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A quality education for all children, in all communities, is paramount if we want to create and/or maintain a thriving society. This statement is applicable, and true, regardless one’s of the city, country, or culture. If we know that our futures depend on authentic learning experiences developed throughout our youth, why then does the answer to the question “How do we ensure this for all students?” seem so nebulous within the education community? Why is it so difficult to decipher the important elements of a quality education from the unimportant? Who deems an education quality? By what measure? How do we, as a collective society of educators and community members determine what needs to be the backbone our students’ learning experiences? Can we, in fact, determine the core principles needed?
The past several decades have provided those in the educational field with ample studies and resources to answer the aforementioned questions. Still, how do we cut through the bloated educational philosophies and once described as “the blob” by former Secretary of Education William Bennett? In Focus, Elevating the Essentials to Radically Improve Student Learning, Mike Schmoker (2018) concisely articulates the core of what is needed in today’s schools when he begs the question, “What is essential for schools? Three simple things: reasonably coherent curriculum...sounds lessons...and far more purposeful reading and writing in every discipline”. A foundational, viable curriculum that is implemented with fidelity by all educators is vital to ensure equitable experiences for our students. In fact, it is argued that curriculum may be the single most impactful factor in determining how many students in a class or school will authentically learn (Marzano, 2003). Doubtful neither Schmokernor Marzano are suggesting that schools across an entire country adopt the exact same curriculum; however, is it possible for an entire grade level or content area to do so? What about a school? A district? And, if this “reasonably coherent curriculum” is adopted, is it possible to ensure that quality teachers are in fact teaching it with sound lessons, each and every day—across the entire school, department, or district? Once this core curriculum was established, could it be maintained?
Five years ago I was in my 8th year of teaching 7th grade English in a Brownsburg, Indiana. Brownsburg is a suburb of Indianapolis, and we have experienced tremendous growth over the past five years, largely in part of the highly successful structure of our schools. During my years as a middle school teacher, I was able to share my 100+ students with an interdisciplinary team, and together we rode the roller-coaster wave that is 7th grade. I honestly loved my students. I loved breaking down difficult concepts with them—loved offering feedback that helped them develop their inner writing voice—loved the joy that develops when a class becomes a family.
Carrie Rosebrock is the Secondary English Administrator for Brownsburg Community School Corporation in Brownsburg, Indiana. She has presented at both state and national conferences on the impact of curriculum administrators and the powerful impact of professional learning communities.
Reading and Writing: The Meat and Potatoes of the English Curriculum
By Carrie Rosebrock
email: [email protected]