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Teacher As A Curriculum Leaders in Instructional Planning Process

The document discusses the roles and responsibilities of teachers as curriculum leaders. It outlines several functions teachers may need to perform as instructional leaders, such as supervising curriculum implementation, promoting a positive school culture, communicating the school's vision, and training other teachers. It also describes several steps involved in instructional planning, including identifying goals and objectives, analyzing content and learners, developing assessments and activities, and choosing instructional methods. Finally, the document lists procedures for evaluating instruction, such as planning purposes, determining an evaluation design, developing instruments, collecting and analyzing data, and reporting findings.

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KRISTEN Jose
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178 views

Teacher As A Curriculum Leaders in Instructional Planning Process

The document discusses the roles and responsibilities of teachers as curriculum leaders. It outlines several functions teachers may need to perform as instructional leaders, such as supervising curriculum implementation, promoting a positive school culture, communicating the school's vision, and training other teachers. It also describes several steps involved in instructional planning, including identifying goals and objectives, analyzing content and learners, developing assessments and activities, and choosing instructional methods. Finally, the document lists procedures for evaluating instruction, such as planning purposes, determining an evaluation design, developing instruments, collecting and analyzing data, and reporting findings.

Uploaded by

KRISTEN Jose
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as PPTX, PDF, TXT or read online on Scribd
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TEACHER AS A CURRICULUM

LEADERS IN INSTRUCTIONAL
PLANNING PROCESS
INSTRUCTIONAL LEADERSHIP AS ONE OF THE
FUNCTIONS OF CURRICULUM LEADERS MAY
NEED TO DO THE FOLLOWING FUNCTION:
•Supervise the implementation of curriculum and academic
standards.
•Promote a school culture and climate conductive to teaching and
learning.
•Communicate the philosophy, vision, and mission of the school.
•Train teachers and school staff.

•Lead in the development or purchase of instructional materials.


•Prepare the school budget for instruction.
•Observe classes of teachers.
•Check assessment tools.
AFTER IDENTIFYING THE OBJECTIVES OF THE LESSON. THIS WILL ENSURE
THAT PROPER ASSESSMENT TOOLS, ALIGNED WITH THE OBJECTIVES OF THE
LESSON, WILL BE UTILIZED TO ASSESS STUDENTS’ LEARNING.
Analyz
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Conten
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Identif Develo
Develo Choose
Identify
Identify Plan
y p Instruction
Instructio
Instructio Instructio
Assess al
nal
nal objecti ment nal
goals
goals ment media
ves tools activities
Analyze Implem
ent
Learners
instructi
Characteris on
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Revise instruction
PLANNING INSTRUCTION IN REISER AND DICK’S MODEL
INCLUDES THE FOLLOWING INSTRUCTIONAL PROCEDURES:

1. Motivation
2. Presentation
3. Recalling prerequisite skills and
knowledge
4. Presentation of information and examples
5. Practice and feedback
6. Summary
7. Assessment
TEACHER AS CURRICULUM
LEADERS IN EVALUATING
INSTRUCTION
IN EVALUATING INSTRUCTION, TEACHERS NEED TO
LOOK AT THE FOLLOWING PROCEDURES:

1. Planning for the evaluation


a. Develop the purposes and objectives of the
evaluation
b. Determine the data and other information needed
c. Set the timeline for the evaluation.

2. Determine instructional evaluation design


d. Types of information needed for the evaluation.
e. Source of information

f. Methods for collecting the needed information.


g. Methods for analyzing the data gathered
h. Time for conducting evaluation.
3. Develop instructional evaluation instruments.
a. Class observation guide
b. Checklist
c. Questionnaires
d. Survey forms
e. Interview guide

4. Collect data
f. Focus group discussion

g. Interview with the students and teachers

h. Actual class observation

i. Examining sample of students’ output


j. Examining assessment tools used in the classes
k. Checking the facilities and other instructional materials

l. Checking of lesson plans


m. Interview with principals and supervisor.
5. Analyzing Data
6. Report findings or the results of the instructional evaluation.
During the actual observation of classes, instructional
evaluation could focus on the following aspects:
•Appropriateness of the activities and strategies to the students
and to the topic.
•Active participation of students in performing learning tasks

•Usefulness of instructional materials in meeting the desired


objectives of the lesson.
•Conduciveness of classroom environment for learning

•Pedagogical Content Knowledge (PCK) level of teacher

•Classroom management

•Development of positive relationship between student and teacher

•Effectiveness of the teacher in carrying out the instructional


procedures.

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