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What is your definition of curriculum? View Linda Cliatt-Wayman TedTalk  Link  (Links to an external site.) – Describe your school’s hidden curriculum Read the case study on p. 63. Based on your readings describe the steps Dr. Davenport should take as Principal and Curriculum Leader to align this 4thgrade team. #3 Case Study: Curriculum Approaches Can Challenge Administrators The new elementary school principal, Dr. Susan Davenport, was hired to replace Dr. Robert Edwards, who left Washington Elementary School for a professorship at a university in the same town. When she was hired, the superintendent told her that he expected the principal to get the school’s staff on board to bring the curriculum into compliance with district, state, and federal standards. With the superintendent’s edict to bring the staff on board so that the standards could be met, Dr. Davenport felt that information was needed about the diverse faculty at Washington Elementary School. She arranged a meeting with the previous principal to get some insights about the faculty at the school. Dr. Edwards was pleased to meet with Dr. Davenport and share some information about the teachers. In describing the six fourth-grade faculty members at Washington Elementary School, Dr. Edwards made reference to Mr. Anderson, who was a 40-year veteran at the school. He noted that Mr. Anderson is very conservative in nature and a blend of Academic Scientism and Progressive Functionalism. He also does not believe in individualizing or having students work in groups. Another teacher, Mrs. Ferrell, is less conservative than Mr. Anderson; however, she is not a big fan of technology and focuses on the social aspects of the child, a type of Developmental Conformism. Dr. Bardwell, a close friend of Mrs. Ferrell, is a far more structured teacher who has the desks lined up in rows. She does focus on fundamentals but uses an inquiry approach to teaching at times, especially in science. Dr. Edwards felt that Dr. Bardwell fit nicely into the era of Scholarly Structuralism—the curriculum should be focused on discipline-based principles, concepts, and inquiry processes. Tammy Rabine, another fourth-grade teacher, Dr. Edwards noted, is right out of the Romantic Radicalism period. She is an exciting and imaginative teacher but does not follow the district curriculum scope and sequence and is not interested in clear and articulated objectives. Her philosophy is that learning is about student discovery and student self-esteem. In contrast, Tammy’s colleague, Jack Duringer, is very much into critical thinking and the development of an academically challenging curriculum. He is also a stickler for assessment and accountability, as well as technology, which places him in the Privatistic Conservatism and Technological Constructionism eras. Juanita Sanchez, the last fourth-grade teacher who Dr. Edwards talked about, has taught for 2 years and is a wiz with technology. Because she is interested in cultural diversity, she believes in teaching values through the curriculum. She is a strong proponent of standards for teaching and assessment and could well fit the Technological Constructionism, Modern Conservatism, and Technological Functionalism eras.