1. Novel Adoption to High School Curriculum Tammy Mitchell Duquesne University GADS 573: School Administration and Supervision

2. How the Garcia Girls Lost their Accents Background  English teacher wants book adopted into High School Curriculum  Curriculum is weak in teaching tolerance of diversity  High School principal in agreement with her concern  Parent complaints regarding lack of teaching tolerance

3. How the Garcia Girls Lost their Accents Problem  Negative reaction from faculty: vehemently opposed to changes  Current curriculum aligned with standards  Teachers do not want to lose instructional time  Contract: 90% approval from department faculty before board proposal to change curriculum

4. First Steps Student Population/Community Other schools in the district Other Districts State Standards Other content area departments

5. Course of Action #1 Teaching Tolerance Building Wide: Tolerance Team Who: Get Everyone On board! (teachers, students, administrators, school board, community) What: Plan activities, events, speakers, movies, TV broadcasts, bulletin board displays, etc. When: Throughout the school year. Once a month meetings. Where: Various locations within the High School Why: Integrate teaching tolerance without a curriculum change; gets everyone involved

6. Implications  Need for a leader  Compensation for participating staff  Funding for program

7. Course of Action #2 Teaching Tolerance Through Technology Who: Technology Integrator/CFF Coach What: Use technology to teach tolerance (VoiceThreads, Wiki, ePals, Digital Storytelling, Videoconferencing, etc.) When: Computer Courses, Content Area Classes Where: Computer Labs or 1 to 1 classrooms Why: Corresponds with bullying/cyberbulling, teaches digital global citizenship

8. Implications  Technology integrator must approve  Will all students get exposure?

9. Course of Action #3 Teaching Tolerance: Summer Reading Requirement Who: Students What: Read a novel from a list of choices. Complete the VoiceThread Assignment. When: Summer between Sophomore and Junior year Where: Home or Library Why: Keep up with academics over summer

10. Implications  Asynchronous (procrastination)  Will students be required to purchase the book or will the district supply it?  Technology availability  Support?

12. Decision Making Involvement  Curriculum Supervisor  High School Principal  Teachers  School Board

13. Communication Plan  Letter to students & parents  District website  eNewsletter  City newspaper  School bulletin board

14. Questions or Comments…