroom level has the most influence along with the school. ~ Jennifer Campbell
I also believe the state level has the largest control over curriculum in my classroom with the Standards of Learning. Although state leaders are beginning to align state standards with national standards, we are still relying on state-based curriculum standards for classroom instruction. Samantha Reed
I think if you differentiate between instruction and curriculum, and only address curriculum, it is clear the state level of planning controls the curriculum. Take for instance, the "curriculum" framework...it is clear in our division that if you teach anything more than that you are "wasting" your valuable instruction time....teach anything less and you aren't doing your job. Marlin Campbell
I would have to agree with many of the above comments and say that the state level is the biggest player of curriculum. I have been highly encouraged to make my lessons using blueprints and the curriculum and I have and it has been successful. With so much pressure on test scores I don't see much changing in the way we plan until legislation changes.
I would agree with most of the posts that the state is a big influence. I am not teaching yet, however with observing in the classroom, the state sets lots of standards for educators and administrators to reach. I would say the educators I was with taught around the state standards. Heather Lankford
I am in agreement with the others that the state seems to have the most influence over curriculum. Curriculum is no longer what we may want it to be but it is what the state says it will be. Unfortunately, teachers must teach to accomodate the Standards of Learning.
I also feel with the high demands of the SOL requirements, that the state definately has more control over the curriculum than does my division. The monies that run the school depend on different aspects of performance such as accreditation, SACS, High Schools that Work, etc. Many of these organizations are state run, therefore the state has a firm grasp on the curriculum.
I would have to agree with the majority in saying that the state has the most influence on the curriculum that I teach. The standards, the assessment, and requirements from the state mold the curriculum we have as well as the very lessons that we teach on a daily basis. Everything that teachers do for an entire year comes down to the SOL tests, or the next year in some cases. Their influence is the greatest.
I would have to also agree with the majority that the state has the most influence on our curriculum. Our state portrays the big picture for us with what objectives need to be taught and when. They may vary within districts with some subjects like Social Studies where I know several other colleagues who teach 6th grade history, but they teach US History I and I teach US History II. I know several districts have some play with when to teach certain core subjects, but overall the state has the say so in our curriculum. Like someone stated, we are asked to use SOL Blueprints and our Curriculum Framework to help prepare our lesson plans. Each of these come from the VA Department of Education, but here again our district has teachers on committees to help align our core subjects to help teachers and students to better teach and master these objectives. Israel Easter
I would have to agree with the majority of my classmates. In the state of Virginia our state clearly mandates exactly what curriculum will be taught for most subjects and grade levels. Our SOL testing is a major determining factor in precisely what curriculum will be covered in all schools in Virginia. The challenge I feel as a special education teacher is to make sure all of my students do well on the SOL tests. I spend so much time on VGLA's and making sure my students will do well on the test, it is difficult for me to find time to address weak reading, writing, math or social skills. I understand the need for accountability, I also think it is being carried to an extreme in our state. Misty Zyvoloski
My answer varies because I teach PE at the elementary level. But I feel the State Level has the most influence over what is taught in the classroom. The reason being is because the State Level decides on the standards which are required for every discipline at every level. These are the standards in which they use to test and hold the schools and ultimately the teachers accountable. This is shown from the pressure at the State Level to "teach the test" that leaves the teachers with their hands tied behind their back. This influence will be ever so present in my county when we are able to go back to school because of all the days missed from the snow. With test dates coming up and so many instructional days missed, the teachers will have to throw out all extra curriculum ideas, and just focus only on what the students will need to pass the SOL's. I am not a SOL tested class, but I am required by SOL's to aligned my curriculum accordingly. Therefore, just like the classroom my class is influenced by the standards sent down from the State Level. Zack Dotson
ReplyDeleteThere is no doubt that decisions and standards at the state level have an enormous influence on curriculum for educators. As big as that force is, I think one can equally see how much influence teachers have at the classroom level. While the SOL's are the framework of what is being taught, it is in the laboratory of the classroom that teachers have monumental influence over writing curricular goals and objectives, choosing materials, constructing plans, incorporating content from the state, developing curricular materials and providing for all kinds of individual differences in the classroom. While it may seem that the state level has full control of the curriculum, my teaching in the classroom reflects curricular and instructional decisions of how to deliver lessons, adapting to individual learning styles, understanding student weaknesses and remediation for those weaknesses. Curriculum decisions in my classroom are just as important as at the state level, as challenging as it is to help all my students meet state standards of learning.
ReplyDeleteI agree that the state level has a very large influence on the curriculum. We use the Sol's to shape what we as educators do within the classroom. However, as educators, we are able to put our own personality and feelings into how the curriculum is carried out. This makes me think about the 4-Mat Lesson Plan in which we can teach the standards layed out for us by the state, but can put a twist on how we teach in order to meet our individual students' learning styles. The state level is the guide to what we teach and the classroom level is where we actually personalize that guide to meet our students' needs.
ReplyDeleteI defiantly feel that the district level has the most influence on what is developed in the curriculum. I say this because I am have several collegues I interact with throughout the state of VA and there are MANY differences in curriculum from one school district to the next. I feel a lot of this has to do with the financial resources available for that particular area, still it comes down to the district to determine what is taught and how it is taught. I feel that the SOL's (although still a MAJOR player) now share the spotlight with the 21st Century Learning Skills that have been emphasized in the state. The district decides, based on money, how the curriculum will be arranged and what classes will be offered at what level of education. There are school systems in VA that offer foreign languages in elementary school, when it is much easier for students to master a second language, yet in our district they are only offered as a student becomes older. Yet with the growing Hispanic population in the United States, wouldn't it make more sense for more young students to be literate not only in English but also in Spanish?? That is a question for school districts to ask themselves as they prepare curriculum that will be taught to students in their district.
ReplyDeleteI teach Health, P.E., and Driver Education at the high school level. I feel without a doubt, that the state has the most influence over the curriculum taught in my class. Although, we are not SOL testing yet in Health and P.E., we still have SOL's that we must cover that come from the state level. In physical education, we are required to administer fitness tests at each grade level and those "qualifying standards" come from the state. In Driver Education class, like health class, we must meet the expectations and requirements of the SOL's which again come from the state department. I feel without a doubt that my classroom curriculum is most influenced by the state.
ReplyDeleteDue to the mandated SOL curriculum I also believe that the state has the most influence over the curriculum that I teach in my class. The SOL's are required for us to use when we plan and assess and they are a priority before we can even teach something that we deem pertinant as a life skill. Since we are also tested on the SOL's that affects a large amount of the teaching time to test preparation, practice, and the time it takes to actually test. These state-mandated SOL's therefore affect us at a federal level from the AYP accredidation of tests and possibly even affect federal funding if the goals are not met. All of these things can create stress on the teacher and the students. Therefore, I believe that the state has the most impact on curriculum in my class.
ReplyDeleteI also believe that the state has the most influence over the curriculum that is being taught in my classroom. As a second grade teacher, I feel like I have to teach what is being handed down by the state. If my students do not do well on these statewide tests, then funding and accredidation at my school can be taken away. Unfortunately, anywho who teaches in the state of Virgina is well aware of this and understands the kind of pressure that has been put on students and teachers to do well on these tests. I hope that one day this will change and that other levels will be considered when the curriuclum is being taught and developed.
ReplyDeleteAmy Woodard
I agree that the state level has a large influence on the curriculum. We as educators use the SOL's for our guide lines in our classrooms. We use diversity in our teaching in our classroom to assure that all student learn. I agree with Alana that the state level is the guide that we use to teach but our classroom is where we can use our experience and attitude to add a twist to our classroom to assure all students have growth in their learning. Jamie Cain
ReplyDeleteI feel and agree with most with the fact that the state seems to influence the curriculum which is taught in my classroom. I do think there should be a high standard across the state and that each division should be closely related in what is being taught.The state also takes part in our assessments. If we go by the standards that the state is given us,hopefully students will do a good job on the state assessments.I agree with a statement above about using our personalities to tackle certain issues.
ReplyDeleteI do think that regions to meet together to keep contacts with what is going on in each division.
I agree that the state level has largest influence on the curriculum. The SOLs are set as guidelines for classroom instuction.
ReplyDeleteRoss Matney
I agree with most of the responses that the state and district levels have the most influence over my classroom. I teach Earth Science and Biology, two required SOL subjects for all standard diplomas. The state controls what topics should be covered/dicussed and the district decides how much time should be devoted to these topics. Where was the district struggling or striving? This might be a question district coordinators raise prior to curriculum planning.
ReplyDeletedena spickard
The state level has the most influence over my classroom. The sol's are what I am required to teach and what I am accountable for. It is a high pressure high stress combination. All students are required to meet these goals and while some do make exceptional gains but don't pass the test they are looked at as failures. They are not only looked at as failures but you are as well. They work and you work together to get them to that point. Something is wrong with this picture. Pass equals success and failure equals dissappointment. It seems like no credit is given for anything unless the test is passed. I have seen kids make huge progress and not pass the test. There are many factors that led to that. Some label other than failure should be awarded to the student and teacher who made it that far.
ReplyDeleteAnthony Wilson
State tells my division, division hands curriculum to me. So ultimately, state has the most control over the curriculum taught in my classroom.
ReplyDeleteJake Leonard
I am on the same page with those who have already answered, in the fact that the state tells us what the curriculum is via the Standards of Learning. The state says what it is I have to teach in 6th grade science, they even give me a framework and example questions so not a whole lot is left up to interpretation. However, when it comes to instruction the classroom level has the most influence along with the school.
ReplyDelete~ Jennifer Campbell
I also believe the state level has the largest control over curriculum in my classroom with the Standards of Learning. Although state leaders are beginning to align state standards with national standards, we are still relying on state-based curriculum standards for classroom instruction.
ReplyDeleteSamantha Reed
I think if you differentiate between instruction and curriculum, and only address curriculum, it is clear the state level of planning controls the curriculum. Take for instance, the "curriculum" framework...it is clear in our division that if you teach anything more than that you are "wasting" your valuable instruction time....teach anything less and you aren't doing your job. Marlin Campbell
ReplyDeleteI would have to agree with many of the above comments and say that the state level is the biggest player of curriculum. I have been highly encouraged to make my lessons using blueprints and the curriculum and I have and it has been successful. With so much pressure on test scores I don't see much changing in the way we plan until legislation changes.
ReplyDeleteShane Reed
I would agree with most of the posts that the state is a big influence. I am not teaching yet, however with observing in the classroom, the state sets lots of standards for educators and administrators to reach. I would say the educators I was with taught around the state standards.
ReplyDeleteHeather Lankford
I am in agreement with the others that the state seems to have the most influence over curriculum. Curriculum is no longer what we may want it to be but it is what the state says it will be. Unfortunately, teachers must teach to accomodate the Standards of Learning.
ReplyDeleteI also feel with the high demands of the SOL requirements, that the state definately has more control over the curriculum than does my division. The monies that run the school depend on different aspects of performance such as accreditation, SACS, High Schools that Work, etc. Many of these organizations are state run, therefore the state has a firm grasp on the curriculum.
ReplyDeleteI would have to agree with the majority in saying that the state has the most influence on the curriculum that I teach. The standards, the assessment, and requirements from the state mold the curriculum we have as well as the very lessons that we teach on a daily basis. Everything that teachers do for an entire year comes down to the SOL tests, or the next year in some cases. Their influence is the greatest.
ReplyDeleteJason M
I would have to also agree with the majority that the state has the most influence on our curriculum. Our state portrays the big picture for us with what objectives need to be taught and when. They may vary within districts with some subjects like Social Studies where I know several other colleagues who teach 6th grade history, but they teach US History I and I teach US History II. I know several districts have some play with when to teach certain core subjects, but overall the state has the say so in our curriculum. Like someone stated, we are asked to use SOL Blueprints and our Curriculum Framework to help prepare our lesson plans. Each of these come from the VA Department of Education, but here again our district has teachers on committees to help align our core subjects to help teachers and students to better teach and master these objectives.
ReplyDeleteIsrael Easter
I would have to agree with the majority of my classmates. In the state of Virginia our state clearly mandates exactly what curriculum will be taught for most subjects and grade levels. Our SOL testing is a major determining factor in precisely what curriculum will be covered in all schools in Virginia. The challenge I feel as a special education teacher is to make sure all of my students do well on the SOL tests. I spend so much time on VGLA's and making sure my students will do well on the test, it is difficult for me to find time to address weak reading, writing, math or social skills. I understand the need for accountability, I also think it is being carried to an extreme in our state. Misty Zyvoloski
ReplyDelete