The English department at TCS High School embarked on a mission to revitalize its curriculum by introducing new elective courses aimed at diversifying student options and enriching their educational journey. Spearheaded by Mr. Mateo, a drama and media studies course was proposed, signaling a bold step toward expanding the horizons of English education within high school.

Alyssa Jodoin, AP literature and Art of Fiction teacher, shed light on the department’s vision, explaining, “Mateo wanted to introduce a drama course, so as a department, we came up with how we would restructure the units,” She expressed enthusiasm about the potential of the proposed electives, emphasizing their capacity to offer students a broader spectrum of perspectives and knowledge within the English curriculum.

Jodoin also highlighted the importance of these changes based on the 2 largest challenges facing English classes today; students’ tendency to prioritize ease over content when selecting courses, and the consistent use of AI.

“Students tend to choose classes based on their friends and what they think is an easier class,” Jodoin said.

This tendency, she explained, often leads to missed opportunities for academic growth and exploration within the English curriculum. Furthermore, Jodoin also pointed out that in today’s era, where platforms such as ChatGPT and Gemini can seemingly complete any type of English assignment, it’s important to keep the classes and their content diverse, exciting, and engaging.

However, the journey from proposal to implementation proved to be fraught with challenges. Despite thorough presentations to school officials and the student curriculum board, the ambitious plans encountered unexpected resistance. 

‘We had to present it to Paul and Matt, and then we had to present it to the student curriculum board, and then the school-wide CCP curriculum,’ said Jodoin. Despite initial approval, the school decided to postpone implementation for two years, citing concerns about the magnitude of the proposed changes, and the English department’s capacity to deal with them. 

 “The main goal behind these changes was to give students more choice, but also to diversify student English,” Isabel Jaramillo, Grade 11, said. 

However, Jaramillo expressed reservations about potential unintended consequences, particularly regarding the impact on Pre AP classes, which serve as a vital stepping stone to AP-level coursework.

“Pre AP was supposed to be an introduction to AP classes, and I can see how students actually benefit from this. Losing it, I don’t like, ” Jaramillo said. 

The discourse surrounding the proposed changes underscores the intricate nature of educational decision-making, wherein innovation is deemed crucial for progress, motivation, and the necessity to keep pace with evolving platforms and potential avenues for academic dishonesty. However, such innovation must be meticulously balanced with the preservation of effective educational practices and traditions, a delicate equilibrium that demands careful consideration.

As debates persist, both teachers and student representatives remain steadfast in their commitment to finding solutions that prioritize the best interests of all. The delay in implementing the proposed changes reflects broader discussions about the future of education and the nuanced balance between offering students increased choices while upholding academic rigor. In the face of these multifaceted challenges, educators like Ms. Jodoin exemplify unwavering dedication to exploring innovative approaches to engaging students and enriching their learning experiences, particularly in English classes where the fusion of tradition and innovation can profoundly impact educational outcomes.