Curriculum development involves organizing what will be taught in schools for a given year. Teachers use curricula to guide what and when they teach students. While curricula provide guidelines, teachers have flexibility in how they structure lessons and assessments. Effective implementation depends on coordination between various stakeholders, including teachers, students, administrators, and policymakers.
Curriculum development involves organizing what will be taught in schools for a given year. Teachers use curricula to guide what and when they teach students. While curricula provide guidelines, teachers have flexibility in how they structure lessons and assessments. Effective implementation depends on coordination between various stakeholders, including teachers, students, administrators, and policymakers.
Curriculum development involves organizing what will be taught in schools for a given year. Teachers use curricula to guide what and when they teach students. While curricula provide guidelines, teachers have flexibility in how they structure lessons and assessments. Effective implementation depends on coordination between various stakeholders, including teachers, students, administrators, and policymakers.
going to be taught in schools at a given time in a given year. They are made into official documents, as guides for teachers, and made obligatory by provincial and territorial departments.
Teachers use curricula when trying to see what to teach to students and when, as well as what the rubrics should be, what kind of worksheets and teacher worksheets they should make, among other things. It is actually up to the teachers themselves how these rubrics should be made, how these worksheets should be made and taught; it's all up to the teachers. In a practical understanding, though, there is no concrete way to say what methodology is right to use. But it is also true that the way in which a certain topic is taught habitually resolves what is actually taught. This is why it is required to make a distinction between the official or planned curriculum and the de facto curriculum; the one that is formal and the one that is actually taught in schools.
Role of Teachers in the Curriculum Process By Corina Fiore, eHow Contributor The teacher's role in the curriculum process is critical because she is responsible for implementing the curriculum in the classroom. Many districts will revise and update their curriculum every few years. Teachers often are invested in the writing and revision of the curriculum, performing the majority of the work.
Principal's Leadership Role One of the ways of promoting the above suggestions and active teacher-participation in curriculum development, is to prepare principals for this change. In this regard, the principal's leadership becomes critical. Through regular staff development programmes, principals can prepare teachers for active participation in curriculum development at the school level. Further, a healthy school climate can be created where teachers have the opportunity to realise their potential, interact with each other, make better use of the resources, appreciate individual differences and learn from each other (see 1.7) It may be difficult to bring about drastic changes in the existing curriculum straight away. Therefore, the principals can begin by seeking to facilitate knowledgeably the existing curriculum prescriptions. The first step is to study the various prescriptions carefully, understand them well and help heads of department and respective teachers to interpret them correctly. The basic concepts upon which the curriculum is built should be identified and mapped, allowing the emergence of a conceptual framework. This is important because a large number of teachers are not fully qualified. Teacher as Curriculum Leader: A Consideration of the Appropriateness of that Role Assignment to Classroom-Based Practitioners Educational literature, theory, and reform trends have long promoted putting teachers in a central role in curricular design. The work of early theorists recognized the importance of the role of the classroom teacher in curricular development at the building level (Ornstein & Hunkins, 2004). Literature on teacher leadership demonstrates that efforts to generalize teacher-leadership within educational organizational systems have occurred for more than two decades without significant or sustained success (York-Barr & Duke, 2004). Scholars across the decades have identified limited engagement of teachers in meaningful decision-making as a major flaw in educational organization and suggest that it has been elemental in the failure of meaningful educational reform efforts (Barth, 1990; Fullan, 1993; Giroux, 1988; Ornstein & Hunkins, 2004; Young, 1979). The longevity of the academic discourse on meaningful and sustained teacher involvement in school-based decision-making suggests an underlying theoretical assumption that such organizational structures would ultimately result in improved student outcomes. Research from the last two decades, however, has not demonstrated a strong or consistent correlation between teacher leadership and improved student outcome (Leithwood & Jantzi, 2000; York-Barr & Duke, 2004). The literature, however, provides little consideration of professional knowledge, specifically knowledge of curriculum theory and critical pedagogy, as an underlying reason for the failure of teachers to successfully fulfill meaningful leadership roles supportive of educational reforms and improved student outcomes. This article provides consideration of the assertion that the role of curriculum leader is an appropriate one for teachers in light of contemporary teacher preparation programs and offers suggestions for the restructuring of university curricula to better prepare teachers to fulfill the role of curriculum leader. Historical Role of Teacher in Curriculum Development Little of the early literature on curriculum development calls for teachers to take curricular leadership roles. Research on Teachers and Curricular Decision-Making Research on teacher participation in curricular decision-making is varied. The literature focuses heavily on the engagement of teachers in the determination of curriculum within their own schools or within their own classrooms. Site-based management efforts over the decades have consistently demonstrated that despite administrative directives for teachers to take an active role in the determination of curricula within their own work settings, the efficacy of such measures is limited (Cochran-Smith & Zeichner, 2005; York-Barr & Duke, 2004). Much of the work on this subject makes clear that teacher involvement does not lead to active engagement or successful curricular change. Weiss (1993) determined that when it came to curricular decision-making, despite the fact that teachers in site-based management organizations were more involved in discussion, implementation of ideas was more rapid and successful in schools with traditional decision-making hierarchies. Nevertheless, Weiss (1993) concluded that her data did not support an assumption that teacher participation increased focused attention to curriculum or affected improved curricular design. Although teachers may perceive significant influence on practice when teachers take leadership in curricular decision-making (Ryan, 1999), evidence in large studies does not show any significant change in student outcomes. In two large studies, Leithwood and Jantizi (1999; 2000) determined that teacher leadership demonstrated no insignificant effect on student engagement and outcomes. 1. Be a designer 2. Be a creater 3. Be a implementer 4. Be a mentator 5. Be a co-operator
Role of Stakeholders In Curriculum Development Presentation Transcript 1. THE ROLE OF STAKEHOLDERS IN CURRICULUM IMPLEMENTATIONMr. Ronnie Z. Valenciano Jr. BSE 3B 2. Stakeholders Are individuals or institution that are interrelated in the school curriculum. They are the one who put into action and give life to the curriculum They shape the school curriculum implementation 3. 1. Learners at the Center of Curriculum They are the very reason a curriculum is developed. They make and unmake the curriculum by their active and direct involvement. How each individual learners contribute to the realization of a planned curriculum would depend on the interaction and internalization of the different learning activities. 4. HAS THE LEARNER LEARNED? This is the concluding question that is always to consider in curriculum implementation. 5. Learners are the primary stakeholders in the curriculum. Considerations must be made such as the following:a) Ageb) Genderc) Physical, mental and emotional developmentd) Cultural backgrounde) Aspiration and personal goals 6. The success of the curriculum can only bemeasured by the extent oflearning that the learners have achieved. 7. 2. Teachers as Curriculum Developers and Implementers Planning and writing the curriculum are the primary role of teacher. A teacher is a curriculum maker. Teacher writes a curriculum daily through a lesson plan, unit plan or a yearly plan. 8. Teachers addresses the goals, needs interests of the learner by creating experiences from where the students can learn. Teachers design, enriches and modifies the curriculum to suit the learners characteristics. 9. Teacher are part of textbook committee, faculty selection boards, school evaluation committees or textbook writers themselves. Teachers therefore become architects of school curriculum. 10. On the other hand a developed curriculum remains inactive if it is not implemented. At this point, the teachers role now shifts from DEVELOPER to IMPLEMENTER. 11. Curriculum implementation is now giving life to the written material with the help of learning. The teachers role now shifts from PLANNING to DOING. 12. Doing here implies guiding, facilitating and directing activities. Some would say that the root of the educational problem is the teacher. It just point out to the inability of the teacher to implement well a curriculum. 13. Is TECHNOLOGY can replace the TEACHER? No, technology can never replace a teacher, it will only support the multifaceted role of the teacher. 14. Thus, teaching requires tremendous maturity, decision making in the implementation of any curricular plan as in the choice of materials, methods or strategy of teaching and modes of evaluation. 15. 3. Curriculum Managers and Administrators They supervise curriculum implementation, select and recruit new teachers, admit students, procure equipments and materials needed for effective learning. 16. They also plan for the improvement of school facilities and physical plants. They have privilege to command but at the same time to lead the institution. They are responsible for the final decision making in terms with the school purpose. 17. They are responsible to the kind of curriculum their school will offer and how these are implemented. 18. 4. Parents as Supporters to the Curriculum My child and my money go to this school It simply means that the parents are the best supporters of the school, especially because they are ones paying for their child education. 19. How do parents shape the curriculum and why are they considered as stakeholders?1. Effective parental involvement in school affairs may be linked to parent educational program which is central to high quality educational experiences of the children 20. It results to better communication between home and school, in this case there will be lesser disciplinary problems, greater student motivation and more responsibility for learning. Thus results to greater academic achievement of students. 21. 2. Parents involvement extends from the confine of the school to the home.- The parents follow up the lesson of their children.- Provides curriculum materials that are not provided in schools- Provide permission for their children to participate in various activities outsde the campus. 22. 3. In most schools the Parent Association is organized.- In most cases Parents association have strengthened the school curriculum by giving support to various activities and assisting on the accomplishment of the schools curriculum.- It is called Parents Teacher Association or Parents Teacher Community Association. 23. 5. Community Members as Curriculum Resources The community members may provide materials in the existing local community can very well substitute for what are needed to implement the curriculum. Respected community members maybe included in school boards. 24. Some can become resource speakers that can provide local and indigenous knowledge in the school curriculum. It can provide books, material and facilities in the school. 25. 6. Other Stakeholders in Curriculum Implementation Professional Organizations- They are being asked by the curriculum especially to contribute in curriculum review because they have voice in licensure examination, curriculum enhancement and others. 26. Government- It has a great stake in the curriculum implementation.- It is represented by DepEd for basic education curricula and CHED for tertiary and graduate education curricula 27. Professional Regulation Commission- The third agency that has high stake in schools curricula, because graduates of the different tertiary degrees must be certified as professionals.- The PRC through the Professional Regulatory Board conducts examination for some degree programs, such as LET 28. While Supreme Courts has professional bar exam to certify lawyers and Philippine Medical Association through its medical board exams for Licensure Examination for Doctors.
The School's Role in Curriculum Renewal The school is the ultimate proving ground for curriculum planning. Under the leadership of the principal and with appropriate input from parents, the school develops its own curriculum that builds on and extends the district's. Teachers deliver the district's mastery curriculum, but care is taken to ensure that each school can produce its own unique variation. Undertaking Initial School Tasks First, the faculty members develop their own vision. They identify their own goals, supplementing the district's. They also supplement the district's mandated program of studies by adding courses that respond to the specific needs of their students. The principal gets input from the teachers in developing a school schedule that maximizes learning opportunities and provides quality time for teacher planning.
Role of the School Library
The role of the school library and information programs and services is to: Facilitate the planning and implementation of learning programs that will equip students with the skills necessary to succeed in a constantly changing social and economic environment. Through resource-based programs, students acquire skills to collect, critically analyse and organise information, problem-solve and communicate their understandings. Provide and promotes quality fiction to develop and sustain in students the habit and enjoyment of reading for pleasure and to enrich students' intellectual, aesthetic, cultural and emotional growth. Cater for differences in learning and teaching styles through the provision of and equality of access to, a wide range of materials, fiction and non-fiction, print, audio, video and digital. Provide teachers with access to relevant curriculum information and professional development materials within and outside the school; and opportunities to cooperatively plan implement and evaluate learning programs which integrate information resources and technologies.