DAVAO CENTRAL COLLEGE, INC.

Juan dela Cruz Street, Toril, Davao City

Landline No. (082) 291 1882
Accredited by ACSCU- ACI

Prof. Ed 9:The Teacher and the School Curriculum

Development
Week 12
Unit 4 Curriculum Design
Topic: Curriculum Implementation
Learning Outcomes:
1. Define curriculum implementation.
2. Familiarize oneself with the major involved in
curriculum
implementation.
3. Analyze factors that influence curriculum
implementation.
4. Examine some common models that have been used in
schools to support the process of curriculum
implementation.

Concept Digest:
Does curriculum activity end with implementation?
Many of us seem to believe so, if experience is any
indication. Implementation process should, on the contrary,
be used as a means to assess the effectiveness of the
curriculum.

What is curriculum implementation?

Implementation is an interaction between those who have
created the programme and those who are charged to deliver
it. According to Ornstein and Hunkins, 1998;
 Implementation requires educators to shift from
the current program which they are familiar with
to the new or modified programme.
 Implementation involves changes in the knowledge,
actions and attitudes of people.
 Implementation can be seen as a process of
professional development and growth involving
ongoing interactions, feedback and assistance.
 Implementation is a process of clarification
whereby individuals and groups come to understand
and practice a change in attitudes and behaviors;
often involving ongoing interactions, feedback and
assistance.
 Implementation involves change which requires
effort and will produce a certain amount of
anxiety and to minimize these, it is useful to
organize implementation into manageable events and
set achievable goals.

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 DAVAO CENTRAL COLLEGE, INC.
Juan dela Cruz Street, Toril, Davao City
Landline No. (082) 291 1882
Accredited by ACSCU- ACI

 Implementation requires a supportive atmosphere in

which there is trust and open communication
between administrators , teachers, educators, and
where risk-taking is encouraged.
Although large sums of money are spent on
implementing new curriculum, several of these efforts
have failed. According to Sarason(1990), the main
reason for the failure is the lack of understanding of
the culture of the school by both experts outside the
school system and educators in the system. Successful
implementation of the curriculum requires
understanding the power relationships, the traditions,
the roles and responsibilities of individuals in the
school system. Implementers should be well-versed with
the contents of the curriculum. They must be clear of
the purpose, the nature, and the real and potential
benefits of the innovation.
As a future teacher, it is important that you know
what is involved in implementing the prescribed
curriculum.

Approaches to Curriculum Implementation

There are two extreme views about curriculum
implementation.
1. Laissez-faire approach or the “let-alone” approach.
This gives teachers absolute power to determine what
they see best to implement in the classroom. In
effect, this allows teachers to teach lessons they
believe are appropriate for their classes and in
whatever way they want to teach such lessons. There is
no form of control or monitoring whatsoever.
2. Authoritarian control. In this view, teachers are
directed by authority figures through a memorandum, to
follow a curriculum. Teachers have no control or
leeway over the subjects they are teaching. The school
head exercise absolute power in directing teachers to
teach certain subjects in specified ways.
A realistic view of curriculum implementation should be
between the two extremes. Teachers are expected to follow
the prescribed syllabus exactly and make sure they do not
miss any topic/component. When teachers diligently follow a
prescribed syllabus in teaching a lesson, then they are
considered to have fidelity of use or fidelity of
information.
To promote fidelity of use, one need to identify
the topics or subjects that need more focus. These subjects
are those that are more technical or more difficult. A
structured approach to implementation is then followed, one
on which teachers are provided clear instructions early on.

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 DAVAO CENTRAL COLLEGE, INC.
Juan dela Cruz Street, Toril, Davao City
Landline No. (082) 291 1882
Accredited by ACSCU- ACI

Implementation Models
Ornstein and Hunkins(1988) described several changes
in models that are worthwhile exploring.
1. Overcoming resistance to change model(ORC) which
focuses on overcoming staff resistance to change
that is present immediately before, or at the time
of the introduction of the innovation.
2. Leadership-obstacle course model (LOC) extends the
ORC model and puts emphasis on the gathering of data
to determine the extent and nature of the resistance
in order to deal with it appropriately.
3. Linkage process involves a cycle of diagnosis,
search, and retrieval, formulation of solution,
dissemination and evaluation.
4. Organizational development model(OD) is an
information processing change strategy that enables
the system to improve its operations and the quality
of interaction among its members to facilitate the
introduction of change.
5. The RAND change agent model is based on the
assumption that the success of the implementation of
the new program depends on: a)the characteristics of
the proposed change; b) the competencies of the
teaching and administrative staff; c)the support of
the local community, and) the school organization
structure.
The choice of what model to use depends on such
factors as a) level of resistance, b) the type of
desired change, c) the available expertise, c)
available resources, and d) the urgency of the
situation.

Factors that Influence Curriculum Implementation

1. Teachers. With their knowledge, experience and
competencies, teachers are central to any curriculum
improvement effort. Better teachers foster better
learning. Teachers are most knowledgeable about the
practice of teaching and are responsible for introducing
the curriculum in the classroom.
The key to getting teachers committed to an innovation
is to
enhance their knowledge of the program. This means
teachers
need to be trained and workshops have to be organized
for
professional development.
2. Learners. Increasingly, there is the realization that
even primary school children can contribute to

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 DAVAO CENTRAL COLLEGE, INC.
Juan dela Cruz Street, Toril, Davao City
Landline No. (082) 291 1882
Accredited by ACSCU- ACI

meaningful change. Students must be willing to

participate in the program. If students do not see the
relevance of the program there is the likelihood that
they will not be motivated to participate or learn.
However, it is still not clear how students should be
involved in the curriculum implementation phase even
though they are the main recipients of the program.
3. Principals or school heads are important players of the
curriculum process in the school. They should understand
the need for change as well as the steps to be taken
along the way. They should have an in-depth knowledge
about the planned change an of the implementation
process. They should be accessible and willing to
communicate with others involved in the process.
4. Parents. When parents see a subject being taught in way
that is unfamiliar to them, they naturally have
questions about what is going on. Parents need the
opportunity to share their concerns and voice their
support in an open forum.
5. Resource materials and facilities. The availability and
quality of resource materials and the availability of
appropriate facilities have a great influence on
curriculum implementation.
6. Interest groups can influence implementation by
providing schools with financial resources to purchase
required materials. They can also demand for the
inclusion of certain subjects in the curriculum. Thy can
also influence learners to reject courses they consider
detrimental to the interests of the group.
7. The school environment concerns the particular
circumstance of each school. School located in rich
socio-economic environments and those that have adequate
human and material resources can implement the
curriculum to an extent that would be difficult or
impossible for schools in poor economic environments.
8. Culture and ideology. Some communities may resist a
domineering culture or government ideology and hence
affect the implementation of the centrally planned
curriculum.
9. Assessment in the form of examinations influence
curriculum tremendously. Due to the great value given to
public examination certificates by communities and
schools, teachers have tended to concentrate on subjects
that promote academic excellence and little else. This
action by the teacher obviously can affect the
achievement of the broad goals and objectives of the
curriculum.
References:
1.Emerita Reyes, Erlinda Dizon. Curriculum
Development.Adriana Publishing Inc. Quezon City.2015
2. Greg Tabios Pawilen. Curriculum Development. Rex

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 DAVAO CENTRAL COLLEGE, INC.
Juan dela Cruz Street, Toril, Davao City
Landline No. (082) 291 1882
Accredited by ACSCU- ACI

Bookstore Manila, Philippines.2015

3. Purita De Guzman. Curriculum Development for
eachers.Lorimar Publishing.Quezon City
Philippines.2014
4. http://egyankosh.ac.in/bitstream/123456789/42535/1/Unit-
Name:_______________________________ Course: Prof. Ed. 9
Date Submitted:_____________________
Instructor:___________

Activities
Title: Comparison and Contrast
Things to do:
1. If you are a teacher tasked by your school head to
implement a new curriculum, what could be your
questions on the new curriculum? What would be your
concerns?
2. Prepare a checklist to note problem areas or
concern.
3. Write your answers in the table below.
Areas of Level of Understanding
concerns/
Problems
Poor Average Strong Very
Strong

Title: Panel Discussion

Things to do:
1. Resolve on the argument that students and parents
should not be involved in curriculum planning and
implementation since they the not curriculum
experts.
2. Take side of the argument and support your argument
with evidences.
3. Prepare for an online panel discussion

Assessment
Title: Matrix
Rubric used: Rubric for Graphic Organizer
Date of submission:
Things to do:
1. Prepare a matrix showing the different models of
curriculum implementation used in school.
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 DAVAO CENTRAL COLLEGE, INC.
Juan dela Cruz Street, Toril, Davao City
Landline No. (082) 291 1882
Accredited by ACSCU- ACI

2. Write your matrix in the space provided.

Title: Position Paper

Rubric used: Rubric for Position Paper
Date of submission: December 7, 2020
Things to do:
1. Prepare a position paper using the situation
described below:
2. Then answer the questions that follow.

According to Freendenberg, people who go into

teaching tend to be conformist in nature and
reluctant to innovate. These people have succeeded
in the school system as it has existed. They have
learned to play it safe and keep a low profile in
bureaucratic system run by administrators who do not
like to create waves. They have found success and
fulfillment as students and now as teachers in the
system, and for this reason many see no reason to
change it.

a. To what extent do you agree with Freendenberg’s

views about teachers and curriculum change?
b. Is this characteristic of other professions?
3. Remember you do not have to agree with on
anything(except the indisputable facts of history).
Your opinion is as valid as anyone’s. It is the
support with evidence that matters. Since everything

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 DAVAO CENTRAL COLLEGE, INC.
Juan dela Cruz Street, Toril, Davao City
Landline No. (082) 291 1882
Accredited by ACSCU- ACI

that you write in this kind of paper is your opinion,

you should not use the first person pronoun: I think,
my opinion is, etc.
4. Page limit: No more than two(2)pages.
5. Use short bond paper ;Arial-12; 1.5 spacing