There’s a catch 22 in education today that often seems to come up around scripted programs, or pre-packaged programs more broadly. Namely, great teachers hate to be boxed in to the constraints of being what to do and what to say with kids, whereas less experienced teachers need the structure (much as kids do sometimes) with more technical interventions.
So, what’s a good educational leader to do when it comes to protocol with roaming outside the realm of packaged curricula? The most obvious answer is, of course, building a level of professionalism that is of such quality that teachers are familiar with wondering out into the dark, scary woods of customization.
Phylis Hoffman (via EdWeek) recently wrote a good perspective specifically related to Balanced Literacy. I’m not generally a fan of including everything under the sun just because we value inclusion (inclusion of all kids is different from inclusion of all strategies), but Phylis’ thoughts here work: Don’t just do things to do things, but do things because you’ve thought about them and have given professional consideration to what is included and not included. Research is consulted, evidence collected, success monitored, adjustments made, etc.
Thoughts on scripted vs non-scripted curricula in light of this thought?