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Novel Adoption to High School Curriculum

Novel Adoption to High School Curriculum. Tammy Mitchell Duquesne University GADS 573 : School Administration and Supervision. How the Garcia Girls Lost their Accents. Background. English teacher wants book adopted into High School Curriculum

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Novel Adoption to High School Curriculum

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  1. Novel Adoption to High School Curriculum Tammy Mitchell Duquesne University GADS 573: School Administration and Supervision

  2. How the Garcia Girls Lost their Accents Background • English teacher wants book adopted into High School Curriculum • Curriculum is weak in teaching tolerance of diversity • High School principal in agreement with her concern • Parent complaints regarding lack of teaching tolerance

  3. How the Garcia Girls Lost their Accents Problem • Negative reaction from faculty: vehemently opposed to changes • Current curriculum aligned with standards • Teachers do not want to lose instructional time • Contract: 90% approval from department faculty before board proposal to change curriculum

  4. First Steps Student Population/Community Other schools in the district Other Districts State Standards Other content area departments

  5. Course of Action #1 Teaching Tolerance Building Wide: Tolerance Team Who: Get Everyone On board! (teachers, students, administrators, school board, community) What: Plan activities, events, speakers, movies, TV broadcasts, bulletin board displays, etc. When: Throughout the school year. Once a month meetings. Where: Various locations within the High School Why: Integrate teaching tolerance without a curriculum change; gets everyone involved

  6. Implications Need for a leader Compensation for participating staff Funding for program

  7. Course of Action #2 Who: Technology Integrator/CFF Coach What: Use technology to teach tolerance (VoiceThreads, Wiki, ePals, Digital Storytelling, Videoconferencing, etc.) When: Computer Courses, Content Area Classes Where: Computer Labs or 1 to 1 classrooms Why: Corresponds with bullying/cyberbulling, teaches digital global citizenship Teaching Tolerance Through Technology

  8. Implications Technology integrator must approve Will all students get exposure?

  9. Course of Action #3 Teaching Tolerance: Summer Reading Requirement Who: Students What: Read a novel from a list of choices. Complete the VoiceThread Assignment. When: Summer between Sophomore and Junior year Where: Home or Library Why: Keep up with academics over summer

  10. Implications Asynchronous (procrastination) Will students be required to purchase the book or will the district supply it? Technology availability Support?

  11. Decision Making Involvement • Curriculum Supervisor • High School Principal • Teachers • School Board

  12. Communication Plan • Letter to students & parents • District website • eNewsletter • City newspaper • School bulletin board

  13. Questions or Comments…

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