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Curriculum development - what is it?

It is the organized preparation of whatever is


going to be taught in schools at a given time in a given year. They are made into
official documents, as guides for teachers, and made obligatory by provincial and
territorial departments.

Teachers use curricula when trying to see what to teach to students and when, as
well as what the rubrics should be, what kind of worksheets and teacher worksheets
they should make, among other things. It is actually up to the teachers themselves
how these rubrics should be made, how these worksheets should be made and taught;
it's all up to the teachers. In a practical understanding, though, there is no concrete
way to say what methodology is right to use. But it is also true that the way in which
a certain topic is taught habitually resolves what is actually taught. This is why it is
required to make a distinction between the official or planned curriculum and the de
facto curriculum; the one that is formal and the one that is actually taught in schools.

Role of Teachers in the Curriculum Process
By Corina Fiore, eHow Contributor
The teacher's role in the curriculum process is critical because she is responsible for
implementing the curriculum in the classroom. Many districts will revise and update their
curriculum every few years. Teachers often are invested in the writing and revision of the
curriculum, performing the majority of the work.


Principal's Leadership Role
One of the ways of promoting the above suggestions
and active teacher-participation in curriculum
development, is to prepare principals for this change.
In this regard, the principal's leadership becomes
critical. Through regular staff development
programmes, principals can prepare teachers for
active participation in curriculum development at the
school level. Further, a healthy school climate can
be created where teachers have the opportunity to
realise their potential, interact with each other, make
better use of the resources, appreciate individual
differences and learn from each other (see 1.7)
It may be difficult to bring about drastic changes in the existing curriculum straight
away. Therefore, the
principals can begin by seeking to facilitate
knowledgeably the existing curriculum prescriptions.
The first step is to study the various prescriptions
carefully, understand them well and help heads of
department and respective teachers to interpret
them correctly. The basic concepts upon which the
curriculum is built should be identified and mapped,
allowing the emergence of a conceptual framework.
This is important because a large number of teachers
are not fully qualified.
Teacher as Curriculum Leader: A Consideration of the Appropriateness of that
Role
Assignment to Classroom-Based Practitioners
Educational literature, theory, and reform trends have long promoted putting teachers in a central
role in curricular design. The work of early theorists recognized the importance of the role of the
classroom teacher in curricular development at the building level (Ornstein & Hunkins, 2004). Literature
on teacher leadership demonstrates that efforts to generalize teacher-leadership within educational
organizational systems have occurred for more than two decades without significant or sustained
success
(York-Barr & Duke, 2004). Scholars across the decades have identified limited engagement of teachers in
meaningful decision-making as a major flaw in educational organization and suggest that it has been
elemental in the failure of meaningful educational reform efforts (Barth, 1990; Fullan, 1993; Giroux,
1988; Ornstein & Hunkins, 2004; Young, 1979).
The longevity of the academic discourse on meaningful and sustained teacher involvement in
school-based decision-making suggests an underlying theoretical assumption that such organizational
structures would ultimately result in improved student outcomes. Research from the last two decades,
however, has not demonstrated a strong or consistent correlation between teacher leadership and
improved student outcome (Leithwood & Jantzi, 2000; York-Barr & Duke, 2004). The literature,
however, provides little consideration of professional knowledge, specifically knowledge of curriculum
theory and critical pedagogy, as an underlying reason for the failure of teachers to successfully fulfill
meaningful leadership roles supportive of educational reforms and improved student outcomes. This
article provides consideration of the assertion that the role of curriculum leader is an appropriate one
for
teachers in light of contemporary teacher preparation programs and offers suggestions for the
restructuring of university curricula to better prepare teachers to fulfill the role of curriculum leader.
Historical Role of Teacher in Curriculum Development
Little of the early literature on curriculum development calls for teachers to take curricular
leadership roles.
Research on Teachers and Curricular Decision-Making
Research on teacher participation in curricular decision-making is varied. The literature focuses
heavily on the engagement of teachers in the determination of curriculum within their own schools or
within their own classrooms. Site-based management efforts over the decades have consistently
demonstrated that despite administrative directives for teachers to take an active role in the
determination
of curricula within their own work settings, the efficacy of such measures is limited (Cochran-Smith &
Zeichner, 2005; York-Barr & Duke, 2004).
Much of the work on this subject makes clear that teacher involvement does not lead to active
engagement or successful curricular change. Weiss (1993) determined that when it came to curricular
decision-making, despite the fact that teachers in site-based management organizations were more
involved in discussion, implementation of ideas was more rapid and successful in schools with
traditional
decision-making hierarchies. Nevertheless, Weiss (1993) concluded that her data did not support an
assumption that teacher participation increased focused attention to curriculum or affected improved
curricular design. Although teachers may perceive significant influence on practice when teachers take
leadership in curricular decision-making (Ryan, 1999), evidence in large studies does not show any
significant change in student outcomes. In two large studies, Leithwood and Jantizi (1999; 2000)
determined that teacher leadership demonstrated no insignificant effect on student engagement and
outcomes.
1. Be a designer
2. Be a creater
3. Be a implementer
4. Be a mentator
5. Be a co-operator

Role of Stakeholders In Curriculum Development Presentation Transcript
1. THE ROLE OF STAKEHOLDERS IN CURRICULUM
IMPLEMENTATIONMr. Ronnie Z. Valenciano Jr. BSE 3B
2. Stakeholders Are individuals or institution that are interrelated in the
school curriculum. They are the one who put into action and give life to the
curriculum They shape the school curriculum implementation
3. 1. Learners at the Center of Curriculum They are the very reason a
curriculum is developed. They make and unmake the curriculum by their
active and direct involvement. How each individual learners contribute to
the realization of a planned curriculum would depend on the interaction and
internalization of the different learning activities.
4. HAS THE LEARNER LEARNED? This is the concluding question that is
always to consider in curriculum implementation.
5. Learners are the primary stakeholders in the curriculum. Considerations
must be made such as the following:a) Ageb) Genderc) Physical, mental
and emotional developmentd) Cultural backgrounde) Aspiration and
personal goals
6. The success of the curriculum can only bemeasured by the extent
oflearning that the learners have achieved.
7. 2. Teachers as Curriculum Developers and Implementers Planning and
writing the curriculum are the primary role of teacher. A teacher is a
curriculum maker. Teacher writes a curriculum daily through a lesson
plan, unit plan or a yearly plan.
8. Teachers addresses the goals, needs interests of the learner by
creating experiences from where the students can learn. Teachers design,
enriches and modifies the curriculum to suit the learners characteristics.
9. Teacher are part of textbook committee, faculty selection boards,
school evaluation committees or textbook writers themselves. Teachers
therefore become architects of school curriculum.
10. On the other hand a developed curriculum remains inactive if it is not
implemented. At this point, the teachers role now shifts from
DEVELOPER to IMPLEMENTER.
11. Curriculum implementation is now giving life to the written material
with the help of learning. The teachers role now shifts from PLANNING to
DOING.
12. Doing here implies guiding, facilitating and directing activities. Some
would say that the root of the educational problem is the teacher. It just
point out to the inability of the teacher to implement well a curriculum.
13. Is TECHNOLOGY can replace the TEACHER? No, technology can
never replace a teacher, it will only support the multifaceted role of the
teacher.
14. Thus, teaching requires tremendous maturity, decision making in the
implementation of any curricular plan as in the choice of materials,
methods or strategy of teaching and modes of evaluation.
15. 3. Curriculum Managers and Administrators They supervise curriculum
implementation, select and recruit new teachers, admit students, procure
equipments and materials needed for effective learning.
16. They also plan for the improvement of school facilities and physical
plants. They have privilege to command but at the same time to lead the
institution. They are responsible for the final decision making in terms with
the school purpose.
17. They are responsible to the kind of curriculum their school will offer
and how these are implemented.
18. 4. Parents as Supporters to the Curriculum My child and my money
go to this school It simply means that the parents are the best supporters
of the school, especially because they are ones paying for their child
education.
19. How do parents shape the curriculum and why are they considered as
stakeholders?1. Effective parental involvement in school affairs may be
linked to parent educational program which is central to high quality
educational experiences of the children
20. It results to better communication between home and school, in this
case there will be lesser disciplinary problems, greater student motivation
and more responsibility for learning. Thus results to greater academic
achievement of students.
21. 2. Parents involvement extends from the confine of the school to the
home.- The parents follow up the lesson of their children.- Provides
curriculum materials that are not provided in schools- Provide permission
for their children to participate in various activities outsde the campus.
22. 3. In most schools the Parent Association is organized.- In most cases
Parents association have strengthened the school curriculum by giving
support to various activities and assisting on the accomplishment of the
schools curriculum.- It is called Parents Teacher Association or Parents
Teacher Community Association.
23. 5. Community Members as Curriculum Resources The community
members may provide materials in the existing local community can very
well substitute for what are needed to implement the curriculum.
Respected community members maybe included in school boards.
24. Some can become resource speakers that can provide local and
indigenous knowledge in the school curriculum. It can provide books,
material and facilities in the school.
25. 6. Other Stakeholders in Curriculum Implementation Professional
Organizations- They are being asked by the curriculum especially to
contribute in curriculum review because they have voice in licensure
examination, curriculum enhancement and others.
26. Government- It has a great stake in the curriculum implementation.- It
is represented by DepEd for basic education curricula and CHED for
tertiary and graduate education curricula
27. Professional Regulation Commission- The third agency that has high
stake in schools curricula, because graduates of the different tertiary
degrees must be certified as professionals.- The PRC through the
Professional Regulatory Board conducts examination for some degree
programs, such as LET
28. While Supreme Courts has professional bar exam to certify lawyers
and Philippine Medical Association through its medical board exams for
Licensure Examination for Doctors.

The School's Role in Curriculum Renewal
The school is the ultimate proving ground for curriculum planning. Under the leadership of the principal and with
appropriate input from parents, the school develops its own curriculum that builds on and extends the district's.
Teachers deliver the district's mastery curriculum, but care is taken to ensure that each school can produce its own
unique variation.
Undertaking Initial School Tasks
First, the faculty members develop their own vision. They identify their own goals, supplementing the district's. They
also supplement the district's mandated program of studies by adding courses that respond to the specific needs of
their students. The principal gets input from the teachers in developing a school schedule that maximizes learning
opportunities and provides quality time for teacher planning.

Role of the School Library


The role of the school library and information programs and
services is to:
Facilitate the planning and implementation of
learning programs that will equip students with the
skills necessary to succeed in a constantly
changing social and economic environment.
Through resource-based programs, students
acquire skills to collect, critically analyse and
organise information, problem-solve and
communicate their understandings.
Provide and promotes quality fiction to develop
and sustain in students the habit and enjoyment of
reading for pleasure and to enrich students'
intellectual, aesthetic, cultural and emotional
growth.
Cater for differences in learning and teaching
styles through the provision of and equality of
access to, a wide range of materials, fiction and
non-fiction, print, audio, video and digital.
Provide teachers with access to relevant
curriculum information and professional
development materials within and outside the
school; and opportunities to cooperatively plan
implement and evaluate learning programs which
integrate information resources and technologies.







1. Learners

theveryreasonacurriculumisdevelopedtheoneswhoar
edirectlyinfluencedbyitmakeorunmakethecurriculumb
ytheiractiveanddirectinvolvementtheprimarystakehol
dersinthecurriculumSincethelearnersaretheprimarystak
eholdersinthecurriculum,theuniversalaswellastheindivi
dualcharacteristicsof the
studentsshouldbeconsidered.Age,gender,physical,ment
al,emotionaldevelopment,culturalbackground,interests,
aspirationsandpersonalgoalsaresomeofthefactorsthatsho
uldbeconsideredintheimplement-ationofanycurriculum.
2. Teachers.
theothersideofthecoinintheteachinglearningprocessh
is/herprimaryroleistheplanningandwritingthecurriculum
acurriculummakerhewritesacurriculumdailythrough
alessonplan,aunitplanorayearlyplanpreparesactivitiesf
orthestudents to do.
addressesthegoals,needs,interestsofthelearnersbycreat
ingexperienceswherethestudentscanlearndesigns,enri
chesandmodifiesthecurriculumtosuitlearnerscharacteri
sticsasacurriculumdeveloper,theyarepartoftextbookco
mmittees,facultyselectionboards,schoolevaluationcom
mitteesortextbookwritersthemselves.

thebestsupportersoftheschool,especiallybecausetheya
retheonespayingfortheirchildseducation
thepowerofparentstoinfluencecurriculatoincludeinstru
ctionalmaterialsandschoolactivitiesisgreat,suchthatthes
uccessofthecurriculawoulddependontheirsupport
4.Parents

Howdoparentsshapethecurriculumandwhytheyareconsi
deredasstakeholders?1.Effectiveparentalinvolvementin
schoolaffairsmaybelinkedtoparenteducationalprograms
whichiscentraltohighqualityeducationalexperiencesofth
echildren.2.Theparentsinvolvementextendsfromtheconf
ineoftheschooltothehomes.3.InmostschoolstheParentAs
sociationisisorganized.

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