A colleague recently sent me this. It is from a department chair in a school for which this colleague just went through an interview process. It speaks to the fact that not all schools want things done in the old way:
It was truly a pleasure watching you teach and discussing my favorite topic, TPRS. We were all impressed with your lesson. Your passion and knowledge of second language acquisition theory became obvious throughout the interview. I am crossing my fingers in the hopes that you will decide to join our program.
With your help, we have the opportunity to create something special here at our school. Not only would you have 100% support as a TPRS teacher, but you would have the opportunity to help us refine our curriculum. My goal is to have a curriculum that supports free flowing comprehensible input and are in line with the ACTFL performance guidelines.
This year, we did away with prescribed grammar timetables which, for example, unrealistically expect students to have “learned” the preterite and imperfect. One of my next goals is to also rid our curriculum of vocabulary lists. For each level we have a list of vocabulary topics.
At the very least, I would like to add the word suggested to the vocabulary lists for each level. I honestly have not worried myself in explicitly teaching vocabulary, since I know from research and experience that people learn more vocabulary and grammar when the focus is on meaning making rather than memorization.
For the past couple of years, I have been trying to move our department away from the idea of ‘covering’ stuff in favor of focusing on meaningful comprehensible input. Everything you said during the interview was completely on target with the direction I hope to lead our world language program.
My ideal curriculum would be simply to quote Susan Gross, “Just talk to the kids.” I feel like we are close to having a curriculum that supports the idea of just talking to kids in a meaningful way with a reading component. I would also like to begin a Free Voluntary Reading Program.
I think you would enjoy the bottom up decision-making process here at our school. For example, department chairs were given the task of creating Excellence in Teaching Standards. As a committee we came up with a list which was then presented to the entire faculty. The standards were then revised according to feedback given by the entire faculty.
Departments are given great latitude in shaping their programs. As a World Language Department member, you would have ample opportunities to shape the agenda. Having only four members in our department enables each teacher to have a greater impact in the decision making process and curriculum development.
I am attaching our curriculum for levels 1-4. This document is still and will continue to be a work in progress. The greater focus during the school year should be on the students rather on the curriculum. You’ve probably heard Susan Gross say that we teach students not curriculum. In that spirit, the curriculum should assist rather than hinder us in our efforts to help students acquire a second language.
While it is my hope that you decide to join our team, I wish you luck wherever you settle on teaching next year. Teachers like you are a benefit to the profession and the students.