Systemic and Developmentally Appropriate Practices

Overview:

In order to “impact learners in diverse learning communities,” it is essential for Professionals for the Future to demonstrate systemic and developmentally appropriate practice. This is necessary due to the diversity of cognitive, physical, and socio-emotional development, as it relates to individual students across multiple grade levels, backgrounds, and experiences (Borko & Putnam, 1996; Danielson, 1996; Payne, 2001; Wadsworth, 1989). According to Doherty and Bailey (2003), “…knowledge of skill acquisition and development is vital in ensuring that the experiences [of learning] are enjoyable, valuable and will allow children to lead active and full lives” (p.62).

In addition it is essential for Professionals of the Future to demonstrate an understanding that they are part of a system with an overarching goal of improving student learning (Donaldson, 2001; DuFour & Eaker; Morrison, Ross, & Kemp, 2001; Ryan & Cooper, 2004). As Donaldson (2001) has noted, professional educators should view themselves as more than independent and individual beings but instead as part of a larger organization or system. Candidates’ systemic and developmentally appropriate practices should continue to improve as they progress through our undergraduate and graduate education programs. This improvement is evidenced through assessments founded upon respective program-adopted standards.

The Unifying Forces of Diversity, Leadership, Oral and Written Communication, Technology, Purposeful Reflection, and Parents and Community in Our Systemic and Developmentally Appropriate Practices:

Much research and wisdom of practice emphasizes various aspects of development (e.g., INTASC, 1992; Vygotsky, 1978; Wadsworth, 1989). Within this consideration are issues of diversity concerning typical development and develop that ranges below or beyond the norm. According to Danielson (1996) in classes that are developmentally appropriate, “teachers are not the sole source of knowledge; students also participate in generating and sharing understanding. The teacher and students together become a learning community in which everyone’s contributions are valued” (p. 26). The consideration of diversity in this definition should not be overlooked. In the developmentally appropriate classroom, students are not “blank slates” but rather developmentally diverse at different grade levels and as individuals.

Further this diversity should be considered as it relates to systemic practices. As previously noted, professional educators are part of a larger educational system. This system serves a diverse constituency as it attempts to improve student learning. This system involves a host of professional educators interacting in various levels of leadership throughout the learning organization to provide the best education for learners in today’s society, which requires further understanding of diversity (Donaldson, 2001; DuFour & Eaker, 1998; Fullan, 2001; Senge, et al., 2000).

This systemic and developmentally appropriate practice will require clear communication with a variety of stakeholders in the learning community. As Gesticki (1999) has noted this requires us, “to focus on what we know about children and what we can learn about individual children and their families as a basis for decision making” (p. 6). For this to occur and for learning to effectively occur within the system, oral and writtencommunication with parents and the community is vital (Danielson, 1996; Epstein, 1996; INTASC, 1992; Weinstein & Mignano, 1993; Stronge, 2002). This is particularly true when considering public expectations reinforced by higher national and state learning standards and the assessments based on those standards (Rose & Gallup, 2003; Ryan & Cooper, 2004).

As noted by Ryan and Cooper (2004), the benefit of technology as a key tool in improving the systemic and developmentally appropriate practices should not be underestimated in the preparation of Professionals for he Future. As noted previously technology may be used with students at a variety of developmental levels and should be used to improve the systemic practice of educational professionals (ISTE, 2002; Lawson 1995; Morrison, Ross, & Kemp, 2001; Ryan & Cooper, 2004).

Finally the role of purposeful reflection concerning systemic and developmentally appropriate practice is considered vital. As Danielson (1996) has suggested when discussing this practice:

Many possible combinations will work, and the role of an educator should not be to impose her choices on others. But conversations among colleagues about appropriateness are valuable and can benefit both parties. Of course, such conversations draw on knowledge of the curriculum, students, and environment. They challenge educators to make and discuss professional judgments. They also encourage an open mind toward the approaches to the same set of purposes (p. 27).

This statement provides an important insight concerning the reflective activity of the improving professional. The professional is aware of the fact that she or he operates within a larger educational system where a variety of approaches may be used. She or he also makes use of the knowledge of others operating within the system to inform instruction. And, there is an emphasis on the development and the diversity of students within the system as related to instructional design. This sort of reflective activity provides continuous improvement in developmentally appropriate practice within a system (Cruickshank, 1987; Danielson, 1996; INTASC, 1992; Schon, 1983).

Strong Liberal Arts Background

Overview:

The fourth foundation needed to “impact learners in a diverse learning community” is a strong liberal arts background. Research has consistently demonstrated the need for Professionals for the Future to have the knowledge of their content and the ability to understand how to effectively communicate, problem-solve, relate their content to other content, and critically think in order to effectively instruct (Borko & Putnam, 1996; Danielson, 1996; Darling-Hammond, 2002; Ferguson & Womack, 1993).

In addition, schools are considered by many to have multiple goals and responsibilities within the community (Goodlad, 1984). These goals include academic, vocational, social and civic, and personal development ends. According to Sadker and Sadker (1997):

Since their inception, public schools have tried to be all things to all people. Parents, teachers, and students alike expect schools to meet academic, vocational, social, civic, and personal goals. The particulars of these goals are debated constantly, often resulting in bitter disputes. Perhaps nowhere else in our country do personal and societal values conflict so much as when communities examine their schools (p.161).

With this phenomenon being noted, it is apparent that our Professionals for the Future must not only understand and be able to effectively teach their content, but they must also be aware of societal, academic, vocational, and personal issues related to school participation. This is particularly important since, according to Vygotsky (1978) and others, learning take places within the larger socio-cultural setting.

To effectively participate in this profession, our students need a strong liberal arts background in which they contribute as a knowledgeable professional within society. This foundation is in strong agreement with the mission of Arkansas Tech University, which states:

 The basis for the student's intellectual growth and scholarly skill development is the general education program, which provides the context for more advancedand specialized studies and the foundation for life-long learning. The general education curriculum is designed to provide university-level experiences that engender capabilities in communication, abstract inquiry, critical thinking, analysis of data, and logical reasoning; an understanding of scientific inquiry, global issues, historical perspectives, literary and philosophical ideas, and social and governmental processes; the development of ethical perspectives; and an appreciation for fine and performing arts.

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