Curricula & Instruction

Many athletes involved in team sports have been faced with the question: Are you a piano player or a piano mover? Stay with me on this analogy - I promise it will make sense! "Piano Players" are the ones you notice on the field - they are Ronaldo or Messi. You notice them on the field because their play is exciting. They force you to watch and to stay engaged in the game. And when they do touch the ball...Magic. Some players are "Piano Movers." They play great defense. They have grit. You never notice them on the field because the play isn't sexy, but they get the job done. A team needs to have both kinds of players to be successful.

Curriculum & Instruction is a similar prospect. Curricula are our "Piano Movers." Writing a great curriculum is painstaking work - it has to be aligned with state standards, the state exams students will take in the spring. It has to be content-rich. It has to be standardized, but flexible enough to allow opportunities for teachers to differentiate to meet the needs of all students. It has to include assessments - so that a teacher can accurately say that he knows whether his students have reached expectations at various junctures in the school year. If you're doing it right, writing and revising curricula is beyond challenging.

Then, in comes the "Piano Player" that is Instruction. Gifted teachers can take that boring curriculum document and make it come alive! They understand what engages children. They are creative, enthusiastic, and hands-on. We can all remember a great lesson one of our elementary school teachers gave. Teaching is part science and part art. Effective instruction seamlessly blends the two.

I was pleased to hear that the district took time this summer to revise curricula, specifically as it relates to the implementation of Eureka Math and the Next Generation Science Standards. Both the new math program, and the shift to Next Gen science require major changes to the methods teachers use. We can't expect them to do it seamlessly unless we are willing to provide the resources teachers need to create engaging instruction. This means money for teacher coaches, professional development with the expectation of turnkeying it to colleagues, and a real honest look at "what we've always done" and taking the risks necessary for change.

My family's experience in Chesterfield has been that our teachers are "piano players." Our children love their teachers and have learned so much, but how much more could our educators do if we were better able to support their efforts? If elected, I intend to do so.