Assessing Educational Changes
Within the education system there is always change. Schools must achieve high standards to raise test scores. This thought is very unstable but holds true. With the implementation of the new Common Core standards many districts are struggling to find a way to complete the rigorous standards effectively on time. To be able to use instructional time many schools need to change their ways of instruction. Elementary schools are departmentalizing, teaching in a concentrated subject(s), to help teachers utilize instructional time. Along with departmentalizing, schools are also implementing that teachers integrate lessons as much as possible.
About two years ago the school I am teaching at chose to departmentalize to help relieve planning stress and raise standardized testing scores. This decision was a successful move for the school. Test scores are on a steady rise but not as much as the administrative team would like to see. Now with South Carolina implementing the Common Core standards teachers are stressing about having enough time to complete all of the rigorous standards. So the school administration is implementing integration into the classrooms. Teachers have been switched to teaching math and science and English language arts and social studies to help with the integration. They have also had a limited number of trainings to understand integration. The process for integration has been a long one with much of it left to the teacher to research. The implementation of all of these changes has been difficult for teachers.
According to Green (2013) there are three steps of change. The first step of change is realizing the problems and challenges that are existing within a program. Next is deciding the changes that need to be made. The final is setting the vision and standard of excellence. The following are the negative and positive of integration in the classroom.
Positive and negative components of change
During the first step of change is essential because it allows the leader of the school to define the purpose and to get the staff on board with the change. Our principal did this by showing the teachers the school’s current data and data from a school with a population similar to our school. The data showed how the other school’s data increased and the teachers and leadership felt it was because of the departmentalization and integration of standards. This encouraged the staff that this can work for us too.
Phase two was not as positive as phase one. Phase two is assessing current conditions. For this phase the school leaders should have distributed the responsibilities of faculty within the school to research the best what to implement this change within the school. This area faltered because there was little to no input from the teachers. During this time the data should have been analyzed again from many different sources. Also, there should have been dates for training of how to...