In a time when educational standards and inclusivity are hotly debated, a growing number of teachers are taking matters into their own hands by building their own curricula. This trend, highlighted in a recent report by The Hechinger Report, raises well-deserved questions about the effectiveness and necessity of district-provided materials. While some educators argue that custom curricula better meet the diverse needs of their students, experts warn that deviating too far from standardized content could undermine educational equity and consistency for all.
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Key Takeaways
- Teachers report that district-provided curricula often lack cultural relevance and inclusivity.
- Many educators spend significant time creating and adapting their lesson plans.
- Experts caution against deviating too far from standards-based curricula.
High school history teacher Chris Dier spends part of his Sundays preparing lessons for his Advanced Placement U.S. and World History classes. According to Hechinger Report, this routine has been constant throughout his 14 years of teaching. Despite being Louisiana’s teacher of the year in 2020, Dier has never had a curriculum provided by his school district that he could use without making significant adaptations.
“For better or worse, essentially, we are responsible for creating our own curriculum. The curriculum I teach is purely something that I create.”
Dier said
This situation is not unique to Dier. Many teachers across the country find themselves in similar positions. School districts spend millions on curricula, but these materials often require changes to be effective and culturally relevant for students. Educators argue that these off-the-shelf materials mostly do not prioritize students’ perspectives, abilities, and experiences.
The Debate Over Scripted Curricula
David Steiner, executive director of the Johns Hopkins Institute for Education Policy, believes that sticking to a well-researched, standards-based curriculum is not just important, but necessary.
“The research is heavily in favor of following a script — not necessarily every last letter of that script, but following a really good curriculum that’s standards-based and content-rich,”
mentioned Steiner.
However, some teachers resist this approach, feeling that scripted curricula do not connect to students’ prior knowledge or experiences. They argue that pre-written materials often lack local relevance and do not cater to the diverse needs of their students.
Bridging the Gap
In Louisiana, efforts have been made to better align curriculum with state standards. According to a 2019 survey by RAND, Louisiana has a high usage rate of standards-aligned materials among teachers. Alexandra Walsh, chief product officer at curriculum company Amplify, emphasized the district’s role in determining how curricula are used.
“We really try to put great materials in the hands of teachers and let them make informed and great decisions about what to do for their students.”
Simone Gordon, an English as a new language teacher at PS 361 in Brooklyn, adapts the district-provided curriculum to fit her students’ needs.
“I like being given the curriculum when there’s flexibility, and then the option to kind of say, ‘I’m going to use this part, but I won’t use that part,’”
Gordon said.
The Need for Inclusivity
Teachers like Petrina Miller, who has taught at the Los Angeles Unified School District for 26 years, stress the importance of curricula that reflect the diverse backgrounds of students. Miller and other educators have started campaigns to involve teachers in reviewing and selecting curriculum materials to ensure cultural relevance.
“My students are mostly Latino and African American, and they don’t see themselves in the curriculum,”
she said.
Educators argue that teachers, being on the front lines, have valuable insights into what works best in the classroom. They believe that greater teacher involvement in curriculum development and selection could lead to more engaging and effective teaching materials.
The Main Point
The debate over whether teachers should customize lessons or strictly follow the district-provided curricula has only started. While experts advocate for standards-based, scripted curricula, many teachers find these materials don’t offer the necessary cultural relevance and adaptability. The main challenge though lies in finding a balance that allows for both high-quality, standards-aligned instruction and the flexibility to meet the diverse needs of students.
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