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Curriculum Implementation

1. Curriculum implementation involves actually using innovations in practice and is more than just delivering new materials, as it requires understanding roles and impacts on people. 2. Several models of educational change exist, focusing on overcoming resistance, organizational development through teamwork, addressing teacher concerns, and loosely coupled systems. 3. Factors affecting educational change include characteristics of the change itself, the school/district environment, external influences, and characteristics at the individual school level. Successful implementation requires planning but flexibility.

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11 views

Curriculum Implementation

1. Curriculum implementation involves actually using innovations in practice and is more than just delivering new materials, as it requires understanding roles and impacts on people. 2. Several models of educational change exist, focusing on overcoming resistance, organizational development through teamwork, addressing teacher concerns, and loosely coupled systems. 3. Factors affecting educational change include characteristics of the change itself, the school/district environment, external influences, and characteristics at the individual school level. Successful implementation requires planning but flexibility.

Uploaded by

e.sheya
Copyright
© © All Rights Reserved
Available Formats
Download as PPTX, PDF, TXT or read online on Scribd
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Leadership and Curriculum

Management

Curriculum Implementation
Implementation
Is the actual use of an innovation or
what an innovation consists of in
practice. ~ Michael Fullan, Alan Pomfret
Implementation vs Innovation
Became a major educational concern
through out the year

Million of money were being


spent on curriculum innovations and
yet not implemented.
Implementation vs Innovation

Why?
Educators claim that many
educational reforms fail because they
are responsible in order to have a
little or a distorted understanding of
the culture of the school
Curriculum Implementation- background

• 1995-1997- focuses on the innovation itself less


on students achievement)
• 1997- Present- focused on curriculum change
which focuses more on student achievement
PLANNING FOR People,
Involve: Program, CURRICULUM
Process
PLANNING FOR CURRICULUM

1. Incrementalism
2. Communication
3. Support
Implementation = CHANGE
Implementation can also be considered as a process of change.
Changes need to have a purpose, not just political.

Questions to consider:
What happens when changes occur?
What is the value & role change?
What causes the change?
What are all the result of changes in
beneficial?
Can teachers control the changes
that affect them?
Do different educators engage in change for the same reason?
Are the schools that make a big difference in fact be the most
innovative and effective?
Does change is synonymous with improvement?
Guideline for CHANGE
Guidelines for Change
1. Innovations designed to improve student
achievement
2. Successful innovation requires a change in
the structure of the traditional school
3. Must be managed & executed for the
average teacher
4. Adaptation vs regulations
Resistance to CHANGE
Factors of Resisting Change
Lack of desire to change
People are satisfied with what they already have
in place
Teacher lack of knowledge of the rapid change
research
There are no financial or time
RESISTANCE TO CHANGE
Thomas Harvey’s List on Change Resistance
1. Lack of ownership
2. Lack of benefits
3. Increased burdens
4. Lack of administrative support
5. Loneliness
6. Insecurity
7. Norm incongruence
8. Boredom
9. Chaos
10. Differential knowledge
11. Sudden wholesale of change
12. Unique points of resistance
CHANGE AS A PROCESS

Factors to Consider
1. The current needs
2. The person involve
3. The role of the teacher

Stages of Change
4. Starter-set level, get the school to receive
5. Execution-present innovation & get people to try it
6. Maintenance monitoring of innovation
MODELS OF CHANGE
ORC-Overcoming Resistance to Change
*Rests on the assumption that the success or failure of planned organizational change basically depends
on leaders’ ability to overcome staff resistance to change

Guidelines for this model:


a. Address peoples’ fears & doubts

b. Takes their values & perspectives into account

c. Gives school administrators & teachers equal power- involved in discussions and decisions

Stages for this model:


1. Unrelated Concerns- no relationship between myself & the suggested change

2. Personal Concerns- How will this change affect me?

3. Task-Related Concerns- How do I implement it? How much time will it require? Materials?

4. Impact-Related Concerns- How will it impact my students?

KEY PLAYERS: Administrators, Directors, Teachers, Supervisors


MODELS OF CHANGE
OD-Organizational Development Model
*Emphasis is on teamwork & organizational culture
(Schmuck & Miles~ post-modern ideas)
7 Characteristics of this model: (French & Bell)
1. Emphasis on teamwork for addressing issues
2. Emphasis on group and intergroup processes
3. Use of action research
4. Collaboration within the organization
5. Organization’s culture must be considered
6. Those in charge serve as consultants & facilitators
7. Appreciation of organization’s dynamics in a continuously changing environment.
KEY PLAYERS: Administrators, Directors, Supervisors
MODELS OF CHANGE
CBA-Concerns-Based Adoption
*Based on the belief that all change originates with individuals. (Individuals change, and through
their changed behaviors, institutions change.)
*This model addresses only the adoption (implementation) of curriculum, not development and design.
THE FOCUS IS ON ENABLING TEACHERS TO ADOPT THE CURRICULUM & TO VIEW IT AS
THEIR OWN.

*Stages for this model:


1. Awareness of innovation
2. Awareness of informational level
3. Concern for self
4. Concern for teaching
5. Concern for students
*In this model, curriculum is not implemented until teachers’ concerns have been adequately
addressed. Teachers are expected to be creative with it and modify where necessary, tailoring it to their
students.

KEY PLAYERS: Teachers


MODELS OF CHANGE
SYSTEMS Model
*This model is based on the idea that the school is an organization of loosely coupled units:
departments, classrooms, and individuals. These parts have flexible relationships. The belief is
that most schools have little centralized control, especially over what occurs in the classroom. For
this reason, it is difficult for curricular change to be implemented as an edict from central office
Wisdom for Promoting Change within this model:
1. Progress from certainty to ambiguity
2. Allow for some chaos in your order
3. Look beyond the person to the behavior
4. Realize that people who feel victimized resist change
5. Use your fallibility to build your credibility
6. Be sensitive
7. Upgrade permanent to temporary
8. Have humor
KEY PLAYERS: Administrators, Directors, Teachers, Supervisors
EDUCATIONAL CHANGE MODEL:
(Michael Fullan)
FACTORS AFFECTING CHANGE
1. Characteristics of the change
2. Characteristics at the school-district level
3. Characteristics at the school level
4. Characteristics external to the local system

KEY PLAYERS:
Administrators, teachers, students, school board,
community members, government
CONCLUSION
• The implementation of the curriculum is more
than delivering new materials for courses.
• It requires an understanding of the purpose of
the program, the roles people will play, and those
affected.
• This process needs to be planned, but not rigid.
•It requires constant fine-tuning. It
requires a community of trust.

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