Supporting Teachers with New Curriculum

This school year marks the first year of implementation for the Georgia Standards of Excellence in science.  The standards focus on hands-on, student-centered, and inquiry-based approaches. This is a shift from the previous Georgia Performance Standard. The new standards integrate STEM literacy and increased rigor.  The GADOE provided a year of training for teachers and administrators on the new standards during the previous school year. Unfortunately, there were not any teachers or administrators in my school that participated in any of these trainings. Now the school year has begun and the teachers are in desperate need of support. As an administrator what are some things that can be done to help support the science teachers in implementing the new standards and minimizing stress and frustration? Here are some things that I have been doing to assist the science teachers in my building.

1. Be present during PLC meetings. 
During PLC meetings which are held on Tuesdays and Thursdays, I availed myself when the teachers are unpacking the curriculum. Additionally, I provided the teachers with a standard unpacking protocol focusing on what the students need to know, need to understand, and need to do. As a former science teacher, I am an additional resource for the teachers. My role in the PLCs is to support the teachers through the process.

2. Increased science budget for new supplies and instructional resources.
The new curriculum required resources that were not previously available at the school. Thanks to Title I funds we were able to add instructional software resources that will aid the teachers with the implementation of the new curriculum.

3. Reached out to District personnel on behalf of the science teachers. 
At the very begining of the school year, I was able to contact one of the two science coordinators and request professional learning for my teachers related to the new curriculum. The science coordinators were able to provide me with teachers that attended the implementation trainings held by GADOE. Also, the coordinators provided me with additional professional development session held by MetroRESA and GADOE.

4. Focused on the assessments.
 It was important that the teachers understand that we must begin with the end in mind. We worked to develop common assessments that were aligned to the standards. The teachers completed an assessment blueprint that ensured that the questions were higher-level and standards-based. 

5. Continue to convey the message that curriculum implementation is an on-going process.
My high school operates on a 4X4 block which means that a course is completed within one semester. This means that the process can quickly become overwhelming. It is important that I continue to stress to the teachers that this is work in progress. We will work to refine next semester to ensure that the curriculum is being implemented with fidelity.