I guess the title of my blog post gives an idea to my feelings regarding these scripted curriculums that are being "re-adopted." I feel as though at some point there will be no difference in "educated me" and the man that holds the sign on the corner of 15-501 (he too may be educated), and if that includes his ability to read and write, he could teach in any school that implements these types of curriculums. He would be obliged to have the job and probably would not be in complaint of the pay received for his services. I mean NO disrespect of hurt to any person in his predicament as I have been there myself, but become discouraged by the continuous de-professionalization of teachers. If a teacher has no say in these standards or curriculum, what exactly is her/his role? No wonder a district/state can get away with their petty wages...they sit in the "big pants" seats, getting paid big bucks for what seems to be in the interest of pay raises, and keeping their "federal funds" and less attention to the interest of children's learning.
When we talk about one size fits all, why is it the people that sit in these BIG seats don't recognize that even the majority of them don't see eye-to-eye or agree with or "get" the same thing from what they read/do? How do they imagine all children do? Whatever!!!!
However, I will say there is ONE good thing I have found with regard to the implementation of this "scripted" mess. In my placement, the grade level that I am at has never had guided reading lessons, centers,etc. This program is forcing all classrooms to have this. It's unfortunate that their centers are also scripted and the book choices for guided reading has already been selected for them. I have yet to see any writing, so SAD!
Moving on, the Collins book has some really great ideas. I love her vivid descriptions with regard to different literacy frameworks. Hers is interesting. But I want to point out that even within good instruction, I find flaws. Here we find that Social Studies, Science, and the Arts are snuffed out. Well that's not acurate or fair to say, it is not completely snuffed but shuffled back and forth between units. I'm wondering though if we could provide more of these subjects if we integrated these curriculums into our "balanced literacy" and if so, what would this look like?
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I noticed the same problems as you did in regards to the Collins schedule. If you dedicate half the day to reading and writing, you MUST integrate science, social studies, arts, etc. It is sad that these subjects have become devalued in the competition for time. I wonder what will happen when the state decides to test science and social studies... when a scripted math curriculum takes 90 minutes, how will we fit it all in?! It goes back to what you say in the beginning - that teachers need to be given the license to do our jobs as we see best - because we should know best.
ReplyDeleteI too have been absolutely apalled at the scripted curriculum Durham County schools have chosen to implement. I feel like it has a complete lack of authenic and rich literature, and expects all children to learn to read and write the same through interactions with "literature" such as Biscuit Wins A Prize. Really? How can they honestly look at books like this as compared to books like Velma Gratch and The Way Cool Butterfly, and say its better? Why am I going to school for all these years and paying all this money to have them insult my intelligence and my profession and hand me a "how to" manual on teaching. Again, really? My CT had a conversation with me about how she would be so discouraged were she in my shoes, and although I'm fighting not to become discouraged, its kind of hard to given the push towards these ridiculous scripted curriculums. Whatever, its like we've said....it's hard to fire a good teacher. At least that's good news! :)
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