CHAPTER 3: Module 4

THE TEACHER AS A CURRICULUM IMPLEMENTOR AND A MANAGER

Lesson 4.4: Stakeholders in Curriculum Implementation

OVERVIEW

Who are involved in curriculum and curriculum development? These are the persons who
we call the stakeholders. Stakeholders are individuals or institutions that are interested in the
curriculum. They get involved in many different ways. You must be one of them. Together with
the teachers, school managers, parents and even the whole community have interest in the
curriculum. We will all meet them in this lesson.

MODULE OBJECTIVES

After successful completion of this module, you should be able to:

 Identify stakeholders of the curriculum

 Enumerate the role of each stakeholder

COURSE MATERIALS

Curriculum Stakeholders
1. Learners are at the core of the curriculum.

To what extent are the students involved in curriculum development? The old view that
students are mere recipients of the curriculum, is now changing. Learners have more dynamic
participation from the planning, designing, implementing and evaluating. However, the degree
of their involvement is dependent on their maturity. The older they are in high school or
college, the more they participate. From another angle, whether learners are in the elementary
or college level, they can make or break curriculum implementation by their active or non-
involvement. After all, learners together with the teachers, put action to the curriculum.

At the end of the curriculum development process, the fundamental question asked is:
Have the students learned?

When some college students were asked about their role in curriculum development, here are
their answers.
 Student 1: I never realize that as a student, I have a participation in curriculum development. It is
true that as students, our learning is the basis of the success or failure of the
curriculum. For example, if all of us pass the board examination, it means that the
teacher education curriculum is a success.

Student 2: In high school our teachers would always look into what we are learning. The whole
year round, we have varied curricular and co-curricular activities inside the class, I
think, we as students, should be considered in writing the curriculum.

Student 3: When we were in the elementary level, our lessons were very simple. But now that
we are in college, the content we learn has become complicated. I learned that
actually, our curriculum is spiral, and that the difficulty of the subject matter is also
adjusted to our maturity level.

Why do curricularists place of lot of premium on the students? It is because, the learners
make the curriculum alive. A written curriculum that does not consider the students, will have a
little chance to succeed.

1. Teachers are curricularists.

Teachers are stakeholders who plan, design, teach, implement and evaluate the
curriculum. No doubt, the most important person in curriculum implementation is the teacher.
Teachers’ influence upon learners cannot be measured. Better teachers foster better learning.
But teachers need to continue with their professional development to contribute to the success of
curriculum implementation. Teachers should have full knowledge of the program philosophy,
content and components of curriculum and ways of teaching.

A teacher designs, enriches and modifies the curriculum to suit the learners’
characteristics. As curriculum developers, teachers are part of textbook committees, teachers
selection, school evaluation committee or textbooks and module writers themselves.

When a curriculum has already been written, the teacher’s role is to implement it like a
technician, however, teachers are reflective persons. They put their hearts into what they do. They
are very mindful that in the center of everything they do, is the learner.

Some of the roles that the teachers do in curriculum implementation are:

1. guiding, facilitating and directing the activities of the learners;

2. choosing the activities and the methods to be utilized;

3. choosing the materials that ae necessary for the activity;

4. evaluating the whole implementation process and

5. making a decision whether to continue, modify or terminate the curriculum.

All these roles are very crucial to achieve success in the implementation. Unsuccessful
implementation may even lead to educational failure.

Let us read how the teachers are viewed as curriculum implementer.

 Student 1: I believe my teachers know very well our curriculum. She knows what to teach
and how to teach it well. I do not miss my class everyday because she guides
us in all our lesson activities. Without our teacher, I am not sure if we can learn
more than what we are teaching now.

Teacher: As a classroom teacher, it is my responsibility to make my students learn. I have

to give action to the written curriculum. I have to see to it that my students are
provided with experiences to learn from. I keep in my mind, how I can sustain the
interest of my students by using teaching strategies that are effective. At the end
of the day, I am very happy to know that my students have achieved the intended
learning outcomes. I do this because as a teacher, I am a curriculum Implementer.

Truly, the teacher has a great stake in the curriculum. Curriculum planning, designing and
implementing are in the hands of a good teacher. In the educational setting, it is clear that the
teacher has a very significant role in curriculum development.

2. School leaders are curriculum managers.

Principals and school heads, too, have important roles in curriculum implementation
process in schools. They should understand fully the need for change and the implementation
process. They should be ready to assist the teachers and the students in the implementation.
Communication line should be open to all concerned should the school leaders lead in curriculum
teamwork.

Convincing the parents on the merits of the new curriculum is the job of the school heads.
They should be committed to change and should employ strategies to meet the needs of the
teachers and learners like building, books, library and other needed resources.

Let us listen to the two school heads on how they understand their stakes on the curriculum.

Principal: I am a principal of a big central elementary school. It is part of my function to

lead my school in any curriculum innovation. First of all, I make sure that my
teachers understand the restructuring or alteration of our school curriculum that
is forthcoming. I also call on the parents to participate in the change that will
happen by keeping them informed. I have to make sure that materials needed
are available for the teachers and students to use. I always keep in mind my role
as an instructional leader.

Head Teacher: Leading a small school in a far flung barrio has its pros and cons. First,
there are few teachers to supervise and fewer students to support. As a
proactive school head, I always see to it that we keep pace with the changes in
the school curriculum. While preparing for the implementation of K to 12, I
realize that change process is inevitable. My teachers have to be retained, and
their attitudes should be changed. I am responsible in seeing to it that the
curriculum is implemented as it should be and at the end of the year, our school
can show evidence that learning has taken place as designed by the K to 12
recommended curriculum.
1. Parents

Parents are significant school partners. Besides the students, teachers and school
administrators, play an important role in curriculum implementation. When children bring home a
homework from school, some parents are unable to help. Schools need to listen to parents’
concerns about school curriculum like textbooks, school activities, grading systems and others.
Schools have one way of engaging parents’ cooperation through Brigada Eskwela. In this event,
parents will be able to know the situation in the school. Most often parents volunteer to help. They
can also be tapped in various co-curricular activities as chaperones to children in Boy and Girl
Scouting, Science Camping and the like. Parents may not directly be involved in curriculum
implementation, but they are formidable partners for the success of any curriculum development
endeavor.

Here are two examples of how parents think of their stake in curriculum development.

Parent: I am proud that my child goes to this school. The teachers are hardworking and the
school head is very supportive. On my part, I always cooperate with the school’s
concern that will make my child learn. I volunteer for work where I am needed. We,
parents, support the Brigada Eskwela and other school activities. If they call on us
parents, we always answer their request. We also make suggestions on how the
parents at home can assist in the learning of the children.

Guardian: I am a guardian. I stand as a second parent of my nieces and nephew. I know that
as a parent, I should not leave entirely to the school the responsibility of educating
the child. Although, I do not really know much of new curriculum, I welcome the
changes that the school is making. I am always ready to give support to school
concerns of my wards.

How do parents help shape the curriculum in schools? Here are some observation.

 The school composed of parents who are positively involved in school activities have
better achievement than schools with uninvolved parents. Disciplinary problems are
minimal, and students are highly motivated. When parents take interest in their child’s
learning, they become closer to the school.

 The home is the extended school environment. In lifelong learning, the achieved learning
in schools are transferred at home. Thus, the home becomes the laboratory of learning.
Parents see to it that what children learn in school are practiced at home. They follow up
lessons, they make available materials for learning and they give permission for the
participation of their children.

 In most schools, parent associations are organized. This is being encouraged in School
Based Management. In some cases, this organization also includes teachers to expand
the school learning community. Many school projects and activities are supported by this
organization. This is considered as the best practice in most performing schools.

2. Community as Curriculum Resources and Learning Environment

“It takes the whole village to educate the child.” is an African proverb as mentioned by
former U.S first lady Hillary Clinton. What do you understand about this statement?
 Yes, it is true that the school is in the community, hence the community is the extended
school ground, a learning environment. All the barangay leaders, the elders, others citizens and
residents of the community have a stake in the curriculum. It is the bigger school community that
becomes the venue of learning. The rich natural and human resources of the community can
assist in educating the children. The community is the reflection of the school’s influence and the
school is a reflection of the community support.

1. Other Stakeholders in Curriculum Implementation and Development

Some stakeholders may not have direct influence on the school curriculum. These are
agencies and organizations that are involved in the planning, design, implementation and
evaluation of the school curriculum. To name a few, the list follows.

1.1 Government Agencies

 DepEd, TESDA, CHED- trifocalized agencies that have regulatory and mandatory
authorities over the implementation of the curricula.

 Professional Regulation Commission (PRC) and Civil Service Commission (CSC)- the
agency that certifies and issues teacher licenses to qualify one to teach and affirms
and confirms the appointment of teachers in the public schools.

 Local Government Units (LGU) include the municipal government officials and the
barangay officials. Some of the teachers are paid through the budget of the LGU’s.
They also construct school buildings, provide equipment, support the professional
development teachers and provide school supplies and books. They are the big
supporters in the implementation of a school curriculum.

1.2 Non-Government Agencies and Professional Organizations

Non-government agencies are organizations and foundations that have the main function
to support education. To name a few, this includes the following.

 Gawad Kalinga (GK) – to build communities means to include education. The full
support of GK in early childhood education is very significant. In each village, a school
for pre-school children and out-of-school youth have been established.

 Synergia – an organization/foundation that supports basic education to elevate

education through Reading, Science, Mathematica and English.

 Metrobank Foundation – supports continuing teacher development programs.

 Professional Organizations like Philippine Association For Teachers and Educators

(PAFTE), State Universities and Colleges Teacher Educators Association (SUCTEA),
National Organization of Science Teachers and Educators (NOSTE), Mathematics
Teachers Association of the Philippines (MTAP) and many more.

A school curriculum, whether big or small is influenced by many stakeholders. Each one
has a contribution and influence in what should replace, modify and substitute the current
curriculum. Each one has a significant mark in specific development and change process of
curriculum development.
\s ACTIVITY/ACTIVITIES

Direction: Fill in the box the stakeholders and identify their involvement in curriculum
implementation.

STAKEHOLDERS INVOLVEMENT/ROLE

Direction: Reflect on the question below.

If all the stakeholders contribute positively in curriculum implementation, do you

think, curriculum change or development will succeed? Why? Or why not

Compiled by:

CHARMAINE FAITH S. METIN

Instructor I