How(what)-When-Why?

How (What), When, and Why? 

 

Once again, I am amid the Summer Planning Institute. This is a self-imposed, self-created institute I have attended for the past 25 years. The goals of this institute are based on this quote: “Every teacher needs to improve, not because they are not good enough, but because they can be even better.” Dylan Wiliam

Yet once again, I have come up against the above three questions. 

 

How do the learners in my charge become proficient in all these standards and with fidelity to these curricula (what)? 

STATE STANDARDS 

Art State Standards (2017) Media  Theatre Visual Arts 

Computer Science K-12 Standards (2018) Grade 3-5 

EdTech K-12 Standards (2018) Grade 3-5 

Financial Education Standards (2016) Grades K-5 

Math-Common Core State Standards Operations & Algebraic Thinking  Number & Operations- Base Ten  Number & Operations – Fractions  Measurement & Data  Geometry  Mathematical Practices (2014) 

Reading – Common Core State Standards-  Literature  Informational Text  Foundational Skills (2014) 

Science - Next Generation Science Standards 5th Grade Guide (2013) 

SEL (Social, Emotional Learning) Standards (2019) 

Social Studies-WA State Standards (09.17.19) 

Speaking & Listening-CCSS (2014) 

Writing-CCSS Language- CCSS (2014) 

   

DISTRICT CURRICULUM 

 Reading/Language – FPC: RML, IRA, SR, IR, GR & BC 

Writing/Language – Units of Study 

Spelling – Spelling Strategies and Patterns 

Math – EPS Scope & Sequence 

Science- STEMScopes 

Keyboarding – Typing Agent 

Social Studies – None 

Speaking/Listening – None 

Social-Emotional Learning – Zones of Regulation 

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  WHEN - (constraints) 

District Calendar (180 days)

2019-2020 Elementary Assessment Calendar

Band/Orchestra – most learners 2 hours/week 

Safety Patrol – arrives late and leaves early 

Recess 3x/day

Math Club – some learners and amount of time varies

Committee Meetings, IEP Meetings are before/after school

*Early Release every Wednesday (some Fridays) dismissal at 1:35 

*Music 60 min./week, PE 60 min./week, Library 30 min. Week 

 

 

“A full-time classroom teacher, day-in, day-out, is teaching 90 percent of their contract week. 

This leaves a mere 10 percent of time given to complete two remaining, yet fundamental, aspects of the role: feedback and planning. This places an incredible burden on that 10 percent – and leaves all other tasks to be completed in our own time. 

To reduce workload, we need to consider reducing the teaching load to one-third. That way, we could teach for 33 percent of the time and divide the remaining 66 percent between planning and feedback.” – Ross McGill

 

The starred (*) components above are meant to partially provide for some planning/feedback time. However, in reality, this planned time is often taken up by impromptu meetings, phone calls, bathroom breaks, problem-solving of some sort, etc.

 

 

 

  

 

 

As for the Why, it is common sense that all these standards are needed for the modern learner, or are they?  And why 180 days? And why Sept. – June? And why 9 to 4? 

 

How and When will we be able to accomplish the What? 

And again, Why? 

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“When we no longer know what to do we have come to our real work and when we no longer know
which way to go we have begun our real journey. The mind that is not baffled is not employed. The impeded stream is the one that sings.”

Wendell Berry