We've discussed departmentalization on the video conference today. We know that departmentalization will:
- Provide the opportunity to intensify the focus on the need to meet standards, indicators and benchmarks of the curriculum.
- Allow teachers to specialize in a specific subject area and to maximize the use of resources/instructional time.
- Offer academic specialization and takes advantage of the best of teacher resources and facilitates instructional planning.
- Provide the opportunity for incoming teachers to narrow their focus to a specific content area.
- Provide the school with the opportunity to maximize the use of district and other resources.
- Provide instruction of a higher quality since teachers are focused on specific subject-matter discipline and can concentrate on preparing comprehensive lessons that are structured around making the needs of individual sub-groups.
How do you feel? What concerns do you have? Please post!
8 comments:
Thank you for the video conference. We would love to see hard copies (electronic are fine) of sample schedules that are in use in grade 3, 4 & 5.
Thank you
I am getting the forms together
As with any large program implementation we have to maintain our vigilance and identify early children that have difficulty adapting to the new program. We need to offer assistance to students that experience problems with changing teachers and classes.
Having recently transitioned from middle school to elementary school I feel the effectiveness of departmentalization can definitely be debated based on your population, students ability to transition and staff. I feel there are many issues involved and many considerations to think about. In middle school the teachers are hired as the expert of the subject matter they are teaching. However, in elementary school the teachers are many times selecting the subjects they are comfortable teaching or teaching the subject that data supports them being assigned. Does this lend itself to the passion and expertise that is needed to handle the subject they are assigned? Just a thought.
Organization and planning seem to be key issues when implementing a program like this. With RTI and other district mandates it appears to be difficult to schedule all the required subjects with the mandated time constraints and limited staff. I guess the scheduling piece with two to three teacher teams is my main concern. Time given to teachers to plan and collaborate effectively is so vital. Does only having the ability to have two/three man teams lend itself to common planning?
Of course we know, teachers should be given a choice of the subject area they are expected to teach.
I feel middle school departmentalization is successful and can also make elementary departmentalization a succes when the following exist: Support from the team of teachers, as well as administrators is evident. The entire team works together to develop the best practices for transitions, homework policies, behavior plans and overall organization. Common planning time for collaboration is in place. Everyone involved is willing to implement the program in order to make it effective. We are going to give it another shot at Sunland, with hopes that stability from the beginning of the year will make a difference with our 3rd, 4th and 5th graders. However, we are struggling with making sure the mandated minutes are in place for reading (90, 120, 180), math (60), science(30 to 60), specials (30) lunch (30), writing, social studies , etc. When that state conducts walk throughs , they are looking and checking for daily evidence that the subjects are being covered.
The video conference was helpful and a great way to share best practices. I welcome the opportunity to view schedules of school that are departmentalized with two to three teacher teams, with similar demographics and accountability that we have at Sunland Park. Thanks for sharing.
At our school, we realize that making this type of change should be a process that is well planned. Additionally, the input and buy-in of the teams is essential. The teachers who have input into how departmentalization will look will also have the buy-in. Our plan is to begin with 5th grade next year and assess the success and pitfalls before we branch out to other grade levels.
I forwarded the schedules that we use in grades 3-5 at Miramar. My recommendation would be to start slow, and pilot one grade level, preferably 5th. When the kinks are worked out and significant learning gains are achieved, I would than expand to other grade levels. Just my two cents.
Departmentalization increases the opportunity for teachers to be involved with more students, thus improving interpersonal skills through adapting to different teaching styles. I feel this would be asset to kids in intermediate grades during their elementary school years. Students are able to move more during the day, which helps increase attention.
For this to be successful support from the team of teachers as well as administrators must be evident. The entire team should work together to develop the best practices for tansitions, homework policies, behavior plans and overall organization. Everyone involved must be willing to implement the program in order to make it effective.
Departmentalization increases the opportunity for teachers to be involved with more students, thus improving interpersonal skills through adapting to different teaching styles. I feel this would be asset to kids in intermediate grades during their elementary school years. Students are able to move more during the day, which helps increase attention.
For this to be successful support from the team of teachers as well as administrators must be evident. The entire team should work together to develop the best practices for tansitions, homework policies, behavior plans and overall organization. Everyone involved must be willing to implement the program in order to make it effective.
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