Discussion: Perspectives of Problems
How you view a problem and what you propose to effect positive change relative to the problem is closely related to your experiences and to your professional role. Individuals in different roles—for example, instructors and administrators—might explain and address the problem of poor learner engagement differently.
To prepare for this Discussion, consider which degree path (PhD, EdD, or EdS) you have selected or are strongly considering. Review the “Degree Path Road Map” media piece from this module’s Learning Resources as you consider your degree path selection.
In addition, think about the specialization you plan to pursue. What professional roles are associated with the degree path and specialization you have selected?
For this Discussion, select one of the professional roles associated with your degree and specialization. How might you address the problem in the case study based on this professional role?
By Day 3 (of Module 6)
Post a description of the professional role you selected and an explanation of how you would address the problem in the case study from the perspective of this role, and why.
See attached Sample Discussion Question Answers – To Be Used As A Guide
Issues in K-12 Education Case Study
Scenario
Your state is considering a required set of education standards that all schools
must adopt. You have been nominated to serve on the statewide committee to
inform the legislature as to which standards, if any, should be adopted. You will
have the opportunity to take a stand on the following issue. Does a set of
required standards improve or limit education for ALL students (e.g., general
education students, special education, English language learners, gifted
learners) in state schools?
Consider the following questions: How can standards be implemented to improve
the quality of education for ALL students in all levels and types of classroom
(e.g., general education, special education, vocational)? Is it more effective to
adopt district standards, state-specific standards, or national standards?
Once you decide which standards to adopt, what materials, supports and training
will be needed to implement them? How do different stakeholders (e.g., policy
makers, government leaders, principals, teachers with various specialties and
points of view, students, parents) feel about the issue of standards adoption and
implementation?
Stakeholders
The State Department of Education, school administrators, teachers, students,
parents, educational specialists, politicians, business leaders, employers,
advocacy groups, and the community at large.
Document Set 1
• Document 1: A brief overview of the standards-based movement with
information synthesized from multiple authentic sources
• Document 2: Statistics and quantitative data that demonstrates inequality
and falling international performance; the data focuses on literacy,
science, and math scores, as well as the importance of education on
lifetime earnings
This document is pieced together from a variety of authentic documents
• Document 3: An authentic document that explores the function of
technology in education, and non-traditional settings for K-12 education
© 2014 Laureate Education, Inc. Page 1 of 2
• Document 4: An authentic document that introduces new guidelines for
education reform that will prepare all public school students for college or
a career
Document Set 2
• Document 5: A simulated editorial from a school administrator detailing
concerns and issues with implementation of the Common Core State
Standards
• Document 6: A simulated magazine article that illustrates some the issues
regarding a set of uniform standards and expectations for English
Language Learners
• Document 7: A simulated blog post with relevant comments about the
concern that a common set of standards might exclude such disciplines as
art and music
• Document 8: Simulated blog posts about the Common Core State
Standards and special education
NOTES: Common Core is arguably one of the most pressing and controversial
issues in K-12 education. The goal of this case study is to have students
consider the various stakeholders involved, and take a position on both the broad
issue of standards-based education and one or more subtopics that fall under
this umbrella.
© 2014 Laureate Education, Inc. Page 2 of 2
Case Study for Issues in K-12 Education
The materials in this case study are a combination of authentic public domain
documents and simulated documents that were created specifically for the case
study that draw on authentic research and data from government and scholarly
sources, and from the opinions of experts in the field.
The mention of “your state” is a generic reference intended to be inclusive for any
background.
Scenario
Your state is considering a required set of education standards that all schools
must adopt. You have been nominated to serve on the statewide committee to
inform the legislature as to which standards, if any, should be adopted. You will
have the opportunity to take a stand on the following issue; does a set of required
standards improve or limit education for all students (e.g., general education
students, special education, English language learners, gifted learners) in state
schools?
Consider the following questions: How can standards be implemented to improve
the quality of education for all students in all levels, and types, of classrooms
(e.g., general education, special education, vocational)? Is it more effective to
adopt district standards, state-specific standards, or national standards?
Once you decide which standards to adopt, what materials, supports, and
training will be needed to implement them? How do different stakeholders (e.g.,
policy makers, government leaders, principals, teachers with various specialties
and points of view, students, parents) feel about the issue of standards adoption
and implementation?
© 2014 Laureate Education, Inc. Page 1 of 1
Obtaining a Doctor of Education (EdD) from Walden University will deepen my understanding of new developments in the field of education and prepare me to serve as a teacher leader, who is capable of applying new learning and innovative practices to make research based decisions (Walden University, 2013a).
A concentration in Curriculum, Instruction, and Assessment will permit me to achieve my future career path as a curriculum specialist. Curriculum specialists analyze student and school data to improve implementation and selection of instructional materials. On a norm their job involves research and requires finding appropriate textbooks and curricula in order to improve student learning outcomes (Emporia State University, 2019). With this advanced degree, I will be able think critically while gaining expertise in best practices aligned to learner-centered curriculum and instructional design, instructional strategies, and student assessment, which will impact student academic performance (Walden University, 2013b).
Obtaining a Doctor of Education (EdD) from Walden University will deepen my understanding of new developments in the field of education and prepare me to serve as a teacher leader, who is capable of applying new learning and innovative practices to make research based decisions (Walden University, 2013a). A concentration in Curriculum, Instruction, and Assessment will permit me to achieve my future career path as a curriculum specialist. Curriculum specialists analyze student and school data to improve implementation and selection of instructional materials. On a norm their job involves research and requires finding appropriate textbooks and curricula in order to improve student learning outcomes (Emporia State University, 2019). With this advanced degree, I will be able think critically while gaining expertise in best practices aligned to learner-centered curriculum and instructional design, instructional strategies, and student assessment, which will impact student academic performance (Walden University, 2013b).
When considering implementing a set of rigorous English language arts and mathematics standards for all students in grades kindergarten to grade 12, it is imperative to think of the impact on special education (SPED) and English language learners (ELL) students. Many are apprehensive because they feel the new standards are more demanding, and that teachers and administrators do not have time to prepare for their implementation, which would lead to failure among students and widen the achievement gap (Boslaugh, 2019). The 2004 re-authorization of the
Individuals with Disabilities Education Act
(IDEA) requires children with disabilities to be involved and progress in the general education curriculum (Beals, 2014). Serving as a curriculum specialist, I would have to study and compare state standards with the national standards. After comparing and studying standards, I would be responsible for researching instructional strategies that would assist in students meeting the rigorous content specific goals. I would also have to ensure that the instructional strategies appeal to the vast variety of learners and learning styles.
Understanding that SPED and ELL students need to be challenged and prepared for college and careers upon completing high school, as a curriculum specialist I would be tasked with analyzing data to determine students strengths and weaknesses as it pertains to content goals. Identifying the strengths and weaknesses according to the data would allow me to focus on how instruction unfolds in the classroom. As a curriculum specialist, I would examine and review curriculum to ensure that it has embedded accommodations for all learners especially the SPED and ELL students. I would be responsible for ensuring that the rigor is maintained while embedding technology and instructional strategies that align with various accommodations. In an effort to ensure my teachers are equipped to meet every learners needs, I would have to lead professional development activities that prepare them to differentiate instruction on a day-to-day basis.
References
Beals, K. (2014, February 21). The common core is tough on kids with special needs. The Atlantic. Retrieved from
https://www.theatlantic.com/education/archive/2014/02/the-common-core-is-tough-on-kids-with-special-needs/283973/
Boslaugh, S.E., PhD. (2019). Common Core State Standards Initiative. Salem Press Encyclopedia. Retrieved from Walden database
Emporia State University (2019, October 4). What does a curriculum specialist do? Retrieved from
https://online.emporia.edu/articles/education/what-does-a-curriculum-specialist-do.aspx
Walden University (2013a). Which program is right for you? EdS, EdD, or PhD.? Retrieved from
https://www.waldenu.edu/online-doctoral-programs/doctor-of-education/curriculum-instruction-and-assessment
Walden University (2013b). Which program is right for you? EdS, EdD, or PhD.? Retrieved from
https://www.waldenu.edu/-/media/Walden/files/education/doctoral/ph-d-vs-edd-2019-v-2 ?la=en
Obtaining
a
Doctor
of
Education
(EdD)
from
Walden
University
will
deepen
my
understanding
of
new
developments
in
the
field
of
education
a
nd
prepare
me
to
serve
as
a
teacher
leader,
who
is
capable
of
applying
new
learning
and
innovative
practices
to
make
research
based
decisions
(Walden
University,
2013a).
A
concentration
in
Curriculum,
Instruction,
and
Assessment
will
permit
me
to
achieve
my
future
career
path
as
a
curriculum
specialist.
Curriculum
specialists
analyze
student
and
school
data
to
improve
implementation
and
selection
of
instructional
materials.
On
a
norm
their
job
involves
research
and
requires
finding
appropriate
textbooks
and
curricula
in
order
to
improve
student
learning
outcomes
(Emporia
State
University,
2019).
With
this
advanced
degree,
I
will
be
able
think
critically
while
gaining
expertise
in
best
practices
aligned
to
learner
–
centered
curriculum
and
instructional
des
ign,
instructional
strategies,
and
student
assessment,
which
will
impact
student
academic
performance
(Walden
University,
2013b).
Obtaining
a
Doctor
of
Education
(EdD)
from
Walden
University
will
deepen
my
understanding
of
new
developments
in
the
field
of
education
and
prepare
me
to
serve
as
a
teacher
leader,
who
is
capable
of
applying
new
learning
and
innovative
practices
to
make
research
based
decisions
(Walden
University,
2013a).
A
concentration
in
Curriculum,
Instruction,
and
Assessment
will
permit
me
to
achieve
my
future
career
path
as
a
curriculum
specialist.
Curriculum
specialists
analyze
student
and
school
data
to
improve
implementation
and
selection
of
instructional
materials.
On
a
norm
their
job
involves
research
and
requires
finding
appropriat
e
textbooks
and
curricula
in
order
to
improve
student
learning
outcomes
(Emporia
State
University,
2019).
With
this
advanced
degree,
I
will
be
able
think
critically
while
gaining
expertise
in
best
practices
aligned
to
learner
–
centered
curriculum
and
instr
uctional
design,
instructional
strategies,
and
student
assessment,
which
will
impact
student
academic
performance
(Walden
University,
2013b).
When
considering
implementing
a
set
of
rigorous
English
language
arts
and
mathematics
standards
for
all
students
in
grades
kindergarten
to
grade
12,
it
is
imperative
to
think
of
the
impact
on
special
education
(SPED)
and
English
language
learners
(ELL)
students.
Many
are
apprehensive
because
they
feel
the
new
standard
s
are
more
demanding,
and
that
teachers
and
administrators
do
not
have
time
to
prepare
for
their
implementation,
which
would
lead
to
failure
among
students
and
widen
the
achievement
gap
(
Boslaugh,
201
9
)
.
The
2004
re
–
authorization
of
the
Individuals
with
Disabilities
Education
Ac
t
(IDEA
)
requires
children
with
disabilities
to
be
involved
and
progress
in
the
general
education
curriculum
(Beals,
2014).
Serving
as
a
curr
iculum
specialist,
I
would
have
to
study
and
compare
state
standards
with
the
national
standards.
After
comparing
and
studying
standards,
I
would
be
responsible
for
researching
instructional
strategies
that
would
assist
in
students
meeting
the
rigorous
co
ntent
specific
goals.
I
would
also
have
to
ensure
that
the
instructional
strategies
appeal
to
the
vast
variety
of
learners
and
learning
styles
.
Understanding
that
SPED
and
ELL
students
need
to
be
challenged
and
prepared
for
college
and
careers
upon
comple
ting
high
school,
as
a
curriculum
specialist
I
would
be
tasked
with
analyzing
data
to
determine
students
strengths
and
weaknesses
as
it
pertains
to
content
goals.
Identifying
the
strengths
and
weaknesses
according
to
the
data
would
allow
me
to
focus
on
ho
w
instruction
unfolds
in
the
classroom.
As
a
curriculum
specialist,
I
would
examine
and
review
curriculum
to
ensure
that
it
has
embedded
accommodations
for
all
learners
especially
the
SPED
and
ELL
students.
I
would
be
responsible
for
ensuring
that
Obtaining a Doctor of Education (EdD) from Walden University will deepen my
understanding of new developments in the field of education and prepare me to serve as a
teacher leader, who is capable of applying new learning and innovative practices to make
research based decisions (Walden University, 2013a). A concentration in Curriculum,
Instruction, and Assessment will permit me to achieve my future career path as a
curriculum specialist. Curriculum specialists analyze student and school data to improve
implementation and selection of instructional materials. On a norm their job involves
research and requires finding appropriate textbooks and curricula in order to improve
student learning outcomes (Emporia State University, 2019). With this advanced degree, I
will be able think critically while gaining expertise in best practices aligned to learner-
centered curriculum and instructional design, instructional strategies, and student
assessment, which will impact student academic performance (Walden University, 2013b).
Obtaining a Doctor of Education (EdD) from Walden University will deepen my
understanding of new developments in the field of education and prepare me to serve as a
teacher leader, who is capable of applying new learning and innovative practices to make
research based decisions (Walden University, 2013a). A concentration in Curriculum,
Instruction, and Assessment will permit me to achieve my future career path as a
curriculum specialist. Curriculum specialists analyze student and school data to improve
implementation and selection of instructional materials. On a norm their job involves
research and requires finding appropriate textbooks and curricula in order to improve
student learning outcomes (Emporia State University, 2019). With this advanced degree, I
will be able think critically while gaining expertise in best practices aligned to learner-
centered curriculum and instructional design, instructional strategies, and student
assessment, which will impact student academic performance (Walden University, 2013b).
When considering implementing a set of rigorous English language arts and mathematics
standards for all students in grades kindergarten to grade 12, it is imperative to think of the
impact on special education (SPED) and English language learners (ELL) students. Many
are apprehensive because they feel the new standards are more demanding, and that
teachers and administrators do not have time to prepare for their implementation, which
would lead to failure among students and widen the achievement gap (Boslaugh,
2019). The 2004 re-authorization of the Individuals with Disabilities Education
Act(IDEA) requires children with disabilities to be involved and progress in the general
education curriculum (Beals, 2014). Serving as a curriculum specialist, I would have to
study and compare state standards with the national standards. After comparing and
studying standards, I would be responsible for researching instructional strategies that
would assist in students meeting the rigorous content specific goals. I would also have to
ensure that the instructional strategies appeal to the vast variety of learners and learning
styles.
Understanding that SPED and ELL students need to be challenged and prepared for college
and careers upon completing high school, as a curriculum specialist I would be tasked with
analyzing data to determine students strengths and weaknesses as it pertains to content
goals. Identifying the strengths and weaknesses according to the data would allow me to
focus on how instruction unfolds in the classroom. As a curriculum specialist, I would
examine and review curriculum to ensure that it has embedded accommodations for all
learners especially the SPED and ELL students. I would be responsible for ensuring that
I enrolled in Walden’s Ed.D program with a specialization in Educational Administration and Leadership. Through this specialization, students develop the skillsets needed to influence and transform educational organizations to build effective, collaborative, organizations that enhance K – 12 learning environments (Walden University, 2013b). As educational leaders whose role goes beyond the walls of the classroom, we have the power to impact the lives and success of our students by establishing a set of common values and beliefs among teachers (Laureate Education, 2014b).
A significant aspect of being an educational leader is understanding that when confronted with issues such as changes in education reform, decisions are made with essential stakeholders in mind, such as students and teachers. The essence of school reform is to improve learning and teaching. However, the effectiveness of such implementations that promote the success of students and teachers is reflected at the local and school level (Leithwood, Seashore, Anderson, & Wahlstrom, 2004).
History with previous education reforms has shown that when adopting a set of standards, leaders at the state, county, and school-level play significant roles in the effectiveness of standard rollouts. With the adoption of Common Core State Standards (CCSS) came issues in how curriculum should be implemented to promote college and career readiness skills among students whose exceptionalities and differences varied across academic and demographic lines and how a lack of teacher preparedness affected effective implementation. Smith & Their (2017) addressed that across state lines, teachers felt ill-equipped to teach the expectations of CCSS to special education students (Smith & Their, 2017). Additionally, teachers of English Language Learner (ELL) students faced challenges in provided ELLs with standards-based instruction that adhered to their linguistic needs, such as acquiring language proficiency and academic language (Laureate Education, 2014a). However, Mahfouz, Barkauskas, Sausner, & Kornhaber (2018) noted that with instructional changes with state-wide assessments and curriculum should come professional development opportunities offered to teachers that tailors to the needs of their students and standard expectations (Mahfouz, Barkauskas, Sausner, & Kornhaber, 2018).
As an administrator, I would ensure that teachers were provided with professional development opportunities that outlined standard expectations. Additionally, I would conduct surveys among staff members to determine areas of need for professional developments that reflected the instructional and academic needs of their students. In being a transformational leader, I would trust my teachers to make informed decisions on what works best for their students because decisions on student success should never be in isolation; instead, this is a collaborative process among the administrator and teachers.
References
Laureate Education. (2014a). Case study issues K-12 education document 6 English language learner instruction [PDF] (p.1). Retrieved from https://class.content.laureate.net/7c74db1df30c15b0d9a18f6e115d0092
Laureate Education (Producer). (2014b). Degree paths and professional careers [Video file]. Baltimore, MD: Author.
Leithwood, K., Seashore, K., Anderson, S., & Wahlstrom, K. (2004). Review of research: How leadership influences student learning.
Mahfouz, J., Barkauskas, N. J., Sausner, E. B., & Kornhaber, M. L. (2018). Leadership roles of administration under the common core reform. Education and Urban Society, 50(9), 793–817. https://doi.org/10.1177/0013124517714309
I
enrolled
in
Walden’s
Ed.D
program
with
a
specialization
in
Educational
Administration
and
Leadership.
Through
this
special
ization,
students
develop
the
skillsets
needed
to
influence
and
transform
educational
organizations
to
build
effective,
collaborative,
organizations
that
enhance
K
–
12
learning
environments
(Walden
University,
2013b).
As
educational
leaders
whose
role
goe
s
beyond
the
walls
of
the
classroom,
we
have
the
power
to
impact
the
lives
and
success
of
our
students
by
establishing
a
set
of
common
values
and
beliefs
among
teachers
(Laureate
Education,
2014b)
.
A
significant
aspect
of
being
an
educational
leader
is
understanding
that
when
confronted
with
issues
such
as
changes
in
education
reform,
decisions
are
made
with
essential
stakeholders
in
mind,
such
as
students
and
teachers.
The
essence
of
sch
ool
reform
is
to
improve
learning
and
teaching.
However,
the
effectiveness
of
such
implementations
that
promote
the
success
of
students
and
teachers
is
reflected
at
the
local
and
school
level
(Leithwood,
Seashore,
Anderson,
&
Wahlstrom,
2004)
.
History
with
previous
education
reforms
has
shown
that
when
adopting
a
set
of
standards,
leaders
at
the
state,
county,
and
school
–
level
play
significant
roles
in
the
effectiveness
of
standard
rollouts.
With
the
adoption
of
Common
Core
State
Standards
(CCSS)
came
issue
s
in
how
curriculum
should
be
implemented
to
promote
college
and
career
readiness
skills
among
students
whose
exceptionalities
and
differences
varied
across
academic
and
demographic
lines
and
how
a
lack
of
teacher
preparedness
affected
effective
implementa
tion.
Smith
&
Their
(2017)
addressed
that
across
state
lines,
teachers
felt
ill
–
equipped
to
teach
the
expectations
of
CCSS
to
special
education
students
(Smith
&
Their,
2017).
Additionally,
teachers
of
English
Language
Learner
(ELL)
students
faced
challeng
es
in
provided
ELLs
with
standards
–
based
instruction
that
adhered
to
their
linguistic
needs,
such
as
acquiring
language
proficiency
and
academic
language
(Laureate
Education,
2014a).
However,
Mahfouz,
Barkauskas,
Sausner,
&
Kornhaber
(2018)
noted
that
wit
h
instructional
changes
with
state
–
wide
assessments
and
curriculum
should
come
professional
development
opportunities
offered
to
teachers
that
tailors
to
the
needs
of
their
students
and
standard
expectations
(Mahfouz,
Barkauskas,
Sausner,
&
Kornhaber,
2018
)
.
As
an
administrator,
I
would
ensure
that
teachers
were
provided
with
professional
development
opportunities
that
outlined
standard
expectations.
Additionally,
I
would
conduct
surveys
among
staff
members
to
determine
areas
of
need
for
professional
develo
pments
that
reflected
the
instructional
and
academic
needs
of
their
students.
In
being
a
transformational
leader,
I
would
trust
my
teachers
to
make
informed
decisions
on
what
works
best
for
their
students
because
decisions
on
student
success
should
never
b
e
in
isolation;
instead,
this
is
a
collaborative
process
among
the
administrator
and
teachers
.
Reference
s
Laureate
Education.
(2014a).
Case
study
issues
K
–
12
education
document
6
English
language
learner
instruction
[PDF]
(p.1).
Retrieved
from
https://clas
s.content.laureate.net/7c74db1df30c15b0d9a18f6e115d0092.pd
f
Laureate
Education
(Producer).
(2014b).
Degree
paths
and
professional
careers
[Video
file].
Baltimore,
MD:
Author
.
I enrolled in Walden’s Ed.D program with a specialization in Educational Administration
and Leadership. Through this specialization, students develop the skillsets needed to influence
and transform educational organizations to build effective, collaborative, organizations that
enhance K – 12 learning environments (Walden University, 2013b). As educational leaders
whose role goes beyond the walls of the classroom, we have the power to impact the lives and
success of our students by establishing a set of common values and beliefs among teachers
(Laureate Education, 2014b).
A significant aspect of being an educational leader is understanding that when confronted
with issues such as changes in education reform, decisions are made with essential stakeholders
in mind, such as students and teachers. The essence of school reform is to improve learning and
teaching. However, the effectiveness of such implementations that promote the success of
students and teachers is reflected at the local and school level (Leithwood, Seashore, Anderson,
& Wahlstrom, 2004).
History with previous education reforms has shown that when adopting a set of standards,
leaders at the state, county, and school-level play significant roles in the effectiveness of standard
rollouts. With the adoption of Common Core State Standards (CCSS) came issues in how
curriculum should be implemented to promote college and career readiness skills among students
whose exceptionalities and differences varied across academic and demographic lines and how a
lack of teacher preparedness affected effective implementation. Smith & Their (2017) addressed
that across state lines, teachers felt ill-equipped to teach the expectations of CCSS to special
education students (Smith & Their, 2017). Additionally, teachers of English Language Learner
(ELL) students faced challenges in provided ELLs with standards-based instruction that adhered
to their linguistic needs, such as acquiring language proficiency and academic language
(Laureate Education, 2014a). However, Mahfouz, Barkauskas, Sausner, & Kornhaber (2018)
noted that with instructional changes with state-wide assessments and curriculum should come
professional development opportunities offered to teachers that tailors to the needs of their
students and standard expectations (Mahfouz, Barkauskas, Sausner, & Kornhaber, 2018).
As an administrator, I would ensure that teachers were provided with professional
development opportunities that outlined standard expectations. Additionally, I would conduct
surveys among staff members to determine areas of need for professional developments that
reflected the instructional and academic needs of their students. In being a transformational
leader, I would trust my teachers to make informed decisions on what works best for their
students because decisions on student success should never be in isolation; instead, this is a
collaborative process among the administrator and teachers.
References
Laureate Education. (2014a). Case study issues K-12 education document 6 English language
learner instruction [PDF] (p.1). Retrieved from
https://class.content.laureate.net/7c74db1df30c15b0d9a18f6e115d0092
Laureate Education (Producer). (2014b). Degree paths and professional careers [Video file].
Baltimore, MD: Author.