Running head: EMPLOYING A CURRICULUM SPECIALIST IN ROCK

COUNTY
1

Employing a Curriculum Specialist in Rock County Public Schools

District
Jessica Stec
Concordia University, Nebraska
Submitted in partial fulfillment of the requirements of EDUC 551
August 21, 2014

Employing a Curriculum Specialist

HISTORY AND IMPORTANCE OF THE CHALLENGE:

Rock County Public Schools do not currently employ a curriculum
specialist in the district. Curriculum development is becoming even
more important as education continues to evolve and expand in
different ways. The district is small, and employs many great teachers
that take their job very seriously. Unfortunately, the lack of
communication and leadership for teachers leaves many holes that
could be detrimental to the students. A large number of the staff at
the elementary level have been there 10+ years, but at the secondary
level, most teachers are new within the last three to five years. There
are curriculum committees, but there is no one overseeing what is
being done, and is no one there to help support and make transitions
from former to new staff. Behar (1994) states that, To implement
successful school improvement action plans, there will need to be
agreement concerning domains and practices so that objective and
quantifiable criteria can be established (p.111). In order for new staff
to be prepared, they need to be informed of the districts curriculum;
the specialist would oversee development and adoption of new
materials that the committee agrees upon, then communicate to the
staff of changes being made, and inform new staff of the curriculum to
be taught.
It is important that our students are prepared to enter either
higher educational institutions, the work force, or vocational

Employing a Curriculum Specialist

educational schools. In order to prepare our students, we need to

make sure that we are giving them the best quality education that they
deserve. There is no doubt that the teachers work hard, but without
the leadership of someone who has been trained in curriculum
development, it is hard to guarantee that the curriculum is, at
minimum, par or above. The committees for each subject rarely meet
and discuss to ensure continuity from one grade level to the next, and
this is a disadvantage in providing a strong educational foundation.
After researching the definition of a curriculum specialist,
wisegeek.com defines a curriculum specialist as, an instructional
coordinator, (who) has a variety of duties related to educational
curriculum. He or she assesses educational programs, selects
textbooks and instructional technology, trains teachers and sometimes
develops curricula, job duties commonly include evaluation, monitoring
and research. With the demands of education increasing, it is hard to
imagine committees being able to suffice and meet all the necessary
expectations that go into developing curriculum. Larger school
districts in Nebraska employ curriculum specialists that oversee and
organize curriculum development. Rock County may not need a
position solely as curriculum specialist, but would help the students
and staff to all be on the same page.
As previously mentioned, the district is rather small, with
graduating class sizes anywhere from seven to eighteen. A challenge

Employing a Curriculum Specialist

for the district would be creating a position for one person to do what
has been described. It would be beneficial to employ someone on
staff with this responsibility, and give them an increase in pay. In
looking at articles relating to curriculum development, there is a
specific process that committees go through in order to ensure they
are meeting the needs of students. The pros of having staff all be on
the same page, and everyone being informed of what is expected,
highly outweigh the cons of having to pay someone to oversee this
daunting task.
Ramifications of Inaction:
If the district chooses not to employ a teacher with the
responsibility of curriculum specialist, then the students become the
ones suffering. For example, when new teachers start at Rock County,
no one communicates with them that there is a set curriculum in the
district, for each of the subjects. New teachers teach using the
textbooks provided and following Nebraska State Standards. Previous
years of experience provide them with the knowledge to understand
and accept these responsibilities without having the districts
curriculum. However, if a new teacher to the profession came, how
would they know what they were specifically expected to teach? Even
though the state standards are being utilized and followed, the district
curriculum provides an outline and a timeline to follow that allows one
to understand expectations of students coming in, and would help in

Employing a Curriculum Specialist

preparing daily lessons. This would benefit the students in that there is
continuity between grade levels, and expectations for subject matter
from one grade to the next. Without having this, the students will not
get the specific education that has been outlined by the curriculum and
created by committees. In order for a school to continue to educate
and challenge students, curriculum development is a must. Districts
that do not employ a specialist or follow curriculum development must
meet standards without any guidance. It is imperative students needs
are the priority.
Who is Involved?:
In order for the proposal of having a curriculum specialist on staff
to work, many people would need to be involved. First, the
superintendent and the principal would have to look at information
provided and understand the benefits of having a curriculum specialist.
If approved, they would propose the concept to the Board of Education
for approval and hire. Before this though, a list of duties for curriculum
specialist would need to be drawn up in order to present to the board
the importance of such a position within the district. Martin, Saif and
Thiel (1987) conducted research on the topic of who is involved in
curriculum and how. According to a survey, curriculum master plans
were initiated by an assistant superintendent (p. 42); being that the
district does not have an assistant superintendent, they would benefit
from filling this position and taking their district forward in the 21st

Employing a Curriculum Specialist

Century. Staff training and development would be of utmost priority to

the specialist who can fill the position. Others involved would be the
committees under who the specialist would be responsible for leading.
Costs to Implement:
The costs to implement employing a curriculum specialist would
not be a large amount. If the district decides to make the position an
additional responsibility for a regular classroom teacher, negotiations
would begin with the additional cost between $7,000-$10,000 per year.
The responsibility to lead and make decisions about the curriculum,
and possible training during the summer break would require extra
compensation to what a classroom teacher already does. With many
districts employing a curriculum specialist as an individual position for
someone with a masters degree, the price of adding the position this
way, saves money for the district. The teacher would have two free
class periods each day to plan, observe, and work with teachers and
curriculum. Occasionally, the costs of subs for teachers on
committees, at $95 a day, would fall anywhere from $700-$900 per
academic calendar year. Overall, costs are rather low in the amount of
improvement gained with curriculum development.
Challenges/Obstacles:
The quote, If you always do what youve always done, youll
always get what youve always gotten is a good comparison to Rock
County Public Schools. In looking at academics, there are no major

Employing a Curriculum Specialist

concerns, therefore the question may be, why is this needed?

Unfortunately this is true to some degree. Test scores are not
suffering, and the graduation rate is 95-100% most years. However,
with class sizes anywhere from seven to eighteen, average shouldnt
be acceptable. Teachers have the opportunity to work more closely
and devote more time to students, allowing them to go further than
just the basic classroom objectives. Many teachers use the same
strategies and curriculum theyve used for 20+ years without making
improvements or changes that might challenge and meet the needs for
all levels of differentiation. When things are going good and there is a
comfort level, there seems to be a sense of mediocrity instead of
always pushing to do better, not just in teaching, but in all different
professions. The challenge would be showing the importance of why
this is needed, and explaining that while Rock County Public Schools is
doing well, they could be much better. The goal should be that
everyone is continually striving to better themselves and their
students.
Research on Curriculum Development:
Melissa Kelly (about.com) describes the scenario explained
earlier, new teachers often have a difficulty in determining exactly
what they should teach. Some end up using the textbook as a guide
while others, the lucky ones, have great mentors who guide them in
their course layout. Curriculum development within a district is a very

Employing a Curriculum Specialist

crucial responsibility that should be taken very seriously. Walter Dick

(1987) discusses the development process and adds, Public schools
typically have not employed persons who are trained to develop
curriculum materials. Likewise, teachers typically have not had either
the time or the training to engage in large scale curriculum
development efforts. (p. 55) While many know what they are doing,
change is good. Those new to the profession could also use the
assistance and guidance that a district curriculum provides, and that a
curriculum specialist communicates to everyone, for the betterment of
the students and the district as a whole. Haynes, Comer, and Lee
state, a management group to address curriculum, needs to have a
leader that guides, structures, and coordinates to improve the school
(p. 13). David Nunan reports in TESOL Quarterly (1989), the renewal
of the curriculum reflects a collaborative effort between teachers and
curriculum developers (p. 10). Both explain the importance of not
only a group effort, but a leader willing to take charge and make the
tough decisions.
Although developing curriculum is an important job, there is
much more responsibility for teachers, and ultimately the curriculum
specialist. Nygaard, Hojlt, and Hermanson explain what students need,
(they) need to be familiar with all relevant areas of the academic
subject in question. They have to know the relevant body of
knowledge, and be able to apply them in data analysis and problem

Employing a Curriculum Specialist

solving (p. 34). Education is not about giving the students knowledge,
but showing them the way, and helping them apply what they have
learned. Curriculum specialists can be a support to teachers to help
them provide the knowledge base that allows and encourages
independent thinking and application.
On a different topic, but related in another way, many districts do
not have a technology officer. As technology changes and improves,
schools realize the importance of a leader; districts need this position
to help support their staff. This is the same for curriculum as well.
With the high demands set before teachers, its apparent the need is
becoming greater as time passes. Education Week published an article
relating to limited technology officers that can easily fit this situation
for a curriculum specialist in a district such as Rock County Public
Schools. It states that, Districts that cannot afford (CTO), may rely on
part-time directors, or teachers with other responsibilities (p. 2). This
is exactly the proposal presented, not filling a full-time position, but
adding responsibility to an on-staff individual specializing in this area.
Standards Based and 21st Century Learner:
The idea behind having a curriculum specialist for the district is
completely related to standards and the 21st Century Learner.
Standards are created for the state, and districts decide to take that
and make it their own. Employing a curriculum specialist will ensure
that the district is following standards, and designing their own

Employing a Curriculum Specialist

10

curriculum that best meets the needs of the students while also
meeting state-wide standards as well. Research regarding the 21st
Century Learner indicates, Standards for the 21st-Century Learner
offer vision for teaching and learning to both guide and beckon our
profession as education leaders. The curriculum specialist focuses on
teaching and learning, and an emphasis on preparing our students for
the 21st Century.
Evaluation:
Evaluation of a personnel position directly relates with job
performance and efficiency. If the person hired is able to lead and
show productivity, with gains in areas of teaching curriculum, and
meets expectations according to a rubric relating to job performance,
they shall continue in the position. Full evaluation for the position
would be after one cycle of curriculum development, which is two-three
years. Evaluation during the school year, during the process would also
be conducted as well. The position will be evaluated based on
leadership, working with others, productivity and progress. The person
who fills the position will regularly report to administration and inform
them of what is going on with development and the committees he/she
is working with. Both the superintendent and the principal would be
responsible to oversee this persons duties, and be the advisor in times
of need.
Educational Philosophy:

Employing a Curriculum Specialist

11

The philosophy behind the idea of employing a curriculum

specialist would be the progressive philosophy of education. In
understanding the progressive idea, About.com claims, The
progressive education philosophy embraces the idea that we should
teach children how to think and that a test cannot measure whether or
not a child is an educated person. The curriculum specialist is not
just responsible for helping develop curriculum, but also in helping
teachers provide the best means to allow students access to
knowledge and discovery of their thinking skills. Whether it be
supporting the methods, textbooks, or using other resources; the
curriculum specialists are another source in molding and shaping the
young minds of our future.
Timeline/Action Plan
If the proposal of employing a curriculum specialist were to be
considered, a semester would be sufficient in deciding yes or no.
Research would need to be provided to the board and administrators
that supports why this would be a quality investment, and explains the
job title and responsibilities involved. Then, the administrators take
that to the board and discuss as a group. It would be best to look at
deciding early second semester so a decision could be made. Once it
is approved, and someone is hired, they have the summer to become
familiar with everything the district has done, and what steps they
need to take in order to get the curriculum development process

Employing a Curriculum Specialist

12

underway. Then they may look at using beginning of year in-service to

start meeting with committees and making plans for the process.
Once the curriculum specialist is employed, great things start
happening.

Employing a Curriculum Specialist

13

References

Behar, L. (1994). An empirical analysis of curriculum domains:

implications
for program development and evaluation. Peabody Journal of
Education,
69(4), 100-112.
What is a curriculum specialist? (n.d.), Retrieved from
http://www.wisegeek.com/what-is-a-curriculum-specialist.htm
August 18,
2014.
Martin, D., Saif, P., & Thiel, L. (1987). Curriculum development: who is
involved
and how? Educational Leadership, 40-48.
Kelly, M. (n.d.) Curriculum development: creating plans of study for
each curriculum
area. Retrieved from
http://712educators.about.com/od/curriculumandlessonplans/a/pl
an_of_study.htm August 18, 2014.
Dick, W. (Jan. 1987). Instructional design and the curriculum
development process.
Educational Leadership, 50-56.
Nunan, D. (Mar., 1989). Toward a collaborative approach to curriculum
development: a case study. TESOL Quarterly 23(1). 9-25.
Nygaard, C., Hojlt, T., & Hermansen, M. (Jan., 2008). Learning-based
curriculum
development. Higher Education 55(1). 33-50.
Cavanaugh, S. (Sept. 2013). Many districts go without a chief tech
officer.
Retrieved from
http://www.edweek.org/ew/articles/2013/10/02/06elcto.h33.html?
qs=many+districts+go+without+a+chief+tech+officer August
20, 2014.

Employing a Curriculum Specialist

14

Haynes, N., Comer, J., & Lee, M., (1988). The school development
program: a
model for school improvement. Journal of Negro Education 57(1)
11-21.
Kennedy, R. (n.d.) What is progressive education? Retrieved from
http://privateschool.about.com/od/typesofprivateschools/g/progre
ssive.ht m August 20, 2014.