Module 8: Final Paper 1

Module 8: Final Paper Caitlin Piper University of New England EDU 715 Organizational Theory and Strategic Planning June 25, 2013

Module 8: Final Paper 2 Year after year students from all grade levels, backgrounds, prior knowledge and ability enter the French classroom. Without varied course options, students from all abilities are required to learn together to reach the same learning objectives. This is a challenge on its own, but one must also consider foreign language is also a multifaceted subject involving reading, interpretive, listening, writing, and speaking skills. Students also vary in their experience in French, some students have French relatives, and others have traveled to French speaking areas, while others have no previous knowledge or opportunity to gain independent experience with French language or culture. Last year French II was composed of the following students: one senior, four juniors, four sophomores, and five freshmen. The diversity in students combined into one classroom is clear. Evidence of the issue of ability is apparent in student grades. For example, some students are strong in one aspect of this diverse subject, but not in another. On a recent French IV/V quiz, students' scores ranged from 68% to 100% and on a recent French II Quiz scored ranged from 44% to 100%. Seniors must take their final exams one to two weeks before the other students. This is difficult to teach students all of the content they need in time for the exam, while keeping everyone engaged for the rest of the school year. The senior student in the French II exam received a 65% on the final, while the class average for the reminder of the students was an 84%. Students in the French classroom range diversely in background, maturity, ability, executive functioning skills, age, goals, and learning styles. How does one meet the needs of diverse learners while maintaining rigorous expectations in the foreign language classroom? The solution derives from Senge's (2012) disciplines for a solid foundation of education. Senge's (2012) discipline of Personal Mastery addresses this situation (p.76). Through its application, one develops clear reachable goals based in pedagogical theory to improve

Module 8: Final Paper 3 instruction to meet the needs of all learners. This discipline applies directly to interactions with students. Senge (2012) states, This coaching starts with the way you look at them. Are you open to their potential? Do you see how they can achieve their aspirations, no matter what their limits, their family background, or the obstacles before them? (p. 79). This discipline encourages educators to ignore any preconceived notions or unique expectations based on student age or background, which is significant when teaching to unique class compositions. This concept ties into another of Senge's disciplines, Mental Models (p. 97). If a student is a senior this does not mean that he or she has solid executive functioning skills, or if a student's grandmother is French, it does not necessary implicate he or she has any advanced understanding of French language. Senge (2012) states, All human beings have the capacity to generate novel, original, clever, or ingenious products, solutions, and techniques- if that capacity is developed (p. 244). Recognizing every child's potential to learn and succeed promotes a healthy attitude and learning environment. Through ignoring our personal stereotypes, we can embrace diversity to work as a cohesive class team; this is another of Senge's (2012) disciplines called Team Learning (p.115). Emphasizing what the class can achieve together, will provide students with more opportunities for collaboration where each of their strengths shines through. The strategic plan for improvement must take into consideration the program's preexisting strengths. Overall, French students' reach high academic achievement as shown by the 2013 final exam scores where students reached an 88% average from scores at all five levels of French study.

Module 8: Final Paper 4 An additional strength of the existing program is student interest in the topic. One hundred percent of French I students eligible to continue to French II next year are enrolled the course and overall enrollment numbers are higher compared to previous years. To improve instruction for all learners, one must have a solid grasp of the current reality of the situation (Senge, 2012). This involves examining the weaknesses of the program to maximize the effectiveness of the efforts made for improvement. Weaknesses of the program are evident in the student remarks on 2013 course surveys. Overall, results were quite positive, however, there were aspects of the survey results that were somewhat lacking in connection to meeting the needs of all learners.
Data from the Course Survey: French I ----- French III ----Survey Question 11. The instructor challenges me to think. Strongly Agree 82% 46% 60% 33% Agree 9% 46% 30% 50% Unsure 9% 8% 10% 8% 8% Disagree Strongly Disagree

20. I believe that what I am being asked to learn in this course is important.

In addition to this information, the foreign language department does not offer AP courses or Honors courses. The lack of course options results in class compositions of students from a variety of ability and skill. This school year, student government made a case to have four or five-year foreign language courses weighted as an honors credit. Student government also explored the option of offering honors versus non-honors course options for all foreign language courses. These options would best meet the learners to ensure them the opportunity to learn at their own level. Due to budget limitations, curriculum adjustments, and class sizes, this potential change in foreign language levels did not pass. This year I surveyed students who took a Spanish or French IV or V level course and asked them the following question, "Do you think foreign language courses at the IV or V level should be weighed and or treated as Honors courses? Why or why not?" Here are their responses:

Module 8: Final Paper 5

Yes, it should be worth an honors credit because it is a difficult class with lots of homework, projects, and memorization. Yes because there is a lot of work put into learning a new language at the level we are in. A lot of foreign language teachers expect a lot from you because youre in a level 4 or 5 just as an Honors teacher would This is easily worth an honors credit. This was more difficult than most other honor courses I have taken in terms of both content and workload I think that students who participate in language classes four and five should receive honors credits for these classes. These classes last all year, and they are more difficult than other classes

Despite the program's weaknesses, through Senge's (2012) disciplines, there is great opportunity for improvement in meeting the needs of all learners. One opportunity involves, altering one's attitude towards interacting with groups of diverse people through Senge's (2012) "Mental Models" (p. 244). In addition to this concept, there is great potential in developing a shared vision for learning (Senge, 2012). After administering a short course evaluation after final exams this year, it is apparent students do not share a clear common vision towards the purpose of their enrollment in French:
French I Course Survey Responses: Question: Are you taking French next year? Explain.
Yes, I find this course fun, I want to learn a different language, and part of my family speaks French Yes, I would like to continue to learn more of the French language Yes, I need about 3 years for college Yes, it is really fun and interesting. Im glad I chose this instead of Spanish! Yes because I am interested to learn more and its a fun class to take Yes, that way I dont have to take Spanish or Latin for 3 years Yes because I like the language

To develop a realistic plan to address the issue at hand, one must consider the current threats posed within the current program. Scheduling conflicts can also be detrimental to the program as a whole. There are limited periods for courses and many students are stuck in a situation where they must drop foreign language to meet their other scholastic obligations. On the recent course survey, students expressed concern regarding this issue:
French II 2013 Class Survey Response: "Are you taking French next year? Why or why not?" No, cant fit in my schedule No, it doesnt fit into my schedule "

Additional potential threats to the effort to reaching all students in the foreign language classroom involve the attitude the guidance department, parents, the community, and other teachers set towards learning French. On occasion, colleagues (internal influence) tell students, "Well, you don't need to take a foreign language to graduate". Students also share with me

Module 8: Final Paper 6 comments from their parents (external influence), where they find little value in foreign language study and believe their child should take easier electives to boost their grade point average. These statements can destroy the foreign language department and students' shared vision in learning French, Latin, or Spanish. To meet the needs of all French learners, establishing S.M.A.R.T. (an acronym for specific, manageable, attainable, relevant and timely) Goals serve to develop a specific plan to reach success ("Creating S.M. A.R.T. goals," 2013). These goals are attainable because they are very low cost. The only expenses for implementing these goals involve paper and copy expenses totaling to less than $20.00. The first goal is to expand and improve the French Club program throughout the 20132014 school year to solidify students' personal interest in French. French Club provides opportunities outside of class to learn about French culture. This goal involves the teacher, students, parents, the community, and school staff. To expand the program more advertising will take place to encourage student attendance. French Club will meet more frequently and can also extend out to the community by bringing foreign language to younger learners, fieldtrips (such as visiting the Silver Moon Creperie in Dover, New Hampshire), inviting local French-speakers to take part in meetings, and by gaining parental involvement in the group. Considering these strategies directly apply in the 2013-2014 school year, they are conducted in a timely manner. Measurable evidence of the success of these efforts can be evaluated through student participation in the group. The ideal number of members per meeting to demonstrate clear student interest and success in the program is at least fifteen students per meeting. Additional measurable evidence of the success of these efforts shows in student enrollment in French courses and concise feedback on surveys completed by students and the community.

Module 8: Final Paper 7 Another goal involves understanding the unique group of learning in every class and utilizing this information to maximize learning for all students. Increasing learning opportunities to effectively meet the needs of all students will allow foreign language courses to become more meaningful and students' ability to interpret and communicate in French will improve. This goal involves the teacher and students. Data from student surveys conducted at the beginning, middle, and end of the school year will serve as for a foundation for lesson planning. Evidence of success is reaching results where 90% or more of students select the "strongly agree" category for at least 15 of the 20 questions on the end of the year evaluation. The final goal is to establish and consistently reinforce a shared vision for foreign language learning understood and appreciated by students, faculty, and the community. Senge (2012) states, the discipline of shared vision is the set of tools and techniques for bringing all of these disparate goals and statements into alignment (p. 86). This goal can be achieved through sharing valuable information regarding purpose and reason to study French and developing a clear mission statement for learning French that incorporates the value in learning a second language and the benefits of learning about French culture. Colleagues, students, and parents can be asked for their feedback in developing this common vision. This statement will be posted in the classroom and online. Success of this goal is determined through responses to questions incorporated in the half-year point survey or end of the evaluation. A sign of success for this goal would be for enrollment to consist of 75% of students eligible to continue to the next level of French choosing to take course. Additional results of success are for the school to continue foreign language programs and receiving positive verbal feedback on taking a foreign language from students, the community, and school staff.

Module 8: Final Paper 8 References Creating S.M.A.R.T. goals. (2013). Retrieved from http://topachievement.com/smart.html Senge, P., Cambron-McCabe, N., Lucas, T., Smith, B., Dutton, J., & Kleiner, A. (2012) Schools that Learn Updated and Revised: A Fifth Discipline Fieldbook for Educators, Parents, and Everyone Who Cares about Education. New York: Crown Business.