THE NATURE AND SCOPE

OF CURRICULUM
IMPLEMENTATION
BY:
Ace A. Sarmiento
IMPLEMENTATIO
N
IMPLEMENTATION
• Implementation refers to the actual
use of a curriculum or what it consist
of in practice.

• As noted by Fullan and Scott (1999),

a curriculum, however well designed,
must be implemented if it so have
any impact on the students.
IMPLEMENTATION
• Fullan and Pomfret (1977)
• Proposed that effective implementation of
innovations requires time, personal interaction
and contacts, in-service training and other forms
of people beds support. All of these requirements
are function of leadership.

• Implementation of the curriculum design

requires the management of change.
IMPLEMENTATION

• The obvious importance of

curriculum implementation has
no necessarily led to widespread
understanding of what it entails
or of what is problematic about
it.
IMPLEMENTATION
• Implementation refers to actual use, but
there is also an important attitudinal
element.

• In educational systems where teacher and

principal have the opportunity to choose
among competing curriculum packages,
then attitudinal disposition are clearly
important.
IMPLEMENTATION
• Leithwood (1981) maintains that
teachers will only become involved in
implementing new curricula if they
perceive a dysfunction - they have
the desire to reduce the gap between
current and preferred practices, with
reference to their teaching in a
particular subject.
Factors Affecting Implementation

A. Characteristics of the Change

1. Need for and relevance of the change

2. Clarity

3. Complexity

4. Quality and practicality of programme

Factors Affecting Implementation

B. Characteristics at the School district level

5. The history of innovative attempts

6. The adoption process
7. Central administrative support and
involvement
8. Staff development and participation
9. Time-line and information system
(evaluation)
10. Board and community characteristic
Factors Affecting Implementation

C. Characteristic at the School level

11. The principal

12. Teacher-teacher relations

13. Teacher Characteristics and orientations

Factors Affecting Implementation

D. Characteristics external to the local

system

14. Role of government

15. external assistance

 Some Important Factors in Promoting
successful Implementation Practices
1. Time: to experiment, attitudes to change
2. A technology for change: a phased plan of action
is needed
3. Recognizing school culture: awareness of
situational conditions
4. Provision of incentives and rewards: time,
resources, materials
5. Sharing of the burden in the workplace: to
collaborate and to share
6. Releasing energy for innovation: creating the
right conditions
Some Important Factors in Promoting
successful Implementation Practices
7. A collaborative framework: the value of local
collaborative groups
8. Leadership: persons to coordinate and to lead
9. Recognizing system-level culture: awareness of
overall policies
10. A political perspective: keeping visible with
stakeholders
11. Winning allies: gaining legitimacy and support in
a region and within schools
12. Recognizing the role of individuals: commitment
and charisma are essential qualities
Stages of the changes
process(Miller)

1. Initiation

2. Implementation

3. Institutionalization
INITIATION
• Involves the creation of supportive environment that
encourages openness and trust.

• During the initiation stage, it is imperative that the

school leader provides all stakeholders, most
especially the techers, clear, and adequate
explanation about the proposed change and rationale.
 Elements for the successful
implementation of changes in the
school system

1. Clarification of lines of authority

2. Involvement of affected parties in goal setting,
staff selection and evaluation.
3. Specification of roles and responsibilities of
teacher
4. Training of personnel in change strategies and
conflict-resolution techniques
5. Support to affected parties.
 Factors affecting what
implementation model to use
1. Level of resistance

2. The type of desired change

3. The available expertise

4. Available resources

5. The urgency of the situation

 CAUSES OF
RESISTANCE

o Lack of ownership o Insecurity

o Lack of Benefit o Incongruence with

norm
o More work
o chaos

o Lack of Support
o complete/wholesale
change
IMPLEMENTATION MODELS
• Overcoming Resistance to Change
(ORC)

• Leadership Obstacle Course (LOC)

• Linkage Model

• Organizational Development (OD)

• Rand Change Agent Model

Overcoming Resistance to
Change (ORC)

* Focuses on overcoming
staff resistance to change
that is present immediately
before, or at the time of the
introduction of the
innovation.
Overcoming Resistance to
Change (ORC)

• This model focuses on gaining advocates and

sharing power equally between administrators
and teachers.

• The ORC model focuses on allowing for the

personal needs of the teachers to be
addressed through maintaining high flexibility
in the implementation.
Overcoming Resistance to
Change (ORC)
Overcoming Resistance to
Change (ORC)
*FOUR STAGES *

• Unrelated concerns

• Personal concerns

• Task-related concerns

• Impact-related concerns
Overcoming Resistance to
Change (ORC)
Stage 1: Unrelated Concerns

 The first stage is a stage of indifference. A

teacher is aware change but do not see how it
relates to their own life. As such the teacher is
not worried about whatever innovation is
coming.

 An example might be hearing about efforts to

bring online learning to a school. The teacher
knows this innovation is out their but it has
not impacted them yet.
Overcoming Resistance to
Change (ORC)
Stage 2: Personal Concerns

 The teacher is now concerned with how the

new innovation or curriculum will impact their
life personally.

 For example, an English teacher wrestling with

how using online learning will affect what they
are trying to do in the classroom.
Overcoming Resistance to
Change (ORC)
Stage 3: Task-Related Concerns
 In stage 3, the teacher is thinking about how
to use the new curriculum or innovation.
Questions begin to go through their head in
terms of application.
 For the online learning example, the teacher
may wonder about such problems as how
much time will it take to learn this? What are
the best ways to use this new innovation?
What kind of support will I get? These are just
some of the many questions that are possible.
Overcoming Resistance to
Change (ORC)
Stage 4: Impact-Related Concerns
 Now the teacher has taken their focus of their
performance and are now worried about how
this will affect students. At this stage,
teachers are focusing on their students, peers,
and school.

 For the online learning example, teachers

start to wonder how online learning will
benefit the students. A teacher may start to
wonder how other teachers are doing as they
try to use this new innovation. The shift here
is from self to others.
Leadership Obstacle Course
(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.
The Linkage Model

*The linkage process involves a

cycle of:
• Diagnosis
• search
• Retrieval
• formulation of solution
• dissemination and evaluation.
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.
Organizational Development
(OD)
 Rand Model
• The Rand Model is based on the
assumption that the success of the
implementation of new program depends
on:
A. The characteristics of the proposed change

B. Competencies of the teaching and

administrative staff

C. The support of the local community

D. The School organizational structure

INSTITUTIONALIZATION

• Pertains to the ability of the

people in the organization to
sustain the change process and
to deliver the appropriate level of
benefits to the intended
beneficiaries for an extended
period of time.
REFERENCES:
• http://
ocw.utm.my/file.php/268/CURRICULUM_IMPLEMEN
TATION.pdf
• https://prezi.com/roaczkpepvh5/curriculum-
implementation/