This curriculum is designed for elementary third-grade English Language Learners (ELLs). The accessibility of the academic program is guaranteed by the ELPS standards. No specific demographic, ethnic, or cultural divisions within the classroom community are implied by this curriculum.
The current curriculum is called English Language Arts and Reading and is described in detail on the Van Alstyne ISD platform (TAC, 2017). The program is considered current to this day and was adopted in 2017. The philosophical underpinnings of this program are boiled down to providing high levels of literacy in the Texas population with respect to all aspects of language, whether speaking, listening, reading, thinking, or writing.
The program responds to the current social agenda and has sufficient adaptability for modifications for students with disabilities. At the same time, the assignments in the course are progressively more complicated in order to increase the overall lesson of knowledge in the classroom and to promote critical thinking among children. The overall philosophical foundation of this plan boils down to stimulating the development of informed, knowledgeable, and critical-thinking students who are capable of becoming “thinkers and skilled speakers” in various areas of knowledge (TAC, 2017, para. 6).
The committee administering this program is Van Alstyne ISD, responsible for the school district of the same name near Grayson, Texas. In addition, the curriculum refers to the use of the Texas Education Agency and ELPS standards as supporting guidelines.
The grade level chosen for this curriculum is elementary school or third grade, to be precise. In other words, these are non-adult children, ages 8-9, who are just beginning to learn grammar and reading in earnest. The subject area chosen was English language arts for English-speaking children and students who are ELLs.
Teacher qualifications must be verified by SBEC and TEA (TAC, 2020). Thus, only certified professionals are permitted to collaborate with elementary school children. However, the level of certification must meet or include the level of education implied by the program: in this case, it is the third-grade elementary school. Any amendments to the curriculum must be approved by the TEA within 120 days prior to the start of the program. The curricula within the implementation of the certified professional activity of educators shall be the results of scientifically-based ideas and knowledge.
Any teacher allowed to work with children must follow the leadership standards and values outlined by the State Board for Educator Certification (TAC, 2009). Leadership skills are required not only for direct interaction with children but also for curriculum development and revisions. The critical values of such leadership are honesty, fairness, and ethical behavior. Among the central goals are especially (3) the need to articulate the importance of education in today’s democratic society, (5) to support personal physical and psychological well-being, and (6) to demonstrate courage to protect children.
From the perspective of the district, the tasks of correct leadership include instilling respect for district culture and discipline, implementing strategies for stakeholder engagement and high learning outcomes, and conducting operational analysis to establish current problems and find potential solutions. In addition, the leader should encourage healthy risk-taking among children and a desire to innovate, as well as support ideas of equitable resource sharing. Improving accessibility is also a fundamental concern of today’s district leaders.
TAC. (2009). Standards required for the superintendent certificate. TAC. Web.
TAC. (2017). English language arts and reading, grade 3, adopted 2017. TAC. Web.
TAC. (2020). Governance of educator preparation programs. TAC. Web.