GILROY
– School board members rejected some of each other’s notions on
curriculum development at the end of a tedious, hour-long
discussion of board policy revisions Thursday night.
While not an earth-shattering disagreement, it raised the
question of which philosophies to emphasize in policy, and how
much.
GILROY – School board members rejected some of each other’s notions on curriculum development at the end of a tedious, hour-long discussion of board policy revisions Thursday night.
While not an earth-shattering disagreement, it raised the question of which philosophies to emphasize in policy, and how much.
Two districtwide issues emerged when one trustee suggested emphasizing academic instruction and another wanted to focus on creating well-rounded students.
Using examples from Palo Alto Unified School District board policies, Trustee Tom Bundros asked the board to reiterate Gilroy Unified School District’s dedication to academics.
“I thought it should be included to make clear our primary goal in the classroom,” he said. “I think the emphasis is important.”
The board policy covering curriculum development and evaluation was one of four that received a first-read during Thursday’s regular meeting.
Part of Bundros’ suggestion reads: “Discrimination should be made between facts unlikely to be of any importance to an individual (inert knowledge) and facts frequently used by the individual in his adult life (vital knowledge). …
“A good curriculum teaches the most basic things first and then builds on this knowledge. It proceeds from the familiar to the unknown, from the simple to the complex.”
In a vote, Bundros was the only trustee to approve the revision, with Trustee John Gurich absent.
While the intent is agreeable, said Trustee Jim Rogers, it might be too demanding to include in board policy.
“I felt that the philosophy that was expressed in those paragraphs, I have absolutely no trouble with. It’s a very lofty ideal,” Rogers said. “However, I felt it would be better in a statement of philosophy and not a policy.”
Most GUSD board policies are based on samples provided by the California School Boards Association (CSBA) that tend to be cut-and-dried.
“I have no problem adding to them,” Rogers said, “but on those I had the feeling it was kind of lofty goals, but nothing behind them … almost to the point of more micro-managing.”
To update the board’s “philosophy of curriculum development,” Board President Jaime Rosso suggested emphasizing well-roundedness.
He asked that the policy read: “We believe it is our obligation as a school district to prepare students for success in an academically rigorous … curriculum and promote the development of artistic expression and appreciation and physical and mental well-being.” (Rosso’s suggestion italicized.)
“Often times we talk about it in terms of athletics builds character, and music builds character and … just because it’s not included in a state level doesn’t mean we can’t have it locally,” Rosso said, referring to CSBA policies.
He mentioned a recent cheating scandal at top-ranked Saratoga High School, saying “what got sacrificed in that was integrity and character.”
After discussion, trustees decided to revise the wording and remove the phrase “mental well-being.”
“We want the whole student to be success and, frankly, you can’t argue with that, either,” Rogers said.
Bundros said it might be too subjective.
“I’m in favor of the concepts, but some of those things are too fuzzy, and maybe the way they’re expressed is not the right language for the board policy,” Bundros said.
Some trustees cracked jokes as the discussion ended close to 10 p.m.
“What is character?” said TJ Owens.
“I’m a character,” answered David McRae.
