Republic of the Philippines

Cebu Normal University

Osmeña Blvd. Cebu City, 6000 Philippines

College of Teacher Education

Center of Training (COT) | Center of Excellence (COE) | Level IV Accredited (AACCUP)
Telephone No.: (032) 231 8044
Email: cte@cnu.edu.ph
Website: www.cnu.edu.ph

THE TEACHER AND THE SCHOOL CURRICULUM

Unit 3: Teacher as Curriculum Implementer

Lesson 3.4. Curriculum Implementation

Levels of Curriculum Implementation

To ensure the smooth implementation of the curriculum, the Department of Education (DepEd) and
Higher Education Institutions (HEIs) in in the country has established a system that will charge of the whole
work of planning, development, implementation, and evaluation of the curriculum.

Levels of Curriculum Implementation at the Basic Levels of Curriculum Implementation at the

Education Level Higher Education Level

Curriculum Implementation Models

These models are the models applicable in the area of curriculum implementation and are widely practiced.

1. Overcoming Resistance to Change Model (ORC Model)

This model rests the assumption that the success of curriculum implementation primarily depends
on the impact the developer can make on the stakeholders, i.e., teacher, students and the society in general.
Curriculum developer should, therefore, identify and deal with the concerns of various educational institutions.
The following are the developmental stages of concerns:

Stage 1. Unrelated concerns: teacher do not perceive a relationship between themselves and the
suggested changes. The teacher would not resist the change, because he/she doesn’t perceive the change
as something that influence his/her own personal or professional domain.

Stage 2. Personal concerns: the teacher will not react to the innovation in relation to his/her personal

Source : TEACHER AS CURRICULUM IMPLEMENTER

UNIT 3 : VENUS M. CORTES, E.D.,
situation. The teacher is concern with how the new programme composes to the one already in use.
Therefore, when new programmme is introduce, the teacher would involve in the activity.

Stage 3. Task-related Concerns: this related to the actual use of innovation. The teacher at this stage will
be concerned with the time required for reaching the new innovation, availability of equipment and
materials, pedagogies to be adopted, etc.

Stage 4. Impact-related Concerns: teacher at this stage will be concerned with how the innovation will
influence others.

2. Leadership-Obstacle Course model (LOC model)

This model treats staff resistance to change as problematic and proposes that we should collect
sate to determine the extent and nature of the resistance, this can be done by making sure that the
following five conditions exist:
1. The organizational members must have a clear understanding of the proposed innovation;
2. Individuals within the organization must be given relevant skills so that they possess the capabilities
requisite for carrying out the innovation;
3. The necessary materials and equipotent for the innovation must be furnished;
4. If need be, the organizational structure must be modified so that it is compatible with
the innovation being suggested;
5. The participants in the innovation must be motivated to spend the required time and effort to make the
innovation a success.
The LOC model extends the ORC model in several respects. While the ORX model conceptualizes
educational changes as two stage process:
Curriculum Development
1. initiation; and
2. incorporation (or the innovation as part of the ongoing processes of the organization)
The LOC model considers educational change as a sequence of three stages:
1. Initiation
2. attempted implementations; and
3. Incorporation
We should note here that implementation obstacles solved at one point of time using this model
may arise again at another point. This model, therefore, has a feedback and monitoring mechanism to
determine if problems once solves keep reappearing, etc.

3.Linkage Model

The linkage process involves a cycle of diagnosis, search, and retrieval. Formulation of solution,
dissemination and evaluation. This model recognizes that there are innovators in research and development
centers, universities, and others, Educator in the fields, however, find some of their attempts at innovations
that are inappropriate for solving problems. The linkages process involves a cycle of diagnosis, search, and
retrieval, formulation of solution, dissemination and evaluation. Therefore, what is needed is a match between
the problems and innovations- the establishment of linkages.

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4. Organizational Development (OD)
This model is an information processing change strategy that enables the system to improve its
operations and the quality of interactions among its members to facilitate the introduction of change. It is
critical and science-based process that helps organizations build their capacity to change and achieve
greater effectiveness by developing, improving, and reinforcing strategies, structures, and processes

5. Rant Change Agent Model (RCA)

This is based on the assumption that the success of the implementation of new program depends on: the
characteristics of the proposed change, competencies of the teaching and administrative staff, the support
of the community and the school organizational structure.
The model suggest that organizational dynamics seem to be the chief barriers to change. As in
ORD and LOC models it puts forward the following three stages in the change process: initiation,
implementation and incorporation

Source : TEACHER AS CURRICULUM IMPLEMENTER

UNIT 3 : VENUS M. CORTES, E.D.,