Purpose

The effective implementation of a new curriculum requires administrative commitment and support. This bulletin provides information to enable administrators to support teachers in planning and implementing an effective English language arts program at the Secondary Level. In particular, this bulletin:

• outlines the aim, goals, and philosophy of the new curricula for English Language Arts 20 and the four electives -- Communication 20, Creative Writing 20, Journalism Studies 20, Media Studies 20
• provides an overview of the English language arts curricula at the Secondary Level and credit requirements
• describes considerations for implementation including time, resources, and the role administrators can play to support curriculum implementation.

Role of Administrators

As educational leaders, administrators are key to successful implementation. Prior to and during implementation, administrators facilitate the implementation process by having knowledge of the change process and by developing strategies to assist the process. In general, it is helpful if administrators:

• understand that implementation requires change and that change is a process that takes time
• recognize that teachers will progress through various stages in the implementation process
• create an environment of trust and support to facilitate the risk taking that is necessary for change to occur
• become informed about the new curricula, their basic philosophy and content, as well as the nature of the changes they advocate
• develop a plan for implementation
• understand their own roles in the implementation process
• ensure that teachers have the opportunity to attend implementation inservice
• inform students, parents, and the community of the philosophy, goals, and methods of the new English language arts courses
• ensure that the school division resource selection policy reflects Saskatchewan Education initiatives and guidelines and recognizes the resource needs of an English language arts classroom
• support teachers who wish to expand their repertoire of teaching strategies and methods, of assessment and evaluation techniques, and of professional and student resources
• consider how assessment and evaluation suggestions in the curriculum affect the school’s evaluation policy and reporting of student progress
• attend, when possible, inservice and awareness sessions related to this initiative
• review and discuss with teachers the latest results of the Provincial Learning Assessment in English language arts.

It is important to provide time and opportunities for teachers to develop an awareness, and to explore, refine, and become adept with new philosophies and practices. While individual teachers will be at different stages in their change processes, they may experience growth in stages similar to the following:

Awareness and Exploration

Initially, teachers might:

• become aware of the aim, goals, principles, and objectives of the curriculum
• try out new instructional and assessment and evaluation strategies, and reflect upon their successes and areas of need
• review new professional and student resources
• participate in professional development activities (see Appendix A)
• assess their own professional needs and address these within a personally reasonable time frame.

Refinement

As teachers work with the curriculum, they might:

• increase their awareness of language development and the implications for teaching and learning
• integrate listening, speaking, viewing, reading, and writing processes in authentic ways
• increase opportunities for oral activities within their units of study
• plan for representing and viewing activities that support reading, writing, listening, and speaking
• integrate language study concepts and skills through relevant mini-lessons
• observe students to determine instructional needs and strategies
• personalize sample units to meet student needs and interests
• plan new units to meet student needs and interests
• extend instructional and assessment strategies
• become familiar with a variety of diverse and multicultural literature and other texts
• acquire and use a wide range of resources.

Full Implementation

As teachers fully implement the curriculum, they should:

• create an environment in which students collaborate, co-operate, and feel safe taking risks
• engage students in meaningful language use and application
• plan for the balanced integration of the language processes
• use integrated language study lessons effectively with individuals, small groups, and/or the whole class
• use a range of instructional, assessment, and evaluation strategies effectively, continuing to expand their repertoire
• use a variety of resources comfortably, continuing to expand their repertoire
• develop new units independently and in collaboration with colleagues
• provide mentoring support for colleagues new to the curriculum
• develop personal professional growth plans that target areas, related to the curriculum, for refinement
• strive to continually enhance their teaching related to the curriculum
• communicate effectively with students, colleagues, parents, and community.