Situational Analysis

Situational analysis can be described as a process that tries to identify how changes might positively or negatively affect a curriculum plan. The text identifies several factors that must be considered including: societal factors, project factors, institutional factors, teacher factors, learner factors, and adoption factors. Each of these factors helps decide whether or not a proposed change is successful or not.

In my own teaching experience, I have witnessed the effect of teacher factors on the effectiveness or success of a curriculum. Our district identifies a common curriculum for each of the sites in LKSD. Unfortunately, the amount of teacher preparedness, training, and implementation expertise plays a big role in determining whether or not the curriculum is successful.

Our district can pinpoint sites that have implemented a successful language program and sites that have not. Why do these differences exist? After all, aren’t all the districts following the same curriculum ? Yes, but it must be realized that other factors come in to play (resources, institutional, etc.). Fortunately, some of these factors can be overcome by the effort the teacher(s) is willing to exert to ensure that their students receive a quality education.

Chapter 3

The topic of this chapter, needs analysis, reminded me of the process our district is in regarding the current language programs at each site. Although I am unfamiliar with all of the details of this process, I know that its goal is to determine the type of language program each community desires and to identify the goals of the language program they choose. Once these two things are established, then the district will define a plan that identifies what must occur in order for the goals to be met. For example, the district will identify what teachers must do, what parents/community members must do, and what students must do. Eventually, an “agreement” will be reached and the language program will be modified or changed to meet the goals of the community.

This reminded me of needs analysis because the need is a language program that is appropriate for each site. (In other words, the current language programs may not be meeting the goals of all the stakeholders). In order to meet each site's needs, various ways of collecting information are being used: surveys, meetings, questionnaires, etc. This process takes time but eventually the information obtained will be used to make a decision that aligns the language program with the goals of all its stakeholders.

Chapter 7

“Quality teaching is achieved not only as a consequence of how well teachers teach but through creating contexts and work environments that can facilitate good teaching” (Richards, 2001). This quote stood out to me as I began reading this chapter, because I believe that quality teaching is dependent on a variety of factors, not just “good teaching” alone. An individual can be identified as the best teacher around, but it is how they are supported by their administrative staff, other teachers, and their students that makes all the difference. In order for quality education to occur, all parts of the whole must work together. If one part weakens or completely fails, the other parts suffer and as a result the “quality of teaching” goes down.
Reflecting on my teaching experience over the past three years, I can identify times when my teaching was not “quality teaching.” One year, the communication in our school between staff and administration was very weak. This resulted in many misunderstandings, which created an environment of mistrust and confusion. Over time, the lack of communication affected the morale of the staff. It plummeted. As a result, the quality of the teaching decreased.