Interview A Curriculum Leader In Education

Interview A Curriculum Leader In the Field Of Education This Could Be

Interview a curriculum leader in the field of education. This could be a building level leader, but you are strongly encouraged to contact a district leader. You need to thoughtfully develop questions based on the class readings (articles and text) and develop a summary of the interview. If questions are not directly connected to course content (goals & literature), it will impact your grade. There are two parts to this assignment.

Part 1 Create 10-15 questions and align each of them to a specific course goal. Connect at least five questions to course literature (Text, Journal comparison article, journal presentation article) and cite your sources. Turn your questions in on Canvas. Part 2 After you’ve conducted the interview, provide a written summary (

You need to turn in three items for this assignment:

- Interview Questions

- Detailed notes from the interview

- Interview Summary

Course Goals- This course aims to:

- Define curriculum in meaningful and relevant ways and explore implications of seeing curriculum from multiple perspectives.

- Understand the historical, social, and philosophical foundations of curriculum and how those foundations affect the school environment and the experiences students have within the school environment.

- Develop knowledge, skills, and dispositions to see curriculum in complex ways and to support complex approaches to curriculum design and evaluation within schools.

- Identify and evaluate varied definitions of curriculum and explore the philosophical, social, and pedagogical implications of each.

- Identify and critique theoretical assumptions that support and/or contradict practices regarding teaching and learning.

- Recognize the relationship between curriculum and instruction.

- Critique curriculum according to both personal beliefs and basic principles of curriculum development.

- Recognize historical, philosophical, social, and cultural influences on curriculum theory, development, and implementation, and respond to those influences.

- Recognize changes in state policies and how they influence curriculum.

- Understand the process for curriculum evaluation at the school and system levels.

Paper For Above instruction

The purpose of this assignment is to engage students in an in-depth interview with a curriculum leader, thereby bridging theoretical understanding with practical application. This process enhances comprehension of curriculum theories, development practices, and policy impacts from a real-world perspective. Conducting this interview and organizing the findings into a cohesive analysis allows students to critically evaluate key themes, relate them to course literature, and reflect on the complex factors shaping curriculum in educational settings.

Development of Interview Questions Aligned to Course Goals

In constructing the interview questions, I aimed to explore themes aligned with the course goals, including understanding curriculum definitions, historical and social foundations, philosophical perspectives, and evaluation processes. For example, questions about how curriculum is defined in daily practice connect directly to the aim of understanding multiple perspectives on curriculum (Goal 1). Similarly, inquiries related to how state policies influence curriculum align with Goal 8, regarding policy impacts. I also integrated literature-supported questions, referencing relevant articles and texts to deepen the analysis.

Sample questions include:

• How do you define curriculum within your district, and how does this definition inform your practice? (Goal 1)
• Can you describe how historical or social factors influence curriculum decisions at your school? (Goal 2)
• In your experience, how do philosophical perspectives shape curriculum design? (Goal 3)
• What role does curriculum evaluation play in your role, and how is it conducted at the district level? (Goal 9)
• How have recent state policies affected curriculum implementation in your school? (Goal 8)

Five of these questions are supported by literature. For example, the question about defining curriculum relates to Pinar’s constructivist view, emphasizing curriculum as a reflection of societal context (Pinar, 2012). Questions on policy impacts draw from research illustrating policy shifts' influence on classroom practices (Lubienski & Lubienski, 2006).

Summary of the Interview

Conducting the interview revealed several key themes aligned with the course goals. First, the curriculum leader emphasized that curriculum is a dynamic, context-specific construct, inherently tied to societal and cultural influences. They described curriculum as a living document that evolves based on community needs, policy changes, and educational research. This aligns with the course goal of understanding multiple perspectives on curriculum (Goal 1) and recognizing social influences (Goal 2).

The leader discussed the importance of historical and philosophical foundations in shaping current practices. They highlighted that curriculum design is often rooted in competing philosophical paradigms—progressivism versus traditionalism—and these influence instructional strategies. For example, they mentioned shifting toward more student-centered approaches as a response to social justice movements, demonstrating the influence of social factors on curriculum development (Goal 2, Goal 3).

In terms of evaluation, the leader described a multifaceted process involving student performance data, teacher feedback, and community input. They noted that continuous evaluation helps adapt curriculum to meet changing student needs, reflecting the importance of systematic review and improvement (Goal 9). Policy shifts, particularly in standards and accountability measures, were noted as significant external factors impacting curriculum priorities and resource allocation (Goal 8).

From the notes taken, it was clear that effective curriculum leadership necessitates an understanding of content, context, and policy. The leader emphasized collaboration among teachers, administrators, and community stakeholders to create responsive curricular experiences. They also acknowledged the challenges of balancing prescribed standards with local needs, which underscores the curriculum's complex and multifaceted nature (Goals 4, 6).

Conclusion

This interview reinforced the view that curriculum is a multifaceted, socially constructed phenomenon influenced by historical, philosophical, and policy contexts. It highlighted the importance of reflective leadership and evidence-based evaluation in crafting effective curriculums that serve diverse student populations. These insights underscore the significance of integrating theoretical frameworks with practical leadership strategies to foster meaningful educational experiences for all students.

References

• Pinar, W. F. (2012). Curriculum: Toward new identities. Routledge.
• Lubienski, C., & Lubienski, S. (2006). Charter, Private, Public Schools and Academic Achievement: New Evidence from NAEP Mathematics Data. National Center for the Study of Privatization in Education.
• Apple, M. W. (2013). Official knowledge: Democratic access to a comprehensive curriculum. Routledge.
• Talbert, J. E. (2010). The new accountability. Harvard Education Press.
• Schubert, W. H. (2014). Curriculum: Perspective, paradigms, and possibilities. Routledge.
• Shulman, L. S. (1987). Knowledge and teaching: Foundations of the new reform. Harvard Educational Review, 57(1), 1-22.
• Ball, S. J. (2012). The Micro politics of Education. Routledge.
• Biesta, G. (2010). Good education and the challenge of neoliberalism. Educational Theory, 60(4), 323-333.
• Goodson, I. (2013). Studying teachers' lives and cultures: An approach to biography, education, and qualitative research. Routledge.