Curriculum Planning: a Multilevel, Multisector Process

Describe types of curriculum planning that are conducted at five levels and in three sectors. Describe an organizational pattern for curriculum development at the individual school level. Describe an organizational pattern for curriculum development at the school district level.

The chart is not made in level of importance The chart can give the impression that curriculum planners have an equal opportunity to participate at all levels and spend equal amounts of time in planning at each level, this is not the case. Opportunities for curriculum planning become fewer at each successive step up the staircase.

Is the curriculum already teacher proofed?

-The state and district have already designed and mandated a curriculum. -A textbook has already been selected -All a teacher has to do is teach right??

Teachers carry out activities in curriculum design when they: write curricular goals and objectives select subject matter (content) choose materials identify resources in the school and community sequence or resequence the subject matter decide on the scope of the topics or course revise the content decide on types of instructional plans to use construct the plans try out new programs create developmental and remedial programs in reading or other subject matter seek ways to differentiate the curriculum in the classroom incorporate content mandated by levels above the classroom develop their own curricular materials.

Teachers have the responsibility to not only teach the curriculum, but also to evaluate it. Even though legislation comes down from the national, state, and district levels, teachers can be very involved in the curriculum process.

Some of the roles and responsibilities

determining content to be presented sequencing subject matter adapting instruction for exceptionalities establishing or revising team, grade, or departmental objectives writing curriculum materials for use by all teachers

The individual school has emerged as the most critical level. School based or site based management is crucial and has been identified as the most important component of curriculum change.

adding new programs for the school, including interdisciplinary programs deleting existing programs revising existing programs increasing classroom use of computers throughout the school, including online instruction and research conducting schoolwide surveys of teacher, student, and parental opinion evaluating the schools curriculum planning ways to overcome curricular deficiencies planning for school accreditation choosing articulated series of textbooks

Local schools cannot work in isolation. Collaboration among levels and sectors remains essential. Individual schools need to work with districts and states when evaluating and developing curriculum.

Curriculum planning on a districtwide level is often conducted through the district curriculum council composed of: teachers, administrators, supervisors, community members, and, in some cases, students.

adding new programs for the district writing or reviewing proposals for state and federal grants gathering data on student achievement for presentation to parent groups and lay advisory councils supervising district compliance with state mandate and federal legislation recommending distribution of technological equipment among schools of the district evaluating programs on a districtwide basis

The Tenth Amendment to the U.S. Constitution says the state holds primary power over education. There are 3 areas within the State that have power over curriculum development

Department of Education State Professional Organizations Legislative Decisions

The state department of education provides general leadership to the schools; it interprets, enforces, and monitors legislated regulations as well as its own regulations that hold the force of law. In curriculum matters it accredits and monitors school programs

Examples of professional organizations: -National Council of Teachers of English -The National Council for the Social Studies -The Association for Supervision and Curriculum Development These organizations lay the groundwork for curriculum reform even though the Department of Education holds the final say.

State legislatures throughout the country can and do effect curriculum at the district level. Mandates from the state legislature were the prime movers for educational reform in the 1980s and early 1990s. Today the Texas Legislature effects the type of curriculum that can be taught (Common Core).

Regional, National, and International

Curriculum activities in the regional, national, and international sectors are more likely to consist of sharing problems, exchanging practices, reporting research, and gathering information.

Regional- Much of the participation in which school personnel

take part in the regional sector falls into the category of curriculum evaluation, in contrast to planning or implementation of the curriculum.

National- US Congress, State Department of Education,

Federal Funding, US Supreme Court, Professional Organizations, Private Foundations and Businesses, People, and Texts and Tests.

International- Opportunities for participation in curriculum

construction on an international basis are rare. The curricular needs and goals of education in various countries are so different as to make impractical the building of a particular curriculum that will fit the requirements of the educational system of every country.

You should be able to answer these questions at the conclusion of this presentation.

1. Describe the roles of (a) the principal, (b) the curriculum leader, (c) the teachers, (d) the students, and (e) the parents and other citizens in curriculum development.

2. Describe the knowledge and skills needed by the curriculum leader.

The human variables in the process are many and complex. Success or failure will depend to a great extent on how the members relate to one another, on how each member relates to other teachers on the faculty, and how they, in turn, relate to one another. The way the curriculum team and faculty interact with parents, others in the community, and the students can make or break curriculum efforts.

They must: establish the organizational framework so that curriculum development may proceed secure facilities and needed resources coordinate efforts of the various groups offer consultative help keep the groups on task resolve conflicts communicate school needs to all groups maintain a harmonious working climate assure collection of needed data provide for communication among groups advise groups on the latest developments in education make final decisions for their particular level.

Provide feedback on the curriculum that they are taught Can provide feedback on new curriculum that the district is going to implement or considering implementing. Can share how their peers view the curriculum.

Members of the community can serve the schools in a variety of ways.

They may be consulted in the curriculum designing stage. They may participate as resource persons, volunteer tutors, and school aides. The resources of individuals, businesses, institutions, and other agencies are used to enhance the learning experiences of the students. Parents can assist their children in their studies at home. Parents and others share in curriculum development by responding to surveys sent out by the school.

Teachers are the membership of curriculum committees and councils. Teachers participate at all stages in curriculum development. They initiate proposals and carry them out in their classrooms. They review proposals, gather data, conduct research, make contact with parents.

The curriculum coordinator must: possess a good general education have a good knowledge of both general and specific curricula be knowledgeable about resources for curriculum development be skilled in research and knowledgeable about locating pertinent research studies be knowledgeable about the needs of learners, the community know and appreciate the individual characteristics of participating colleagues

The Curriculum Leader Needs to:

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2.

3.

4.

The change process. The leader must be knowledgeable about the process of effecting change and be able to translate that knowledge into practice with the group. Interpersonal relations. He or she must exhibit a high degree of human relations skills, be able to develop interpersonal skills among members of the group, and be able to establish a harmonious working climate. Leadership skills. The leader must demonstrate leadership skills, including organizational skills and the ability to manage the process. He or she must help members of the group to develop leadership skills so that they may assume leadership roles when necessary. Communication skills. The leader must communicate effectively and be able to lead members of the group in communicating effectively.