Creating a Curriculum That Works was written in 1994. The only time I taught in a U.S. school was way back in 1984-5, so I’m unclear how much progress there has been in providing curriculum standards in the various subject areas. As a foreigner, the use of different groups working independently seems to be a very fragmented way of going about setting a framework and standards. I’m not sure what grades (K-12?) the standards are being set for, and I hope that the list is not exhaustive. The absence of Religious Education from the list is one subject area that I noted. Readers may or may not be aware that a curriculum framework is provided at a national or state level, and Catholic schools or education authorities adapt this so that Religious Education and gospel values are an integral part of the curriculum. Interestingly, some of these curriculum frameworks are for K-10 rather than K-12. The reason for this is that the last two or three years of high school are more closely linked with post-secondary school education. Schools are recognised as the normal (but not the only) pathway to obtain the qualifications necessary for further study or apprenticeships. You may wish to look at some of the following websites to see how different countries and states approach curriculum development:
I was surprised that Ozar included the statement that “Motorola must interview ten people to find one who meets their entry-level standards” (page 65). The reason I found the statement surprising was that I assume that Motorola is not hiring any or many people straight from high school, and that those applicants whom the company interviews have generally completed a college degree. There is an assumption that Motorola’s interview and assessment techniques are beyond question, and that their entry-level standards are realistic. I understand what Ozar was trying to demonstrate by the statement, but I question the choice of this example. The needs of Motorola might be far different from the many other businesses and enterprises in society. There is no comparison made with the other international branches of Motorola to suggest that this is just a U.S. ‘problem’ or whether it is the experience in other ‘first-world’ countries where the company operates. I have not seen any evidence in the media to suggest that Motorola's concerns are widespread.
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I'm so glad you are in our class, Adrian. Your international experience helps challenge me to break out of a US-centric mindframe when analyzing the issues we face as Catholic educators. I always enjoy being connected to a worldwide network of Christian Brothers schools that expand my sense of what is needed for future generations. On a local level, my sense is that some schools are doing quite well adopting national and state standards in "secular" subjects. At the same time, I think the history in the US between Catholic and public schools (for resources, students, etc.) continues to exert some influence on the collaboration (or lack thereof) between the public and private sector within education. I found the history of this relationship that we studied in Ecclesial Principles to be a good reminder of some of the systemic issues unique to the US educational system.
ReplyDeleteI have always taught at the elementary level, and as a faculty, we have worked long and hard on creating standards that work for the student body where we teach. We have worked at developing standards for all subject areas including the extra curricular areas including art, music, P. E., Spanish and computers. I can't comment too much on high school, but I do know that we are definitely a very important stepping stone to the high school curriculum. I must admit that I do not know a lot about expectations in the educational arena in countries other than the United States. I would guess that their goal is to prepare students to be successful in future endeavors after leaving the formal school years. Your comments on Motorola are interesting. To find qualified people that meet the standards of this company, I would imagine, are much the same as other worldwide countries. A strong work ethic, a thorough and competent use of skills and a value based method of accomplishing tasks.
ReplyDeleteI too am very grateful that you are in the class. Reading your blog each week is like being transported across the seas and discovering a wealth of information, on schools outside the US, to which I simply had no prior exposure. The teaching practices in those places are very fast-forward.
ReplyDeleteIn addition to your comments this week, I derived a great deal from the curriculum sites you suggested. For me the standout was New Zealand's with its clear recognition and marriage of Maori tradition and modern educational precepts. It reminded me of the school system in Hawaii. There the native Hawaiian traditions are, at the minimum, impliedly incorporated in the learning process. (It is worth noting that the indigenous presence actually premeates most facets of life.) Yet, the Hawaiian curriculum standards which I have read are no match for New Zealand's, when it comes to directly using the native tongue, etc., in the standards. (The exception would be Hawaiian language classes.)
Following along with Donna's comments, I believe that elementary education is the gravamen of the educational process. No other level - high school, undergrad., or beyond - is as significant. In my view, to be an elementary prof., one has to be a Renaissance person, having the breadth and depth of many disciplines and the profound understanding of the greatest spirits - the young.