Preparing Students For Citizenship Assignment | Homework Help Websites

Week 1 Discussion 2 – Preparing Students for Citizenship

After completing this week’s readings, access the link below and read the article.

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  • No Excuses: Eleven Schools and Districts that Make Preparing Students for Citizenship a Priority and Others Can Do It, Too
  • (Please note that while I have not uploaded the 40 page PDF article listed above I have posted 3 sample discussion questions.  Please reword and put your own twist on the discussion question you compose and if you have any questions, please don’t hesitate to reach out to me.)

 

One of your readings talked about the fact that democracy may be at risk in our country because we are failing to educate new generations of citizens about civic responsibility. As you read “No Excuses: Eleven Schools and Districts that Make Preparing Students for Citizenship a Priority and Others Can Do It, Too”, the findings of this project suggest that “institutionalizing civic learning is a matter of both policies and people.”

  • If we accept the fact that we may need to focus more on teaching civic responsibility, how can this work with both “policies and people” in the school where you become principal?
  • How will you lead your staff in this part of the curriculum?

Your initial response is due by 11:55 p.m. Eastern Time on Wednesday and should be between 200-250 words. The initial posting should be a statement of your point of view on the question, supported by the required readings.

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If we accept the fact that we may need to focus more on teaching civic responsibility, how can this work with both “policies and people” in the school where you become principal?

To be honest, this was a very intriguing article because I myself never really cared for civics class.  Yes, it is important to know how the government works, but there is so much more to civics.  As a teacher it is our responsibility to prepare our students for civic life.  Students need to learn the skills necessary to become active and engaged citizens in our future.  One way this can be done in school is an administrator could require each teacher to incorporate some kind of civic action in class.  For example, in 9th grade science students are evaluating human influences on water quality in North Carolina river basins, wetlands, and tidal environments.  Luckily, I live right by the water. I could arrange a lesson in which students conduct research and then come up with a process to make a difference.  Maybe it is they want to have the class meet them at the beach to pick up litter and teach about the negatives of water/beach pollution.  As a teacher it is up to you to engage your class but the administrator needs to model this behavior and the expectations to teachers. The teacher/administrator can work with the students and community.  It could be an entire school working to reach a goal together.  As a school they may be focused on reduce, reuse, and recycle.  There are so many options.

How will you lead your staff in this part of the curriculum?

As an administrator, I will communicate my goal and talk with my staff about how to reach the goal.  I will actively engage my staff and get them motivated and eager to want to work to attain the goal.  I will make sure to model the behavior and stay aimed at the goal at hand.  If as a staff we want to reduce, reuse, and recycle we will come up with research and strategies to meet the goal. We then will take action and reflect.

 

If we accept the fact that we may need to focus more on teaching civic responsibility, how can this work with both “policies and people” in the school where you become principal?

Ideally, the focus of teaching civic responsibility comes from a partnership between policies and people.  The article “No Excuses: Eleven Schools and Districts that Make Preparing Students for Citizenship a Priority and Others Can Do It, Too” outlines the need for teaching civic responsibilities and how certain schools are already leading the way.  The chart printed in the article showing the correlation between policies and people helps me as a future principal focus on ways to implement policies teaching civic responsibility and the people required to ensure they are effective.

How will you lead your staff in this part of the curriculum?

I would form a committee of teachers who were passionate about teaching students civic responsibility and would first come up with new policies that could be implemented.  Having a committee of teachers would begin the process of having excellent and enthusiastic leaders share their vision of teaching.  Recognizing as a principal my role in this venture, and hopefully having creative and dedicated teachers share this vision of the importance of civil learning would give opportunities for growth.

 

  • If we accept the fact that we may need to focus more on teaching civic responsibility, how can this work with both “policies and people” in the school where you become principal?

In order to increase the focus on teaching civic responsibility, policy must be in place supporting this goal. A school leader must be willing to invest time and funds into planning, training, and implementing curriculum that emphasizes civics. Staff members may have different levels of interest, understanding, and comfort when it comes to incorporating civic responsibility into their teaching, so providing professional development in this area would be critical. The strategic plan for integrating civic responsibility and the expectations for each teacher’s involvement should be clearly communicated. In addition to establishing these policies regarding civics education, the school leader and teachers must work to model civic responsibility. In addition to sharing his or her vision for increased focus on civics with the school staff, the school leader should work to share his or her vision with school board members, other district personnel including the superintendent, and the greater community. Lastly, school leaders need to support their staff as they take risks and work to develop and implement new activities, discussions, and projects centered around teaching civic responsibility.

  • How will you lead your staff in this part of the curriculum?

In leading my staff in this part of the curriculum, I would work to secure professional development related to civic responsibility, as this is not an area that I have expertise in, and work as a staff to develop our vision and implementation goals. I would also provide examples such as the work of the exemplar schools described in the article in integrating civic responsibility across all content areas, implementing service-learning programs, and creating partnerships between the school and community. I would also work within PLTs to develop ways that civic responsibility could be incorporated within their curriculum and remind them that they have my support as they embark on this endea

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