by Brandi Robinson

Created on: January 07, 2007   Last Updated: May 02, 2007

Most people agree that there are some fundamental things that need to be changed within secondary curriculum. However, there have been many debates about what changes should be made to secondary curriculum. It is something that states are doing research on, educators and psychologists are debating and parents are lobbying for. I believe that there are ten things that need to be emphasized in order to optimize secondary curriculum: communication, safe environment, curriculum alignment, professional development, school-wide behavior management, adequate funding, technology, cooperative learning, school-community partnerships and multicultural awareness. I don't believe that this will "magically" fix all of the problems within our secondary systems; however, I do think that it is a huge step in the right direction.

Communication needs to be improved between administrations and between schools and parents. Thus, there are two elements to communication that need to be addressed. There have been many ideas that are related to improving communication between schools and parents. One study recommended that principals lead in planning and implementing a school-wide parent-involvement strategy and activities. It outlines three different categories that should be addressed by principals: school-home communication, at home learning, and school participation. The article claims that when these three elements are implemented positive collaboration contributes to student achievement and overall school improvement. Without help from parents we can't be as effective in educating their children (Blendinger, J. & Snipes, G., 1993).
Communication at the home level isn't the only crucial element. Administrators have to communicate with faculty and staff. It has been proven that interpersonal communication in an organization is essential part of the health of an organization. If the person in charge doesn't communicate what is expected it will never be accomplished. Thus, principals can't expect teachers to figure out the calendar for the year or figure out what is going on (Evans, J., 1996).
The second key aspect is a safe school environment. Students and staff need to feel "safe" when they are on school campus. If students don't feel "safe" then they are going to be distracted from learning. Likewise, if teachers don't feel "safe" they won't be able to teach to their full capacity. One study recommends to ensure that teachers and students feel physically safe school leaders should

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