DIVINE WORLD COLLEGE OF LAOAG

Graduate School

ED 213 – PHILOSOPHY AND PRINCIPLES OF CURRICULUM

DEVELOPMENT
NAME: CHRISTINE ROSE M. ESPIRITU
CLUSTER/SCHOOL YEAR: CLUSTER B, 2020-2021

IMPLEMENTING THE DESIGNED CURRICULUM AS A CHANGE

PROCESS
CONTENTS OF THIS REPORT

1. Implementing The Designed Curriculum as A Change Process

2. Curriculum Workers
3. Levels of Implementation
4. Requirements in the Implementation
5. Stakeholders in Curriculum Implementation
6.
Given a power point presentation, the participants are expected to:

a. Explain implementing the designed curriculum as a change process

b. Identify the people who are considered as curriculum workers
c. Enumerate the levels of curriculum implementation
d. Understand the factors needed to implement a curriculum
e. Understand the factors needed to implement a curriculum

 TOPIC 1: IMPLEMENTING THE DESIGNED CURRICULUM AS A CHANGE PROCESS

CURRICULUM IMPLEMENTATION…

 Putting into practice the written curriculum that has been designed in the syllabi, course of
study, curricular guides, and subjects.

 It’s a process wherein the learners acquire the planned or intended knowledge, skills and
attitudes that are aimed at enabling the same learners to function effectively in the society.

 Ornstein and Hunkins (1998) - as the interaction between the curricula that has been
written and planned and the persons(teachers) who are in charged to deliver it.

 Loucks and Lieberman (1983) - they defined it as the trying out of a new practice and what it
looks like when actually used in school system. It simply means that implementation should
bring desired change and improvement.

CONCEPT OF CHANGE

 Change is a constant law of nature.

 It brings improvements.
 Change is an ongoing process.
  Not all changes lead to improvement, but all improvement requires change. The ability to
develop, test, and implement changes is essential for any individual, group, or organization
that wants to continuously improve.

FEATURES OF CHANGE
 It’s a PROCESS not an EVENT
 It requires time, energy and resources.
 It is achieved incrementally and entails development in feelings and skills.

CATEGORIES OF CURRICULUM CHANGE

 Substitution- Replace the present with a new one
 Alteration- Introduce minor changes or modification on the current one
 Restructuring- Introduce major modification of the current curriculum
 Perturbation- Changes happen within a fairly short time
 Value Orientation- Respond to shift in emphasis within the vision/mission of the school

FORCES DRIVING CURRICULUM CHANGE

 National imposition
 Local need
 Staff dissatisfaction
 Parental Demands
 Standards: they can be maintained in the view of the challenges of new course.
 Leadership: meaningful change and curriculum development

 TOPIC 2: CURRICULUM WORKERS

o The role of the curriculum worker is categorized under four headings and rationale
provided for each:
(1) coordination of curriculum planning and development;
(2) definition and application of curriculum theory;
(3) design and application of curriculum research; and
(4) provision of aid in filling in service needs of staff.
o Who are considered as CURRICULUM WORKERS?
 Teachers
 Principals
 Curriculum Consultants
 District Supervisors
 Education Supervisors
 Division Superintendents
 Regional Directors
 Education Program Specialists.
 Technical Panels and Technical Committees

 TOPIC 3: LEVELS OF CURRICULUM IMPLEMENTATION

 Regional
National Division
Level Level Level
District Level
 NATIONAL LEVEL
- Formulating national educational policies
- Formulating a national basic education plan
- Promulgating national educational standards
- Monitoring and assessing national learning outcomes
- Undertaking national educational research and studies
- Enhancing the employment status, professional competence, welfare, and national
working conditions of all personnel of the Department
- Enhancing the total development of learners through local and national programs
and/or projects

Figure 1. NATIONAL LEVEL

 REGIONAL LEVEL
- Defining a regional educational policy framework which reflects the values, needs,
and expectations of the communities they serve
- Developing a regional basic education plan
- Monitoring, evaluating and assessing regional learning outcomes
- Ensuring strict compliance with prescribed national criteria for the recruitment,
selection and training of all staff in the region and divisions.
- Formulating, in coordination with the regional development council the budget to
support the regional educational plan which shall take into account the educational
plans of the divisions and the districts.

Figure 2. REGIONAL LEVEL

 DIVISION LEVEL
- Monitoring the utilization of funds provided by the national government and the local
government units to the schools and learning centers.
 - Ensuring compliance of quality standards for basic education programs and for this
purpose strengthening the role of division supervisors as subject area specialist.
- Promoting awareness of and adherence by all school learning centers to accreditation
standards prescribed by the secretary of education
- Supervising the operations of all public and private elementary, secondary, and
integrated schools and learning centers.

Figure 3. DIVISION LEVEL

 DISTRICT LEVEL
- Providing professional and instructional advice and support to the school heads and
teachers/facilitators of schools and learning centers in the district thereof
- Curricula supervision

Figure 4. DISTRICT LEVEL

 LOCAL SCHOOL LEVEL

- Setting the mission, vision, goals and objectives of the school
- Creating an environment within the school that is conducive to teaching and learning
- Implementing the school curriculum and being accountable for higher learning
outcomes, developing the school education program and school improvement plan
- Offering educational projects and services which provide equitable opportunities for
all learners in the community
- Introducing new and innovative modes of instruction to achieve higher learning
outcomes
- Administering and managing all personnel, physical, and fiscal resources of the school
- Establishing school and community networks and encouraging the active
participation of teachers’ organizations, non-academic personnel of public schools
and parents-teachers-community associations

Figure 5. LOCAL SCHOOL LEVEL

 TOPIC 4: REQUIREMENTS IN THE CURRICULUM IMPLEMENTATION

What are the factors needed in curriculum implementation?

There are various factors that influence Curriculum Implementation like:
 Learners Age, gender, physical, mental, emotional development, cultural background,
interests, aspirations and personal goals
 resource materials and facilities
 the teacher
 the school environment
 culture and ideology
 instructional supervision and assessment.

 TOPIC 5: STAKEHOLDERS IN CURRICULUM IMPLEMENTATION

STAKEHOLDERS…
…are individuals or institutions that are interested in school curriculum. These stakeholders shape
the school curriculum implementation.

Figure 6. STAKEHOLDERS IN CURRICULUM IMPLEMENTATION

a. LEARNERS as the center of the curriculum
 The learners are the very reason a curriculum is developed.
 They are the ones who are directly influenced by it.
 Primary stakeholders.
 The direct beneficiary of the curriculum implementation. Upon them lie the success or
failure of the curriculum
 The role of students as stakeholders from a student’s point of view:
“I consider the learner as the center of the educational process. Everything in the curriculum
should revolve around his/her interests, needs, abilities, and capacities.” - Hene

“In the selection of subject matter, the needs of the individual learner should receive proper
emphasis. The course of study must be organized around the changing nature and
development needs within the cultural context of the learners.” – Marianne

“Learners or student are the very reason why school exist. It is the school’ responsibility to
further develop the learners’ knowledge, skills, talents and attitude to face the different
situations in life.” – Emman

The universal and individual characteristics of the learners should be considered in

implementation of any curriculum.
Age, gender, physical, mental, emotional development, cultural background, interests,
aspirations and personal goals.
 b. TEACHERS as curriculum developers and implementers

 Planning and writing the curriculum are the primary roles of the teacher.
 The person who directly implements the curriculum, in whose hands, direction and
guidance are provided for successful implementation.
 Prepares and implements the day to day activities in school.
A Teacher :

 as a curriculum maker, he/she writes a curriculum daily through a lesson plan , a unit plan or
a yearly plan. The teacher addresses the goals, needs and interests of the learners by
creating experiences from where the students can learn. The teacher designs, enriches and
modifies the curriculum to suit the learner’s characteristics.

 as a curriculum developer, part of textbooks committees, faculty selection boards, school

evaluation committee or textbook writers themselves. Empowered to develop their own
school curricula. And they become architect of the school curriculum.

 as a curriculum implementer , has to identify which of the plans should be put into action
and how should it be done. Curriculum implementation is now giving life to the written
material. Guiding, facilitating and directing activities which will be done by the students.

c. CURRICULUM MANAGERS AND ADMINISTRATORS

Functions of the school principal as a curriculum manager:

 supervise curriculum implementation

 select and recruit new teachers
 admit students
 procure equipment and materials needed for effective learning.
 plan for the improvement of school facilities and physical plants.

d. PARENTS as supporters of the curriculum

How do parents shape the curriculum and why are they considered stakeholders? Here are some
observations:
1. Effective parental involvement in school affairs may be linked to parent educational programs
which is central to high quality educational experiences of the children.
2. The parents’ involvement extends from the confine of the school to the homes. The parents
become part of the environment of learning at home.
3. In most schools the Parent Association is organized. This organization is provided by law.
e. COMMUNITY MEMBERS as curriculum resources

The success in the implementation of the curriculum requires resources. However, most
often teachers complain that resources are very scarce. There are no books, materials nor facilities
available. These are the usual complaints of the teachers. The community members and materials in
the local community can very well substitute for what are needed to implement.

f. OTHER STAKEHOLDERS in curriculum implementation

Professional organizations have shown great influence in school curriculum. They are being
asked by curriculum specialists to contribute in curriculum review because they have a voice in
licensure examinations and curriculum enhancement

Government has a great stake since all schools are under the regulation of the National
Government under the Philippine Constitution.

Government is represented by the following:

 Department of Education (DepEd)

– for basic education curricula
 Commission on Higher Education(CHED)
– for tertiary and graduate education
 The Professional Regulation Commission (PRC)
 Technical Education Skills Development Authority (TESDA)

The first two agencies have mandatory and regulatory powers over the
implementation of the curricula

The third government agency that has a high stake in the school’s curricula is the
Professional Regulatory Commission (PRC). It is because the graduates of the different
tertiary degrees must be certified as professionals. •The PRC through the Professional
Regulatory Boards, conducts examinations for some degrees’ programs like the Licensure
Examinations for Teachers, Accountants, Dentists, Engineers, bar examination to certify
lawyers and the Philippine Medical Association through its Medical Board of Examiners
conducts medical board exams for the licensure examination for doctors

For vocational and technical courses, the Technical Education Skills Development
Authority (TESDA) is the government agency that prescribes the curriculum and other
requirements for the implementation of the program. Each course is implemented through
modules, designed and implemented based on specific competencies prescribed. All the
specific requirements and facilities, including the required training and certification for each
faculty who will teach each course are prescribed by TESDA.
RESOURCES:

Bilbao, P. et al 2008. Curriculum Development. Quezon City: Lorimar Publishing  Bilbao, P.

2008. Nature,

Concepts and Purposes of Curriculum: Teaching-Learning Processes and Curriculum

Development

Ozar, L .A. 1994 Creating a Curriculum That Works : A Guide to Outcomes-Centered Curriculum
Decision-Making

http://www.merriam-webster.com/dictionary/approach Accessed 27January 2016

http://www.affordablecebu.com/load/schools_universities/organizational_structure_chart_of
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https://www.slideshare.net/xiackerramirrah/aaaagroup-3-curriculum-development