Q: I have been working with a school where the teachers are desperately trying to find a way to increase creativity and critical thinking in their students. That’s great! The problem, though, is they have been mandated to follow scripted programs for every subject. Their district curriculum department plans their days down to the minute. Every teacher is expected to read the same script at the same exact time throughout the day. They fear getting written up if they are “caught” doing anything other than the script. These scripted programs do not allow students to think critically or creatively.
I don’t know how to help them. This is a policy/mandate issue, not a curriculum deficit issue. How do I help teachers who have been asked to follow curricular scripts down to the minute and are afraid to deviate for fear of being written up?”
Signed, Consultant needs help to help
A: Your concern for the teachers and students in this situation is laudable. Many educators face the challenge of balancing the need to adhere to scripted programs and the desire to cultivate creativity and critical thinking.
While the district’s mandates may be rigid, you can employ strategies to help these teachers navigate their environment while promoting the skills they value. It certainly isn’t easy as an outside consultant to have the ear of leadership or to make the kinds of change we may feel compelled to initiate. As a consultant, I have also struggled with many curricular challenges. I have always tried to find ways to do what the administration asks while supporting the teachers who want to do things differently. Sometimes, the admin needs to see what different looks like and its impact before you can have those difficult conversations about change — especially if it is something they have spent a lot of money on, like curriculum.
Understanding the landscape
First, it’s essential to recognize the factors at play. Scripted programs are often implemented to standardize education, ensuring classroom consistency and addressing achievement gaps. However, when these programs are overly prescriptive, they can stifle the very creativity and critical-thinking skills educators aim to develop. Teachers may feel trapped, fearing repercussions for deviating from the script, which can lead to a lack of engagement for both educators and students. This, of course, is never the intention when putting these structures in place, and we often don’t know when we are planning to implement a new curriculum that the outcome will be more detrimental than helpful.
Empowering teachers within constraints
Encouraging teachers to find their voice within the confines of a scripted curriculum is crucial. Here are several strategies to consider:
- Create a supportive community: Establish a network of support among teachers. Encourage them to share their experiences, strategies, and successes in integrating creativity and critical thinking within the scripted framework. This community can provide moral support and practical ideas for navigating the challenges they face. A good time to do this is during PLC time or other shared planning. It is not meant to be an opportunity to complain, but rather a chance to share concerns and then come up with solutions.
- Identify opportunities for integration: Help teachers identify moments within the scripted curriculum where they can infuse creativity and critical thinking. For example, during reading or math lessons, teachers can pose open-ended questions, encourage students to make predictions or integrate project-based learning elements that align with the script. When I first had to use the America’s Choice scripted lessons (a million years ago now), my co-teacher and I worked together to choose what best suited the needs of our students and then streamlined the rest. The objectives were met, but we adjusted activities and supplemented texts.
- Micro-innovations: Encourage teachers to implement small, manageable changes rather than complete overhauls. For instance, they might introduce a brief brainstorming session before a lesson or allow for student-led discussions related to the scripted content. These micro-innovations can foster a more dynamic classroom environment without straying too far from the mandated curriculum.
- Professional development: Advocate for professional learning opportunities focused on creativity and critical thinking. Workshops emphasizing how to blend these skills into existing curricula can empower teachers to feel more confident in their abilities to engage students creatively, even within a scripted framework. In your capacity as a consultant, this is where you can have the most impact. Show them how to innovate using the structure of their scripted lessons — demonstrate how they can take what is there and adjust it without wrecking the integrity of the outcomes to ensure equity.
- Documentation and feedback: Encourage teachers to document their attempts to integrate creativity and critical thinking. By collecting evidence of student engagement and learning outcomes, they can present a case to administrators about the benefits of allowing some flexibility in the curriculum. This data can also serve as a valuable tool for reflection and improvement. Angela Stockman has a lot of resources on documentation of learning. You can get students involved in this process, and their testimonials will help make change.
Engaging with administration
While teachers may feel powerless in the face of strict mandates, they must communicate their needs and observations to the administration. Here are the steps they can take:
- Open dialogue: Encourage teachers to initiate conversations with their administrators about the importance of creativity and critical thinking in education. They can share research and examples of how these skills positively impact student learning and engagement. They should only do this if the climate at school is safe for them to do so. Unfortunately, the wrong leadership can promote a toxic and unforgiving situation that can get them in trouble if the leadership isn’t open to feedback or conversation. You know your environment, so make sure to approach it appropriately.
- Propose pilot programs: Suggest pilot programs that allow for a degree of flexibility within the scripted curriculum. This could involve a small group of teachers experimenting with integrating more creative approaches and sharing their results with the district. Deciding on the goals up front to demonstrate how these changes can be beneficial on a larger scale may help loosen the reigns.
- Highlight student engagement: Teachers should emphasize the connection between student engagement and learning outcomes. If students are more engaged through creative and critical thinking opportunities, this can lead to better academic performance, which is a goal for all educators. This was always what I focused on when trying to do something that wasn’t popular with leaders at first. Dare I say that I asked forgiveness, not permission? I used my first attempts to collect the data I needed to show that what I was doing was having positive results. If you don’t get the opportunity to try, you never know.
While navigating a scripted curriculum can be challenging, it is not insurmountable. Teachers can create an environment that values creativity and critical thinking by fostering a supportive community, encouraging small innovations, advocating for professional development, and engaging with administration.
Ultimately, the goal is to ensure that students learn the required content and develop the skills necessary to thrive in an ever-changing world. Change may be gradual, but with persistence and collaboration, it is possible to create a more enriching educational experience, even within the constraints of a scripted program.
Best of luck in your efforts to support these dedicated educators!
Have a question that you’d like Career Confidential to answer? Email ssackstein@educatorsrising.org. All names and schools will remain confidential. No identifying information will be included in the published questions and answers.
