DOCUMENT RESUME PS 023 021 ED 379 108 Carter-Golden, Kathryn AUTHOR Improving Teachers' Understanding and Planning of an TITLE Integrated Curriculum with a Staff Development Plan. PUB DATE 94 60p.; Ed.D. Practicum I Report, Nova Southeastern NOTE University. Practicum Papers (043) Dissertations/Theses PUB TYPE Tests /Evaluation Instruments (160) MF01/PC03 Plus Postage. EDRS PRICE Curriculum Development; Curriculum Problems; DESCRIPTORS Educational Cooperation; Educational Environment; Educational Planning; Elementary Education; *Inservice Teacher Education; *Integrated Curriculum; *Interdisciplinary Approach; *Program Implementation; Teacher Attitudes; Teacher Effectiveness; Teacher Workshops; *Teaching Models; Teaching Styles ABSTRACT A practicum was designed to develop training that would increase teachers' understanding of an integrated curriculum and how to plan for implementation. Subjects were 23 teachers at a K-5 elementary school. Training was developed to provide a common knowledge base of an integrated curriculum, productive collaboration and planning, and understanding of work-behavior styles. The researcher developed and administered pre- and posttests, teacher attitude surveys, and training session evaluations; acted as a resource person for team planning for integrating curriculum; reviewed lesson plans; and made classroom observations of curriculum integration. Analysis of the data showed that teachers who participated in the training had a clear understanding of integrating curriculum and how to plan for integrating curriculum. The posttest results showed mastery of concepts presented in the training, and teacher attitude surveys showed participants felt communication had increased between grade-level team members and between and among grade levels. (A Readiness for Curriculum Integration survey, a curriculum integration assessment questionnaire, and a survey to curriculum are appended. measure school-wide communication about Contains 29 references.) (AA) *********************************************************************** Reproductions supplied by EDRS are the best that can be made * from the original document. *********************************************************************** U S. DEPARTMENT OF EDUCATION Office of Educat,onal Research and improvement EDUCATIONAL RESOURCES INFORMATION CENTER tERICI VINs document has been reproduced as rreceived from the person or organization originating it C Minot changes have been made to improve 'eproducbon quality CZ) Points of vie or opinions stated in this docu ment do not necessarily represent off oar OE RI 005.11on or pobcy er) A Improving Teachers' Understanding and Planning of an Integrated Curriculum with a Staff Development Plan by Kathryn Carter-Golden Cluster 49 rmq C\I A Practicum I Report Presented to the Ed.D. Program in Child and Youth Studies in Partial Fulfillment of the Requirements for the Degree of Doctor of Education 'PERMISf,ION TO RE PHOD!;(x THIS MATERIA1 HAS BEEN GRANTED BY 41) Nova Southeastern University in) Cck:c:V.N Ee 1994 TU THI. E 14)t,ATIONAL Ri SOURCES INI 01-1MATION CANTER (ERIC1" 2 BEST COPY AVAILABLE PRACTICUM APPROVAL SHEET This practicum took place as described. Verif±er: . atricia Donovan rrincipal Title Vero Beach, Florida Address August 23, 1994 Date This practicum report was submitted by Kathryn Carter-Golden under the direction of the adviser listed below. It was submitted to the Ed.D. Program in Child and Youth Studies and approved in partial fulfillment of the requirements for the degree of Doctor of Education at Nova Southeastern University. Appr d: j itaqAn S64.61-"ejet )/1-41-71(11.21 Z6) Dare of Final Approval of Roberta Wong Bouverat, Ph.D., Report Adviser ACKNOWLEDGMENT This practicum was possible because of the cooperation and commitment of the teachers who participated. Special thanks go to Thomas M. Golden for constant support and encouragement to the the writer and participants. TABLE OF CONTENTS Page iii ACKNOWLEDGMENTS iv TABLE OF CONTENTS Chapter INTRODUCTION 1 I Description of Community 1 Writer's Work Setting and Role 1 5 STUDY OF THE PROBLEM II 5 Problem Description 6 Problem Documentation 7 Causative Analysis Relationship of the Problem to the 10 Literature ANTICIPATED OUTCOMES AND EVALUATION III 12 INSTRUMENTS 12 Goals and Expectations 12 Expected Outcomes 13 Measurement of Outcomes 15 IV SOLUTION STRATEGY 15 Discussion and Evaluation Solutions 20 Description of Selected Solution 22 Report of Action Taken iv Page 29 V RESULTS, DISCUSSION AND RECOMMENDATIONS 30 Results 31 Discussion 41 Recommendations 41 Dissemination 43 REFERENCES Appendices READINESS FOR CURRICULUM INTEGRATION A 46 SURVEY 49 CURRICULUM INTEGRATION ASSESSMENT B SURVEY TO MEASURE SCHOOLWIDE COMMUNICATION C 52 ABOUT CURRICULUM ABSTRACT of an Integrated Curriculum Improving Teachers' Understanding and Planning Kathryn A., 1994: Practicum with a Staff Development Plan. Carter-Golden, Program in Child and Youth Report, Nova Southeastern University, Ed.D. Education/ Studies. Staff Development/Elementary/Secondary Building. Integrated/Interdisciplinary Curriculum/Team Planning/Team that would increase This practicum was designed to develop teacher training plan for implementation. understanding of an integrated curriculum and how to knowledge base of an integrated Training was designed that provided a common and understanding of work- curriculum, how to collaborate and plan productively, site at no cost to the behavior styles. Training was presented at the school participants. posttests, teacher attitude The writer developed and administered pre- and evaluations; acted as a resource person for team surveys, and training session and made classroom planning for integrating curriculum; reviewed lesson plans; observations of curriculum integration. in the training had a Analysis of the data showed that teachers who participated to plan for integrating clear understanding of integrating curriculum and how presented in the curriculum. The posttest results showed mastery of concepts felt communication had training. Teacher attitude surveys showed participants between and among grade increased between grade-level team members and levels. *nlinkiefelrk Permission Statement Youth Studies, I do give As a student in the Ed.D. Program in Child and copies of this practicum permission to Nova Southeastern University to distribute It is my understanding that Nova report on request from interested individuals. except to cover the Southeastern University will not charge for this dissemination materials. costs of microfiching, handling, and mailing of the November 26, 1994 cad-4J 61.4.tdiu c.k.tht..c. Signature Date CHAPTER I INTRODUCTION Description of Community The writer works in a K-five elementary school located in a coastal area that is highly agricultural with the citrus industry as the primary economic factor. The school aistrict has a predominantly middle/upper-middle socioeconomic profile with a population of approximately 12,000 students. This school is one of eleven elementary schools in the district. The school serves a primarily upper-middle class, small-city neighborhood. The school was established in 1957 and was designed to accommodate 200 students. The school's population is now 387. The school has added nine portable classrooms to house third-, fourth-, and fifth-grade classes as well as one first grade, and exceptional education services. New construction is currently underway. There will be new wings for K-fifth grades, a new library, art, music, and multipurpose rooms. When the new facility is complete, the existing buildings will be renovated and wi!I house a parent center, exceptional education and administrative offices. Writer's Worksetting and Role The school's population consists of 78.67% white, 19.47% black, 0.27% Hispanic, and 1.60% Asian. This compares to the district's 76.44% white, 2 18.20% Black, 4.48% Hispanic, 0.65% Asian, and 0.24% Indian. The slate racial /ethnic breakdown is 60.52% white, 25.07% Black, 12.84% Hispanic, 1.41 % Asian, and 0.17% Indian. The student attendance rate is 95.79%, which is the average number of children who attend each day compared to the average membership. The percentage of students who enrolled in school at the beginning of the year and left before the end of the school year (student mobility) is 7.20%. This compares with 9.83% and 14.90% for the district and state respectively. The school's free and/or reduced lunch eligibility rate is 20.53%. The gifted population of the school is 15.19%, the highest in the school district. There are no moderately or severely handicapped students. The school's mildly handicapped population is 14.40% while the district is 12.96% and state is 11.84%. One student is classified as Limited English Proficient (LEP). The percentage of students retained in kindergarten is 22.06% which compares with the district's 8.50% and state's 3.90%. This school showed the highest achievement of district elementary schools on the California Test of Basic Skills (CTBS) given to fourth grade students with 53% scoring above the 75th percentile in reading and 49% scoring above the 75th percentile in math. A building principal, elementary specialist, and professional staff of 31 regular, exceptional education teachers and support personnel serve the school population. There are 14 non-instructional personnel on campus. The school is also served by a part-time school psychologist and prevention- intervention specialist. Other support personnel are provided through a 3 Community Partnership grant which helps the school operate as a full- service school. The teaching staff consists basically of veteran teachers with only three teachers having one to three years experience. Six teachers have four to 19 years experience. Four nine years experience. Ten teachers have 10 teachers have 20 or more years experience. The percentage of teachers who have master's degrees is 38.10%. The average pupil per teacher ratio is 16:1. This ratio is calculated by taking the number of all instructional personnel whether or not they have students assigned to them and dividing it into the student population. The actual classroom ratio is 22:1 for kindergarten, 21:1 for first grade, 22:1 for second grade, 23:1 in third, 31:1 in fourth, and 31:1 in fifth. The school has distinguished itself as an educational leader by piloting new programs which involve the cooperation of business and community It has established a model mentor program for "at-risk" children. leaders. The school has a high degree of parent involvement with more than 100 volunteers contributing over 5,000 volunteer hours this year. Instructional delivery takes place in self-contained classroom models for K-third grades and a departmentalized program in fourth and fifth grades. The children enrolled in the part-time learning disabilities program are served through an in-class consultative model. The staff actively participates in restructuring for school-based management. In the role of elementary specialist, the writer works closely with teachers, students, and administrators. The elementary specialist is 10