The Principal's Guide to Curriculum Leadership by Sorenson Richard D.;Goldsmith Lloyd M.;Mendez Zulma Y.;Maxwell Karen T.;

Author:Sorenson, Richard D.;Goldsmith, Lloyd M.;Mendez, Zulma Y.;Maxwell, Karen T.;
Language: eng
Format: epub
Publisher: Corwin Press
Published: 2011-01-13T00:00:00+00:00

This list provides examples of what others are doing or have done. There are many alternatives to the time issue if we think creatively. Don’t have any good answers? Ask the teachers. Let this become a collaborative project. Here’s how the teachers at Childers School found some time.

CHILDERS SCHOOL’S WACKY DAYS

The teachers at Childers School recognized the power of collaborative planning. It had grown out of Walker’s (1971) deliberative model of curriculum development introduced a couple of summers ago by Principal Will Wonkermann. They also knew that resources were tight and there was no extra money. The busy schedule and the community culture would not allow for early release days. The parents in their working-class community depended on the regularity of school hours. Mothers and fathers working several jobs wouldn’t take kindly to students being released early on a regular basis.

The teachers at Childers School put their heads together and devised a plan. With the help of the specials teachers (physical education, music, the librarian, and the counselor) and with the blessing of their principal, they created Wacky Days—an enrichment program that benefited their students and provided them with collaboration time.

Friday afternoons were designated as Wacky Days. During Wacky Days, the specials teachers combined to teach all students on a rotating basis. The students engaged in activities planned and supervised by the specials staff while the other teachers had uninterrupted planning time. During Wacky Days, students enjoyed presentations on bicycle safety, fire safety, and visits from local community celebrities. They learned about all sorts of interesting topics from pet care and weather forecasting to nutrition and gardening. The high school became involved, and the football team came to sign autographs and read with the students. Sometimes high school students who were interested in teaching careers came to work Wacky Days as an internship. Students and teachers benefited from Wacky Days because of careful planning. Everyone helped plan and schedule the Wacky Days activities. Sometimes parents shared a favorite skill and community members appreciated having an additional way to support the school. After several years, there was a long list of potential programs. Wacky Days had become an integral part of the Childers School culture.

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