The invisible curriculum consists of all the messages that adults send to children about what is valued and respected in the adult world. These messages are critical for shaping the character of children, their outlook on life, and their ability to interact effectively with others. “The content of the invisible curriculum helps teach children how much value to place on themselves and others”. That was written in the mid-90’s and it as true today as it was then.
What are the students of our district learning today in their invisible curriculum?
What are they learning about the role of teachers in society when the administration of the top school district in the state puts more value on investment in buildings than investment in teachers?
What are they learning about “seek first to understand” when the administration inappropriately and inaccurately jumps to conclusions and accuses teachers of recruiting students to their cause?
What are they learning about standing up for themselves when the Board proactively works to marginalize those with differing points of view as being “fringe actors”?
There is no state ranking for the invisible curriculum, no SAT or ACT scores to highlight, and no state performance expectations.
On the other hand, if the invisible curriculum really is critical to shaping the character of our children, then the invisible curriculum creates the filter through which all other knowledge is evaluated – what could be more important?
My hope is the community will take as much interest in the quality of our invisible curriculum as we have in our visible curriculum. My hope is the community will make a concerted effort to ensure the Board refocuses their energies on delivering both the visible and invisible curriculum we have come to expect in Wyoming.