Implementation and Development of Curriculum

implementation and development of curriculum

UAM IIIC - 2023

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Questions regarding change

agents of implementation teachers students principals curriculum specialists

How can you define change?

Change in Curriculum

1. Communication: Communication channels are vertical (between people at different levels of the school hierarchy) or horizontal (between people at the same level of the hierarchy). Technology is not going to be the death knell of face-to-face communication. Technology will likely serve to alter the educational environment in which teachers and students work.

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Change in Curriculum

2. Support: If the new curriculum is to enable improvement in students’ learnings, it must be maintained and supported over time. Money is required for new materials and equipment and to pay people who help implement a new curriculum. A trusting relationship must exist among all parties in the school, especially between administrators and teachers.

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Implementation as a Change Process

Curriculum activity is change activity. Rapid change is occurring in family backgrounds and structure, subcultures, and community groups. Cultural pluralism is exploding and competing voices are gaining agency. Additionally, educational technology also is exploding, having a greater impact on curricula and their implementations.

Implementation as a Change Process

• What happens when change occurs?
• What really motivates people to change?
• Can people predict the consequences of change?

• Can educators control changes that directly affect them?

• Do schools that make the most major changes actually become the most innovative and effective?🙃​

Curriculum Implementation Guidelines

1. Innovations designed to improve student achievement must be technically sound. 2. Successful innovation requires change in the structure of a traditional school. 3. Innovation must be manageable and feasible for the average teacher. 4. Implementation of successful change efforts must be organic rather than bureaucratic. 5. Avoid the “do something, anything” syndrome.

Burdens Regarding Curriculum

• Lack of ownership.
• Lack of benefits.
• Increased burdens.
• Loneliness.
• Insecurity.

• Norm incongruence.

• Boredom.
• Chaos.
• Differential knowledge.
• Sudden wholesale change.

Who are the main actors in education?

Main People Involved in Curriculum

Teachers

Principals

Curriculum Specialists

Students

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TEACHERS

• Many learning modules will have content that many teachers will not have the expertise to teach or evaluate.

• And with distance learning, many teachers will have their classes taught by teachers and field experts not even in the community.

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STUDENTS

• Students need to be considered as being active citizens, not just “citizens-in-waiting.”

• Their activities outside school provide more opportunities to assume responsibility and autonomy in their lives than the school community does.

• Being involved in curriculum design and development provides students with opportunities to engage in collaborative decision making and inquiry.

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PRINCIPALS

• When principals had accepted an instructional leadership role, they spent less time on administrative, financial, and logistical tasks.

• Most principals, when they give attention to curricular activities, do so from a largely managerial perspective.

• Effective principals realize that schools must function as learning communities with close ties to the outside neighborhood.

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CURRICULUM SPECIALISTS

• They may know a specific content.

• Curriculum specialists are responsible for ensuring that programs are conceptualized, designed, and implemented.

• Curriculum specialists must know how to design and develop curriculum and how to supervise and evaluate instruction.

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Reference Orstein A., & Hunkins, F. (2018). Curriculum: Foundations, principals, and issues (7th ed.). Pearson

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