Module 2 - SEAMEO INNOTECH: Home 2 Lead Curriculum Implementation and Enrichment Southeast Asian Ministers of Education Organization Regional Center for Educational Innovation and

MODULE 2

Lead CurriculumImplementation and Enrichment

Southeast Asian Ministers of Education Organization

Regional Center for Educational Innovation and Technology

Second Edition

Second Edition

SEAMEO INNOTECHCopyright © by SEAMEO INNOTECHAll rights reserved. Published 2009

Printed in the Philippines

ISBN 978-971-0487-20-2

No part of this publication may be reproduced or distributedin any form or by any means, or stored in a database orretrieval system, without prior written permission of

SEAMEO INNOTECH.

www.seameo-innotech.orgwww.innotech.org

ContentsWhat Is This Module About? ................................................................................................................... 1What Will You Learn? .............................................................................................................................. 2Flow of Instruction .................................................................................................................................... 4What Do You Already Know? ................................................................................................................. 5Feedback ................................................................................................................................................. 7How Do You Rate Yourself? .................................................................................................................... 8

Lesson 1: Making Things Work:Practicing Curriculum Leadership ..................................................................................... 10

What Is This Lesson About? ........................................................................................................... 10What Will You Learn? ..................................................................................................................... 11Let's Think About This .................................................................................................................... 11Let's Read: Curriculum Basics ........................................................................................................ 12Let's Try This (Activity 1.1) ............................................................................................................. 13Let's Read: Curriculum Development Models .............................................................................. 14Let's Think About This .................................................................................................................... 17Let's Read: The Components of Kellough and Kellough’s

Curriculum Development Model ....................................................................................... 20Let's Try This (Activity 1.2) ............................................................................................................. 23Let's Discuss ..................................................................................................................................... 23Let's Study: Curriculum Development As Cyclical ...................................................................... 23Let's Try This (Activity 1.3) ............................................................................................................. 24Let's Read: Curriculum Leadership ............................................................................................... 25Let's Study: Critical Incident ........................................................................................................... 26Let's Try This (Activity 1.4) ............................................................................................................. 27Let's Think About This .................................................................................................................... 28Let's Read: The Roles and Functions of a Curriculum Leader ................................................... 29Let's Think About This .................................................................................................................... 30Let's Read: The Four Major Tasks of Curriculum Leadership .................................................... 30Let's Try This (Activity 1.5) ............................................................................................................. 31Feedback ............................................................................................................................................ 32Let's Try This (Activity 1.6) ............................................................................................................. 32Let's Try This (Activity 1.7) ............................................................................................................. 33Let's Read: The Challenges in Practicing Curriculum Leadership ............................................ 34Let's Try This (Activity 1.8) ............................................................................................................. 35Let's Remember ................................................................................................................................. 36How Much Have You Learned ...................................................................................................... 37Feedback ............................................................................................................................................ 39Let's Apply What You've Learned ................................................................................................. 39

Lesson 2: Making Things Better:Implementing and Enriching the Curriculum .................................................................... 40

What Is This Lesson About? ........................................................................................................... 40What Will You Learn? ..................................................................................................................... 41Let's Try This (Activity 2.1) ............................................................................................................. 41Let's Read: Curriculum Implementation ....................................................................................... 42Let's Think About This .................................................................................................................... 44Let's Read: Preliminaries to Curriculum Implementation ........................................................... 45Let's Try This (Activity 2.2) ............................................................................................................. 46Let's Read: How Should a Curriculum Be Implemented? ........................................................... 47Let's Try This (Activity 2.3) ............................................................................................................. 48Let's Read: Approaches to Optimize Curriculum Opportunities ............................................... 48Let's Study: Curriculum Implementation Perspectives ............................................................... 49Let's Try This (Activity 2.4) ............................................................................................................. 50Let's Read: Factors Affecting Curriculum Implementation ......................................................... 51Let's Try This (Activity 2.5) ............................................................................................................. 52Let's Study: Factors in Promoting Successful Curriculum Implementation .............................. 53Let's Try This (Activity 2.6) ............................................................................................................. 54Let's Read: Monitoring the Process of Curriculum Implementation .......................................... 56Let's Study: Concerns in Describing and Measuring Curriculum Implementation Success .. 59Let's Try This (Activity 2.7) ............................................................................................................. 59Let's Read: Domains for Assessing Curriculum Implementation Effectiveness ....................... 60Let's Think About This .................................................................................................................... 62Let's Try This (Activity 2.8) ............................................................................................................. 63Let's Read: Curriculum Enrichment .............................................................................................. 64Let's Think About This .................................................................................................................... 65Let's Think About This .................................................................................................................... 67Let's Read: Principles of Curriculum Enrichment ........................................................................ 67Let's Try This (Activity 2.9) ............................................................................................................. 68Feedback ............................................................................................................................................ 68Let's Read .......................................................................................................................................... 69Let's Try This (Activity 2.10) ........................................................................................................... 71Let's Try This (Activity 2.11) ........................................................................................................... 72Let's Read: Assessing the Enriched Curriculum .......................................................................... 73Let's Remember ................................................................................................................................. 74How Much Have You Learned? ..................................................................................................... 76Feedback ............................................................................................................................................ 78

Let's Sum Up ............................................................................................................................................ 78How Much Have You Learned? ............................................................................................................ 79Feedback ................................................................................................................................................... 82How Do You Rate Yourself Now?......................................................................................................... 83Let's Apply What You’ve Learned (Module 2 Assignment) .............................................................. 84Key to Correction ..................................................................................................................................... 85Suggested Readings and Websites ........................................................................................................ 96Glossary ................................................................................................................................................... 96References ................................................................................................................................................ 98

Lead Curriculum Implementation and Enrichment 1

What Is This Module About?Being a school principal, you may have often wondered to what directionyou should lead your teachers and students in terms of what to teach andlearn. Like a conductor of an orchestra or a captain of a ship, you areresponsible for deciding on the type of symphony to be played or thecourse of the voyage that your school will follow. This task calls for a lotof planning and preparation. In a sense, you need to prepare a road mapand identify the best route to get to your destination. As a principal, youmay already know that wherever you go, the school follows. You, therefore,need to have the tools to bring your school toward educational success.

An area of responsibility which requires certain critical tools for you touse is the curriculum. This is the basic instructional framework. It supportsthe mission, vision and objectives of your school. According to Hass andParkay (1993), the curriculum refers to “all the experiences that individuallearners have in a program of education whose purpose is to achieve broadgoals and related objectives . . . This is planned in terms of a frameworkfor theory and research on past and present professional practice.”Essentially, a curriculum is a framework that contains the subjects to betaught to a certain group of students (Marsh, 1992) and how to teachthem (Farris, 1996). Therefore, the curriculum is the grand plan that directsall intended learning activities in your school. For your school to achieveeducational success, you need to have a curriculum that is not only wellprepared and complete, but also addresses instructional learning needs inthe best way possible.

This is the second module in the LEARNTECH eXCELS instructionalprogram for enhancing instructional leadership among school heads. Itfocuses on your expected role as a leader in curriculum implementationand enrichment. As curriculum leader, you are an important driving forcebehind your school’s success. As curriculum manager, you are a powerfulforce that will push buttons to achieve your goals. An effective principalis someone who is familiar with the principles of curriculum developmentand knows how to implement them in real-life school settings. As Module1 has prepared you for your role as an instructional leader, Module 2 willprepare you for your role as curriculum leader.

2 Lead Curriculum Implementation and Enrichment

What Will You Learn?

At the end of this module, you should have developed your skills inimplementing and enriching your school’s curriculum. Specifically, youare expected to be able to do the following:

• Define curriculum.

• State the purpose of developing a curriculum.

• Describe the curriculum development process.

• Define curriculum leadership.

• Enumerate the leadership roles and functions of a school head inthe context of curriculum development and implementation.

• Discuss the challenges in providing curriculum leadership.

• Discuss the importance of curriculum implementation.

• Identify the factors that affect the success of curriculumimplementation.

• Discuss the three basic domains for gauging the effectiveness ofcurriculum implementation.

• Lead teachers in curriculum implementation.

• Describe how an enrichment curriculum is assessed.

• Guide teachers in preparing an enrichment curriculum.


This module is comprised of two lessons that will familiarize you with theprocesses involved in curriculum implementation and enrichment:

Lesson 1.

Making Things Work: Practicing Curriculum Leadership

Lesson 2.

Making Things Better: Implementing and Enriching the Curriculum

The first lesson reviews the basics of curriculum development. Althoughyour school might be currently implementing a curriculum formulated atthe national or district level, it would still be helpful for you to know theprinciples involved in its construction. Lesson 1 also provides guidelineson how a curriculum is translated into reality or how it is turned intoactual school activities. Lesson 2 will help you formulate guidelines formaking the curriculum effectively respond to the school’s changing realities.The lesson also familiarizes you with the concept of curriculum leadership.

Each lesson could be completed in about three hours. The whole modulecould be completed in about six hours, if you really take time to sit downand work on it. It may take about three to five days to work on the lessonson a part-time basis. Like the previous module, each lesson in this modulehas activities for you to work on. Make sure you work diligently on theseactivities and tests to find out how well you shall have learned.


Flow of Instruction


What Do You Already Know?

To find out how much you already know about the concepts discussed

in this module, answer the following questions.

1. What is a curriculum?

_____________________________________________________________

___________________________________________________________

2. Label the boxes in the curriculum development model below. Choosefrom the following:

• Educational Plan (Content and Instruction)

• Extraneous Influences (Influences of Factors Outside the School)

• Evaluation and Revision

• Needs of Students, Society, and the Subject

• Educational Philosophy

1

2

34

5


3. Enumerate the four basic tasks in curriculum leadership.

_______________________________________________________

_______________________________________________________

_______________________________________________________

4. Identify the three perspectives used to explain how and why certainimplementation practices are followed._______________________________________________________

________________________________________________________

________________________________________________________

5. Differentiate between the laissez-faire approach and the authoritarianapproach in curriculum implementation.

________________________________________________________

________________________________________________________

6. Define enrichment curriculum.

________________________________________________________

________________________________________________________

7. Why is there a need for schools to have different curricula?

8. Should it be recommended that a curriculum is developed solely bythe school head without consulting teachers and other groups in thecommunity? Why or why not?

________________________________________________________

________________________________________________________

________________________________________________________


9. A principal lets his teachers develop their school curriculum on theirown. He/she merely gives approval to their final output. Would yousay that he/she exercised curriculum leadership? Why or why not?

________________________________________________________

________________________________________________________

________________________________________________________

________________________________________________________

10. Why is implementation a crucial activity in the cycle of planning andteaching a curriculum?

________________________________________________________

________________________________________________________

________________________________________________________

FeedbackCheck your answers against those in the Key to Correction on pages 85-86. If you got a perfect score, that’s great! It means that you are alreadyvery familiar with the curriculum development process. However, youmay still need to study the module to refresh your memory and learn newconcepts. If your score is anywhere between 6 to 9, you already have anidea of the topics covered in this module. If you scored 5 or lower, pleasestudy the module carefully. This way, you can familiarize yourself withthe topics to be discussed in the module.

Before you proceed to Lesson 1, evaluate your current level of competencyas a curriculum leader by filling out the self-rating checklist on thenext page.


How Do You Rate Yourself?

SELF-RATING COMPETENCY CHECKLIST

Directions: The checklist below contains a list of competencies covered inthis module. For each competency, there are four possible levels of mastery(Novice, Apprentice, Practitioner, Expert). You will use this matrix to rateyour level of mastery of each competency prior to studying the module(PRE), and after you complete the module (POST). For each competency,place a check (!) mark under the appropriate “PRE” column whichbest describes your level of mastery prior to studying the lessons of themodule. You will place a check (!) mark under the appropriate “POST”column when you have completed the module. Comparing your two self-ratings on the PRE and POST columns will later tell you whether youhave improved your competency level or not.

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How did you fare? Which competencies do you need to develop further?Keep them in mind as you study the lessons that follow.

You may now proceed to Lesson 1.

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Making Things Work: PracticingCurriculum Leadership

What Is This Lesson About?

The school head plays a pivotal role in directing the school toward theachievement of its educational goals. He/She guides the teachers inproviding quality education. One of the most important responsibilities ofa school head is to make sure that the approved curriculum is understood,appreciated and followed by the school’s teaching force. This describescurriculum leadership. Are you familiar with this concept?

By the same token that an orchestra plays beautiful symphonies guidedby music sheets, teachers teach lessons guided by a written curriculum.And just as the “maestro” conducting the orchestra provides direction toorchestra players to produce beautiful music, the school head providesexpert guidance to teachers implementing the curriculum in order toachieve the school’s goals.

Principals are expected to participate not only in the process of curriculumimplementation but also in its development. Have you been in a curriculumcommittee meeting before? Do you recall the process involved in developinga curriculum? If you need to refresh your memory on it, this lesson is agood start. However, if you haven’t had the chance to participate directlyin the planning, here’s an opportunity to learn about the process and beenlightened. You will study the basic processes involved in curriculumdevelopment and learn more about how to use the curriculum in achievingyour school’s instructional goals. To know more about how to be aneffective curriculum leader, read on.

1LESSON



At the end of this lesson, you should be able to do the following:

• Define curriculum.

• State the purpose of developing a curriculum.

• Describe the curriculum development process.

• Practice curriculum leadership.

• Enumerate the leadership roles and functions of a school headin curriculum development and implementation.

• Discuss the challenges curriculum leaders face.

Let’s Think About ThisGet a copy of your school’s Grade 1 curriculum. Answer the followingquestions:

1. Why is the Grade 1 curriculum important?

_______________________________________________________

_______________________________________________________

_______________________________________________________

2. Who prepared the Grade 1 curriculum?

_______________________________________________________

_______________________________________________________

_______________________________________________________

3. Are the subjects and topics appropriate for the learners? Why?

_______________________________________________________

_______________________________________________________

_______________________________________________________


A curriculum is important because it identifies the subjects that need to betaught to and learned by students and how these subjects are taught. Thecurriculum is often the result of collaborative efforts between schooladministrators and teachers. The subjects and topics are said to beappropriate for the learners when they are within their realm of knowledgeand capacity.

Let’s Read

Curriculum Basics

As a leader in instructional development, you are expected to be familiarwith what a curriculum is and how it is developed. Knowing the processesinvolved in curriculum development will help you perform your functionsbetter as a school head practicing curriculum leadership. A curriculumleader is expected to know the basics of curriculum development.

Like a conductor who uses music sheets and an explorer who uses a mapto achieve their goals, teachers use the curriculum to guide them inproviding relevant education. A curriculum is basically what studentsare expected to learn in the classroom and how the lessons are taught(Farris, 1996). In other words, a curriculum refers to all educationalexperiences students go through in school.


A curriculum is often formally prepared by education professionals andexperts based on a series of steps that aim to address students’ learningneeds, as well as the needs of the community and the demands of a subjector topic itself. As government, business, and community leaders clamorfor quality education for all, the curriculum becomes a focal point. Someresearchers and policy makers even assert that national educationstandards be raised to a higher level than what currently exists. Higherstandards, they believe, will enhance local school curricula and promotebetter education in the long run (Farris, 1996).

Curricula are often formulated on the national or district level becausecurriculum development should consider existing community values andexpectations. Therefore, each curriculum is unique on its own as it reflectslocal realities and is based on a socially accepted educational philosophy.

How is a curriculum formulated at the school level? Typically, a schoolcurriculum is created by a committee composed of school heads, teachers,and parents. This committee examines a variety of materials, includingnationally set guidelines and available resources to help them judge whichsubjects and topics should be included and for what group of students.The committee drafts a curriculum based on local needs. This is presentedto district leaders or supervisors for approval or revision. The final draft isthen given to a national board of education, where there is one, for finalapproval. This process may vary from country to country. Nevertheless, itwill still be relevant for you to realize the complexity of the process involvedin creating a school curriculum.

Let’s Try This (Activity 1.1)

How is a curriculum developed in your country? Knowing the process ofcurriculum development in your country may help you to be familiar withthe process as practiced in your local setting. If you are not yet familiarwith this process, you may conduct a research or ask your colleaguesabout it. Determine first who formulates the curriculum: your school, theschool district, or the national education office. You may then answer theguide questions on the next page to make your work more organized.


1. Who are the members of the original curriculum committee?

a. ___________________________________________________

b. ___________________________________________________

c. ___________________________________________________

d. ___________________________________________________

e. ___________________________________________________

2. What happens to the first draft of the curriculum? Where is thisbrought and what is done to it?

________________________________________________________

________________________________________________________

3. Where does it go next?

________________________________________________________

________________________________________________________

4. What is the final step before the curriculum is formally used in schools?

________________________________________________________

________________________________________________________

Discuss your answers with colleagues.

Let’s ReadCurriculum Development Models

Do you wonder how education professionals determine the topics thatstudents are supposed to learn in school? Do you ask why schools acrossa country have about the same subjects and topics for each of the gradelevels? Or why some subjects are always part of a school program? Theanswers to these questions could be gleaned by looking at the curriculum

1. Who are the members of the original curriculum committee?

a. ___________________________________________________

b. ___________________________________________________

c. ___________________________________________________

d. ___________________________________________________

e. ___________________________________________________

2. What happens to the first draft of the curriculum? Where is thisbrought and what is done to it?

________________________________________________________

________________________________________________________

3. Where does it go next?

________________________________________________________

________________________________________________________

4. What is the final step before the curriculum is formally used in schools?

________________________________________________________

________________________________________________________

Discuss your answers with colleagues.

Let’s ReadCurriculum Development Models

Do you wonder how education professionals determine the topics thatstudents are supposed to learn in school? Do you ask why schools acrossa country have about the same subjects and topics for each of the gradelevels? Or why some subjects are always part of a school program? Theanswers to these questions could be gleaned by looking at the curriculum


development models that follow. A curriculum development modelcombines the ideals and principles of education that are translated into aframework. This framework is then developed into a curriculum forimplementation in actual school settings.

Curriculum development begins with a model. From that model, contentis formulated to meet the learners’ needs. Based on the content, specificinstructional techniques and approaches are developed. These are lateron translated into actual lesson units on which teachers base their dailylesson plans. In developing a curriculum, there are many differentmodels available.

A. The Tyler Model

The model developed by Ralph W. Tyler is perhaps the most widely applied(Kellough and Kellough, 1996). Tyler’s model first appeared in 1949 in hisbook Basic Principles of Curriculum and Instruction. This model is stillpopularly used in many countries because of its simplicity and clarity.Tyler’s model is also known as the “objectives, rational, or means-endmodel” (Marsh, 1992).

Tyler’s model shows how to build a curriculum. He argues that thereare actually four principles or questions that guide thecurriculum developer:

1. What educational purpose do you seek to attain?

2. How can learning experiences be selected which are likely to beuseful in attaining these objectives?

3. How can learning experiences be organized for effectiveinstruction?

4. How can the effectiveness of the learning experiences be evaluated?


The diagram below shows Tyler’s principles more clearly (Marsh, 1992).

Ralph Tyler’s Principles

1. Determining LearningObjectives

2. Selecting and CreatingAppropriate Learning Experiences

3. Organizing LearningExperiences

What educational purpose do you seek to attain?

What learning experiences can be selected orcreated which are likely to be useful in attainingthe learning objectives?

4. Evaluating theCurriculum

How can the effectiveness of the learningexperiences be evaluated?

How can the learning experiences be organizedfor effective instruction?


Let’s Think About ThisWhat can you say about the diagram on the previous page? Is it clear andcomprehensive? Are you convinced of the simplicity of Tyler’s curriculumdevelopment model?

The rationale for Tyler’s curriculum development model (Marsh, 1992) isshown below.

As you can see from the above diagram, Tyler’s model of curriculumdevelopment starts off or is sourced from three areas:

• The needs of the students• The needs of society• The demands of the subject/topic

Student ContemporarySociety

SubjectSpecialists

Tentative General Objectives/Goals

Precise Instructional Objectives

Philosophy ofEducation

Psychology ofLearning


These needs and demands form the basis for the creation of educationalgoals. Once these goals are formulated, they are made to pass through“screens” to produce specific educational programs and preciseinstructional objectives. In Tyler’s model, the screens are:

• Philosophy of education• Psychology of learning

These screens make sure that the resulting educational objectives adhereto the school’s chosen education philosophy/ies. For example, if the schoolsubscribes to the philosophy of active learning, the learning objectiveswould consider the inclusion of learning activities that encourage studentparticipation. The psychology of learning determines how subjects or topicsshould be taught based on the knowledge about how students learn.

What is your opinion of Tyler’s curriculum development model? Is it clear,logical and comprehensive? Write your ideas on the lines below.

_______________________________________________________

_______________________________________________________

_______________________________________________________

_______________________________________________________

B. The Kellough and Kellough Model

Another model of curriculum development is that of Kellough andKellough (1996). The model provides additional screens to those identifiedby Tyler. These include:

• Educational philosophy• Effects of groups outside the classroom/school• Assessment procedures• Mechanism for revision


The screens described by Kellough and Kellough still function in the sameway as the screens in Tyler’s model. Kellough and Kellough’s screens arestrategically positioned to result in the best learning objectives andstrategies possible in the context of a particular school’s needs and goals.Once the components are put together, the curriculum is formed.

Kellough and Kellough’s Curriculum Development Model

To determine the needs of the learners, curriculum developers ask thefollowing questions:

• How old are the learners?

• What are the learners’ current skills?

• What are the learners’ current level of understanding?

• What are the leaners’ developmental needs?

Read on to find out more about Kellough and Kellough’s curriculumdevelopment model.

4. Educational Plan(Content andInstruction)

3. Extraneous Influences

(Influences ofFactors Outside the

School)

5. Evaluationand Revision

2. EducationalPhilosophy

1. Needs ofStudents, Society,and the Subject


Let’s Read

The Components of Kellough and Kellough’sCurriculum Development Model

There are five components of Kellough and Kellough’s curriculumdevelopment model:

1. needs,

2. educational philosophy,

3. extraneous influences,

4. educational plan, and

5. evaluation and revision.

1. Needs

The first component addresses the needs of students, the ultimatebeneficiaries of the curriculum, as well as the needs of society andthe specific requirements of the subject or topic to be taught.

Go over the following sample guide questions that may be askedto determine the needs of the students, society, and subject or topic,to better understand what a curriculum developer would beconcerned about when dealing with this component.

Needs of the Students

• What competencies do these students need to develop?

• What attitudes and value dispositions do the students need todevelop?

• What would be appropriate for the students’ particulardevelopmental ages and stages?


Needs of the Society

• What should these students learn to help them function better in society?

• What acceptable social values can be taught through the topics chosen?

• What does society expect of the students in the long-term?

Needs of the Subject

• Is there an adequate number of well trained teachers to teachthe subjects to the students?

• Are there enough laboratory equipment for the topics?

• Are there available instructional materials on the topics included?

2. Educational Philosophy

Educational philosophy refers to the basic principles followed inlaying down the subjects to be included in the curriculum andhow these subjects will be taught. For example, a curriculum foradolescent high school freshmen should take into account thestudents’ developmental needs based on the principles that applyto this age group. Educational philosophy also refers to a theorythat may be used to guide the selection of topics and activities.Those who believe in behavioral theories usually include moreactivities and experiential approaches to reinforce students’knowledge and skills.


Extraneous influences are factors from outside the school.Curriculum development is affected by international, national, andlocal interests, actions, and realities. For example, field trips and


other out-of-school activities may be discouraged when the peaceand order situation in a locality is not stable. Students’ securityand safety should be given priority.

4. Educational Plan

This component basically covers the topics to be taught and howthe instruction is to be delivered. Kellough and Kellough (1996)include the following under this component.

• Content: Includes information and activities to be covered

• Instruction: Refers to the teaching strategies to use

• Scope: Refers to the depth and breadth of the educational experience

• Sequence: Refers to the order of presentation of the learning experience

5. Evaluation and Revision

This component is important because a curriculum has to beconsistently monitored and evaluated for continuous programimprovement. The results of the evaluation of the originalcurriculum are used as basis for the curriculum’s continuousimprovement. The arrow that points back to the first componentfrom the fifth (refer back to page 19) gives the model a cyclicstructure, which implies that curriculum development is anunending process. The development of a curriculum does not endin evaluation and revision. This step of the process could still leadback to any of the four screens or components depending on theconcerns that need to be addressed, as per evaluation data.


Let’s Try This (Activity 1.2)Can you now name and explain the five components of Kellough andKellough’s curriculum development model?

1. ___________________________________________________

2. ___________________________________________________

3 ___________________________________________________

4. ___________________________________________________

5. ___________________________________________________

Check your answers by reviewing pages 19 to 22.

Let’s DiscussWhen you are ready, gather your teacher leaders. Discuss the componentsof the model. Analyze each component in light of what you have and arecurrently experiencing in the curriculum. You may want to write down thehighlights of this discussion in your learning journal for further reflection.

Let’s Study

Curriculum Development as Cyclical

Refer back to the diagram of Kellough and Kellough’s curriculumdevelopment model on page 19 and study it. What do you notice aboutthe developmental framework? Does it look like a continuous process?How would you describe its structure? Write your ideas on the lines below.

_______________________________________________________

_______________________________________________________

_______________________________________________________

_______________________________________________________


Notice that based on Kellough and Kellough’s model, curriculumdevelopment begins with identifying the needs of the students and society,and the demands of the subject or topic. This then moves on to educationalphilosophy, then to outside factors or extraneous influences, and then tothe educational plan.

Although evaluation and revision is the last screen, the process does notend here. The model is a cycle that shows the dynamic and continuouslychanging process of curriculum development. Even after evaluation andrevision, the process continues to evolve with the emergence of new ideas.Evaluation and revision may lead back to any of the four componentsdepending on current concerns. Hence, Kellough and Kellough’s modeltakes on the shape of a complete loop (a cycle) that is free to go back towhere it needs to.

As needs change, the process responds to the changes and thus has nooutside bounds. The cyclic structure of curriculum development allows itto respond to issues of the changing world. This suggests that in order tobe relevant, a periodic revision of the curriculum is expected based onassessment or feedback.

Let’s Try This (Activity 1.3)Answer the following questions based on your knowledge about yourown school.

1. What are the three most pressing needs of your Grade 6 pupils?

________________________________________________________

________________________________________________________

________________________________________________________

2. Explain your school’s educational philosophy.

________________________________________________________

________________________________________________________

________________________________________________________


3. Name three extraneous influences in your school that have to beconsidered in preparing your curriculum.

________________________________________________________

________________________________________________________

________________________________________________________

4. Based on your answer in number 1, what topics need to be taughtand how?

________________________________________________________

________________________________________________________

________________________________________________________

Discuss your answers with your colleagues, co-learners, and FlexibleLearning Tutor. Read on to find out more about the kind of leadershipneeded in developing a curriculum.

Let’s Read

Curriculum Leadership

What is curriculum leadership? As a school principal, you are the leaderresponsible for providing guidance in implementing the curriculum.Leadership refers to the role you play in helping enable your schoolcommunity to achieve your goals. As you have learned earlier, curriculumrefers to all the experiences that learners go through in a program ofeducation. The school takes responsibility for all these planned experiences.Curriculum leadership pushes you to exercise functions that enable theachievement of your goal to provide quality education to your learners.

The definition of curriculum leadership involves functions and goals. Ifyou are a curriculum leader, you take charge of making sure that yourcurriculum goals are achieved. That ultimate goal is to maximize studentlearning by providing quality in the content and process of learning.


Leadership focuses both on what is being learned (the curriculum) andhow it is taught (the instruction). In this regard, you practice bothcurriculum and instructional leadership.

Being the school head, you are responsible for making sure that your schoolhas a quality curriculum and that the curriculum is implemented effectively.Achieving educational excellence is your goal. To attain such a goal, youneed to exercise curriculum leadership.

You are now expected to be familiar with the basic principles of curriculumdevelopment after studying the first part of this module. Armed with thisknowledge, you are now ready to learn more about becoming an effectivecurriculum leader in your school.

Let’s StudyRead the critical incident and find out what made Mr. Roland H. Andrewsa good curriculum leader.

Critical Incident (Adapted from Farris, 1996, p. 208)

Roland H. Andrews became a school principal in 1981. When he firstentered Rankin Elementary School, the school had numerous problems.The faculty did not work together well. The parents were generally notpleased with the school. The students did not do well academically andspent most of their time fighting. At this point, according to Mr.Andrews, “I started to question my sanity for wanting to be a principal.”During his first three years as principal, he devoted more timedisciplining students and dealing with upset parents than being a schoolleader that was expected to improve instruction in his school.

During the summer of 1984, he attended a summer workshop forprincipals and acquired knowledge about learning styles. Armed withwhat he learned, Mr. Andrews went back to his school and worked withhis teachers to come up with a new curriculum based on students’ needsand abilities.


The teachers responded well to the new curriculum they prepared withMr. Andrews. They cooperated with him, and even joined workshopsto train themselves in using the new teaching techniques thataccompanied the new curriculum. It took four years for the newcurriculum to be fully implemented. The result showed that under thenew curriculum, discipline problems were significantly lowered. In theacademic year 1985, only eight students from 147 were sent to theprincipal’s office for disciplinary action. The students also improvedtheir academic scores. Mr. Andrews was so successful in implementingthe new curriculum and in being an instructional leader that his districtsupervisor transferred him to another school to provide curriculumleadership. (Andrews, 1994 in Farris, 1996)

Let’s Try This (Activity 1.4)Answer the questions below.

1. Why was Principal Andrews initially discouraged in his administrativepost at Rankin Elementary School?

_______________________________________________________

_______________________________________________________

_______________________________________________________

2. What gave him the idea to create changes in the way lessons weretaught at his school?

_______________________________________________________

_______________________________________________________

_______________________________________________________


3. Would you call Mr. Andrews a curriculum leader? Why or why not?

_______________________________________________________

_______________________________________________________

_______________________________________________________

Compare your answers with mine below.

1. Mr. Andrews became a principal of a school with many problems.The faculty did not work well together. The parents were generallynot pleased with the school. The students did not do well academicallyand spent most of their time fighting. These discouraged Mr. Andrewsin his work as a principal.

2. During the summer of 1984, he attended a summer workshop forprincipals and learned about learning styles. This became the basis ofthe changes that he started in his school.

3. Yes, Mr. Andrews is a curriculum leader because he led his schooltowards adopting a new curriculum based on students’ needs andabilities. He worked closely with teachers to ensure the successfulimplementation of the curriculum. He provided not only directionand leadership, but also guidance and encouragement to others in hisschool and community.

Let’s Think About ThisDid Mr. Andrew’s story make you think of taking similar actions toimprove curriculum and instruction in your school? Based on the story,what characteristics do you think instructional leaders must possess tomake them successful in their work?


Let’s Read

The Roles and Functions of a Curriculum Leader

As a curriculum leader, you need to know how curriculum design informsinstructional design. Glatthorn (1997) provides us with a list of essentialfunctions of curriculum leadership carried out at the school andclassroom levels.

Curriculum leadership functions at the school level to:

• Develop the school’s vision of a quality curriculum.

• Supplement the national or divisional educational goals.

• Develop the school’s own program of studies.

• Develop a learning-centered schedule.

• Determine the nature and extent of curriculum integration.

• Align the curriculum.

• Monitor and assist in curriculum implementation .

Curriculum leadership functions at the classroom level to:

• Develop yearly planning calendars for operationalizingthe curriculum.

• Develop units of study.

• Enrich the curriculum and remediate learning.

• Evaluate the curriculum.


Let’s Think About ThisDo you think you can fulfill the roles and functions of curriculumleadership? What areas do you think you need to work on more?

Is it possible for you to regroup these roles and functions into four basicareas regardless of level? If you could do so, what would the areas be?

Write your ideas on the lines below.

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

Let’s Read

The Four Major Tasks of Curriculum Leadership

The roles and functions show that regardless of whether these are at theschool or classroom level, curriculum leadership involves tasks thatguarantee quality education. The tasks and functions may be specifiedinto four major areas:

• Ensuring curriculum quality and applicability

• Integrating and aligning the curriculum

• Implementing the curriculum efficiently and effectively

• Regularly evaluating, enriching, and updating the curriculum

Given these tasks, how can you practice curriculum leadership in actualsituations? Note that as curriculum development occurs in a cycle, youare expected to be actively involved in each stage of the process. Exhibitingcurriculum leadership means that you have to be vigilant in overseeing


the many instructional activities in your school so that your educationalgoals are achieved. This, therefore, implies that curriculum leadership isalso a component of instructional leadership.


Given the four major tasks of curriculum leadership, think of specific waysin which these tasks could be manifested in your profession. Write youranswers on the blank.


1. I can show this by ________________________________

________________________________

2. I can show this by ________________________________

________________________________


1. I can show this by _______________________________

_______________________________

2. I can show this by _______________________________

_______________________________

• Implementing the curriculum effectively

1. I can show this by _______________________________

_______________________________

2. I can show this by _______________________________

_______________________________



1. I can show this by _______________________________

_______________________________

2. I can show this by _______________________________

_______________________________

3. I can show this by _______________________________

_______________________________

Feedback

Compare your answers with those on page 87. Are your answers thesame as the ones given? Note that your answers need not exactly be statedas those in the Key to Correction. What matters is for the ideas to manifestexemplary bahavior in doing curriculum leadership functions.


Evaluate each situation that follows and determine if the describedbehavior of each school head manifests curriculum leadership. Put acheck mark on the blank before each situation in which curriculumleadership is manifested.

____ 1. Mr. Dang Anh, a Vietnamese school director, conducts ameeting with teachers, parents, and district officials toformulate the school’s vision of a quality curriculum.

____ 2. Mrs. Cruz, a principal from the Philippines, studied thecurriculum for grade 1 pupils given to her by her divisionsuperintendent. She developed a program of study uniqueto the school setting and the students’ needs using thedivision superintendent’s curriculum as basis.


____ 3. School head Duc Thien from Cambodia decided not todevelop a learner-centered schedule for his school sincethe superintendent announced that he might cancel hismonitoring visit.

____ 4. A principal from Lao PDR carefully studied the curriculumsuggested by his district superintendent. He examined waysof aligning this curriculum with that of his school.

____ 5. Mr. Prathikorn, a school head from Myanmar, regularlymeets his faculty to find out how he can help them inimplementing the school’s curriculum.

____ 6. Khun Sanjay, a principal from Thailand, decided not to doa yearly curriculum evaluation as he did not have the timeto do so.

Check your answers. Refer to the Key to Correction on page 88.


On a separate sheet of paper, write down what you think are your ownchallenges in practicing curriculum leadership. Make a list of possibleproblems that would limit you in achieving the role of curriculum leader.Examine how each problem can affect your work. Discuss your answerswith your co-learners and Flexible Learning Tutor.


Let’s ReadAre you aware of the challenges that you may face as you practicecurriculum leadership? Read on to find out.

The Challenges in Practicing Curriculum Leadership

All school heads aspire to practice curriculum leadership in the best waythey can. However, there are challenges that may hinder them fromperforming well. Since principals cannot function alone, they need to haveas much support and resources available to help them become thecurriculum leaders they want to be.

Following are some of the challenges that a curriculum leader faces:

• Fast-paced change impacting on the curriculum

• Curriculum design that is unresponsive to local needs

• Lack of resources for proper implementation of curriculum content

• Lack of organizational support

• Lack of freedom and authority to exercise leadership role

• Being overburdened with varied administrative functions

• Inadequate reward systems

• Unfavorable school and school district politics

There are, of course, other challenges aside from the ones given.

The roles and functions of a principal in performing curriculum leadershipdo not exist in a vacuum. One’s success is greatly determined by thefactors that exist in the realities of the school system and his/her capacityto meet the challenges. Nevertheless, whatever difficult realities there areshould be taken as challenges. Principals, as curriculum leaders, areexpected to show resilience amid these challenges.


Let’s Try This (Activity 1.8)Given below are some cases where achieving curriculum leadership islimited by certain factors. Identify these limiting factors by writing thespecific challenge on the space provided below each case. You may referto the list given on the previous page for your answers.

1. The curriculum does not provide opportunities for students to learnabout computers or useful skills of trade that are needed inthe community.

________________________________________________________

2. There is an inadequate number of teachers to implementthe curriculum.

________________________________________________________

3. The principal is not supportive of the teachers.

________________________________________________________

4. Principals are not encouraged to come up with their own innovationson how the curriculum is adapted to their respective schools’ realities.

________________________________________________________

The answers are the following:

1. Curriculum design that is unresponsive to local needs.

2. Lack of resources for proper implementation of curriculum content.

3. Lack of organizational support.

4. Lack of freedom and authority to exercise leadership role.

Are your answers similar?


Let’s Remember

• A curriculum is basically what students are expected to learn in schooland how the lessons are taught (Farris, 1996). It refers to alleducational experiences that students go through, for which theschool takes responsibility.

• Curricula are often formulated on the national and district level inconsideration of existing community values and expectations. Thisenables the curriculum to reflect local realities and socially acceptededucational philosophies.

• A school-based curriculum is developed following a series of stepsthat aim to address students’ learning needs, as well as the needs ofsociety and the demands of the subject or topic itself. It is bestprepared by a committee composed of the school head, teachers,parents, and other stakeholders.

• Ralph Tyler’s curriculum development model begins with theidentification of a tentative list of educational objectives based onschool stakeholders’ input. The list of objectives go through “screens”such as philosophy of education and psychology of learning, to createa more precise list of objectives. Based on the objectives, lessoncontents, specific instructional techniques, and approaches aredeveloped. These are later translated into actual lesson units onwhich teachers base their daily lesson plans.

• In Kellough and Kellough’s cyclic model of curriculum development,student and society needs and subject demands form the basis forthe creation of educational goals. Once these goals are formulated,they are made to pass through screens, such as educationalphilosophy, extraneous influences, educational plan, and evaluationand revision, to produce specific educational programs and preciseinstructional objectives.


• Curriculum leadership is the exercise of functions that enable theachievement of a school’s goal of providing quality education.Curriculum leadership involves these simplified tasks:



• Implementing the curriculum efficiently and effectively


How Much Have You Learned?

To find out how much you have learned from this lesson, try and answerthe questions below.

1. Identify the concept being described.

___________________ a. This refers to all educational experiencesstudents go through in school. It also refers to what students are expected

to learn in the classroom and how the lessons are taught.

__________________ b. This is the exercise of functions that

enables the achievement of a school’s goal of providing qualityeducation to learners.

2. Using the Curriculum Development Model of Kellough & Kelloughas your basis, identify the specific component of the CurriculumDevelopment Model being described.

_________________ a. This component considers international,state, and local realities that affect curriculum development andimplementation.


___________________ b. This component refers to the basicprinciples or theories followed in laying down the subjects to beincluded in the curriculum and how they will be taught.

___________________ c. This component is focused on examiningthe concerns of students and society as well as the specific requirementsof the subject or topic to be taught.

___________________ d. This component is focused on continuousmonitoring and assessment of the curriculum.

___________________ e. This component basically covers thetopics to be taught and how these topics should be taught.

3. Enumerate the four basic tasks in curriculum leadership.

a. ______________________________________________________

b. ______________________________________________________

c. ______________________________________________________

d. _____________________________________________________

4. Answer these questions.

a. A group of young enterprising education professionals who justgraduated opened a school for pre-schoolers. To hasten the school’sstart of operations, the group decided to adopt the existingcurriculum of a foreign school. Is this a wise decision? Why?Why not?

______________________________________________________

______________________________________________________

______________________________________________________

______________________________________________________


b. Why is philosophy of education needed as a screen incurriculum development?

______________________________________________________

______________________________________________________

______________________________________________________

______________________________________________________

Feedback

You may compare your answers with those on pages 88 to 89. If youranswers are similar to those given, that’s great. If not, review the partsyou missed. Then revise your wrong answers before proceeding to thenext lesson.

Let’s Apply What You’ve Learned

Get a copy of an approved curriculum for a particular grade level in yourschool. Think of ways by which you can practice curriculum leadershipto ensure that the curriculum will be successfully implemented. You maywrite down your ideas on a sheet of paper for later reference.

Now that you are already familiar with the process of curriculumdevelopment, you are ready to proceed to the next lesson, that iscurriculum implementation and enrichment.


Making Things Better:Implementing and Enrichingthe Curriculum

What Is This Lesson About?

As you learned in Lesson 1, you, the principal, play an important role inleading the school toward the achievement of its educational goals. Animportant aspect of that responsibility is exercising curriculum leadership.Aside from being familiar with the process of curriculum development,being a curriculum leader requires you to have a hand in curriculumimplementation. A well-crafted school curriculum is useless unless properlyimplemented. How is effective curriculum implementation guaranteed?What steps are involved? This lesson will answer these questions.

Efficient curriculum implementation is an important part of your job. Thepages that follow provides you with an overview of curriculumimplementation, as well as the importance of curriculum implementationand the guidelines to follow in the process.

2LESSON



At the end of this lesson, you should be able to do the following:

• lead teachers in curriculum implementation

• discuss the importance of curriculum implementation

• cite two extreme views on how curriculum is implemented

• name some factors that affect the success ofcurriculum implementation

• discuss the three basic domains for gauging the effectiveness ofcurriculum implementation

• describe the process of developing and evaluating anenrichment curriculum

• guide teachers in preparing an enrichment curriculum


Go back to Kellough and Kellough’s curriculum development model onpage 19. Can you determine where curriculum implementation takesplace? Place a star on the approximate area where it is expected to belocated. Why did you choose this area? What does it tell you aboutcurriculum implementation? Write your answers to these questions onthe lines below.

_______________________________________________________

_______________________________________________________

_______________________________________________________

_______________________________________________________


Educational Plan(Content andInstruction)

Evaluation andRevision

CurriculumImplementation

Let’s Read

Do you know how a curriculum should be implemented? What areexpected of you? Read on to find out.

Curriculum Implementation

Curriculum implementation is expected to occur between Component 4(educational plan) and Component 5 (evaluation and revision) of Kelloughand Kellough’s (1996) curriculum development model.

You need to implement the curriculum with the help of teachers in anactual school setting and find out if the curriculum is achieving its goal.After testing the curriculum in real-life settings, you may then makenecessary revisions based on teacher feedback. The curriculum is nowready for full-scale implementation. At a certain point you will need toevaluate the curriculum and make any necessary changes.


As you already know, a school curriculum develops from a plan. Carefulplanning and development are obviously important, but these count fornothing unless teachers are familiar with the curriculum and have theskills to implement it in their classes.

The term implementation refers to the actual use of the curriculum or syllabusor what it consists of in practice (Fullan and Pomfret, 1977, in Marsh,1992). Implementation is a critical phase in the cycles of planning andteaching a curriculum. The adoption of a curriculum refers to one’s intentionto use the curriculum, be it as a teacher or a school head, but the adoptiondoes not indicate whether the curriculum is implemented or not.

Implementing the curriculum does not only focus on the actual use butalso on the attitudes of those who implement it. These attitudinaldispositions are particularly important in educational systems whereteachers and principals have the opportunity to choose among competingcurriculum packages. For example, if teachers think that the curriculumbeing implemented is lacking in certain aspects, they can look for othercurricula that address these gaps or problems. In most cases, teachersimplement new school curricula only if they think that something is wrongwith the one they are currently implementing. This “curriculumdysfunction” may be due to a gap between what is perceived as the idealpractice and what the current curriculum offers in reference to a particularsubject (Leithwood, 1981 as cited in Marsh, 1992).

In many instances and in almost all subject areas, a new curriculum isformulated at a higher level (national or district) to be used by all teachers.No alternative curricular choices are given. In a way, the teachers aretasked to “test” a new curriculum in actual school setting. Teachers get achance to provide inputs into the new curriculum at the operational tryout.They work side by side with the curriculum developers.


Let’s Think About This

Imagine that you are a teacher tasked by your school head to implementa new curriculum. What would be your questions on the new curriculum?What would be your concerns? Write down at least 5 questions below.

Question 1: _________________________________________

_________________________________________

Question 2: _________________________________________

_________________________________________

Question 3: _________________________________________

_________________________________________

Question 4: _________________________________________

_________________________________________

Question 5: _________________________________________

_________________________________________

Read on to find out the answers to your questions.


Let’s Read

Preliminaries to Curriculum Implementation

Teachers naturally would have a lot of questions on how to use a newcurriculum. As experts in hands-on application of a curriculum, teacherscan tell if they feel comfortable using a particular approach or material inteaching students. It naturally takes time before teachers become competentand confident in using a new curriculum. Here are some common questionsthat teachers ask when faced with a new curriculum:

1. Why are we changing to a new curriculum?

2. How is this different from the old one?

3. How will I implement the new curriculum?

4. Will I be able to use the new curriculum effectively?

5. Are we going to be trained on how to use this?

6. Who can provide me with assistance if I encounter a problem?

7. Are there support materials for me to use, and are theyreadily available?

What do all these questions tell you? Have you ever experiencedcurriculum change in the course of your work? How did you prepareteachers for this change? What were some of the things you did? Whatworked? What didn’t? Write your ideas on the lines below or in yourlearning journal.

____________________________________________________________

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When teachers have already mastered the new curriculum, what happens?Have you mastered the curriculum of any grade/year level before? Howwell did you do as a teacher implementing that curriculum?

When teachers have already mastered the new curriculum and are alreadyimplementing it as a matter of routine, the use of the curriculum becomesspontaneous and natural. This is called the stage of curricularinstitutionalization. This stage refers to the period when the new curriculumhas been effectively ingrained into the school’s daily functions. All teachersare implementing the prescribed curriculum.

How do you know if there is already curricular institutionalization inyour school? Write down your answers on the blanks provided.

1. _________________________________________________________

_________________________________________________________

2. _________________________________________________________

_________________________________________________________

3. _________________________________________________________

_________________________________________________________

4. _________________________________________________________

_________________________________________________________

Compare your answers with those on page 89, then you may proceed tothe next topic.


Let’s Read

How Should a Curriculum Be Implemented?

As the school principal, you are expected to take on a leadership role inthe implementation of a curriculum, whether new or old. How is thisdone? There are two extreme views about curriculum implementation.One view is the laissez-faire approach or the “let alone” approach, whichgives teachers absolute power to determine what they see best toimplement in the classroom. In effect, this view allows teachers to teachlessons they believe are appropriate for their classes, and in whicheverway they want to teach such lessons. There is no form of control ormonitoring whatsoever.

In actual school settings, teachers, although considered the frontliners inthe classroom, still belong to a hierarchy. They are not given sweepingpowers to do whatever they want inside the classroom. School heads arestill expected to provide teachers some form of guidance. The laissez-faireapproach is not practical because it assumes that teachers are not part ofan educational system that has common goals to attain and rules andregulations to follow. From the teachers’ viewpoint, this approach is alsonot feasible because they do not have all the knowledge, skills, andresources to effectively implement a curriculum and enrich and/or modifyit to suit the learners. Remember that a curriculum is a product of a longand exacting process of planning and development, taking into accountthe realities that exist in a school system and the society.

At the other end of these extreme views on curriculum implementation isthe authoritarian control. In this view, teachers are directed by authorityfigures through a memorandum to follow a curriculum. Teachers haveno control or leeway over the subjects they are teaching. The school headsexercise absolute power in directing teachers to teach certain subjects inspecified ways. In other words, this approach is a dictatorial way ofimposing curricular implementation in the classroom.



Do you think one of the two extreme views presented is realistic? Giventhe spectrum below, draw a star on a point of the line (whether tendingtowards laissez-faire or authoritarian) which you think is practical to usein implementing a school curriculum.

Laissez-faire Authoritarian

Explain your answer.

_________________________________________________________________

_________________________________________________________________

_________________________________________________________________

If you chose the middle ground, you chose well. This means that youallow your teachers some degree of flexibility in curriculum modificationsuch as when there is a need to localize to suit community conditions. Italso means you have control over the way the curriculum is implemented.

Let’s Read

Approaches to Optimize Curriculum Opportunities

A realistic view of curriculum implementation should be between the twoextremes. If you drew a star somewhere in the middle, that’s great! Itindicates that you are aware of the limitations of the extreme views.However, some subjects or topics are given more importance in acurriculum. Hence, teachers are expected to follow the prescribed syllabusexactly and make sure that they do not miss any topic/component. Whenteachers diligently follow a prescribed syllabus in teaching a lesson, thenthey are considered to have fidelity of use or fidelity of implementation.To promote fidelity of use, first you need to identify the topics or subjectsthat need more focus. These subjects are those that are more technical ormore difficult. A structured approach to implementation is then followed,one in which teachers are provided clear instructions early on. Teachers


should be familiar with and well trained on the more important topic/s.They should have also developed the needed skills to translate thecurriculum into actual lessons inside the classroom and beyond.

On the other hand, some topics allow or encourage teachers to be creativeand unique in teaching these topics. Teachers can implement personalizedvariations of the prescribed curriculum, but still be guided by it.This is referred to as adaptation to the curriculum or process orientation(Marsh, 1992). Process orientation comes as a response to the need toacknowledge different organizational contexts and varying teachers’needs and abilities that would require on-site modifications.

As the leader in curriculum implementation, you should be very familiarwith these two approaches to maximize your curriculum’s potential andyour teachers’ abilities.

Let’s Study

Curriculum Implementation Perspectives

Every school head aims to successfully implement a curriculum. However,there are many factors that affect curriculum implementation. House(1979, as cited in Marsh, 1992) identified three perspectives to explainhow and why certain implementation practices are followed: technical,political, and cultural.

The technical perspective considers the impact of planning and availabilityof resources in program implementation. For example, a biology teacherwants to teach the parts of a cell but cannot do so effectively because herschool does not have microscopes for this purpose.

The political perspective considers the balance of power that determinesthe success of a curriculum. For example, the curriculum developed bya school head is not implemented by teachers who question the schoolhead’s authority.


The cultural perspective puts emphasis on the beliefs and ways of behavingin a society that ultimately affect what happens inside the classroom. Forexample, a biology teacher who wants to teach the use of a microscopealso plans to have her students dissect frogs to familiarize them with afrog’s actual anatomical structure. However, the school’s parents-teachersassociation does not support such plan because the group feels that thisactivity is cruel and against their religion.

The three perspectives may help you analyze why implementationsometimes fails and may as well help you identify ways to address problemswith regard to curriculum implementation.

Try to recall a challenge you have encountered in the past in implementingyour school’s curriculum. Which among the three perspectives help explainwhy the problem occurred? If you were to encounter the challenge again,how should you address it based on the curriculum implementationperspective? Write your answers on the lines below.

_________________________________________________________________

_________________________________________________________________

_________________________________________________________________

_________________________________________________________________

Share your answers with your co-learners and Flexible Learning Tutor.


Below are some situations that show unsuccessful curriculumimplementation. Tell whether the situation presents a technical, political,or cultural problem. Write your answer on the blank.

____________1. A field trip was postponed because of problems withthe peace and order situation in the proposed site.

____________2. A lesson on technology cannot be adequatelyimplemented because the school lacks computers.


____________3. Teachers implement the old curriculum prescribed bythe school’s former principal because they think thattheir new school head is incompetent.

____________4. An English teacher was asked to substitute for achemistry teacher who got sick. When the Englishteacher took over, she could not teach the subject aseffectively as the chemistry teacher.

____________5. Parents requested the school to add German languagelessons and folk songs and dances.

____________6. The school ran out of chalk because of late deliveryfrom the district office.

Compare your answers with those on page 90. Did you get a perfect score?If not, review the parts you missed and revise your answersbefore proceeding.

Let’s Read

Fullan (1982, as cited in Marsh, 1992) also studied in detail thecharacteristics of factors that affect the success of curriculumimplementation and identified them as follows:

Factors AffectingCurriculum Implementation (Fullan, 1982)

A. Characteristics of change

1. Need and relevance to change2. Clarity3. Complexity4. Quality and practicality of the program (e.g., in terms

of required materials, etc.)


B. Characteristics at the school district level1. The history of innovative attempts2. The adoption process3. Central administrative support and involvement4. Self-development (in-service) and participation5. Timeline and information system (evaluation)6. Board and community characteristics

C. Characteristics at the school level

1. The principal2. Teacher-teacher relations3. Teacher characteristics and orientations

D. Characteristics external to the local system

1. Role of government2. External assistance

Let’s Try This (Activity 2.5)Choose three (3) items from Fullan’s list of factors that affect curriculumimplementation. Think of ways by which each of the factors canaffect the success of a curriculum’s implementation in a classroomsetting. Write your ideas on the lines below.

____________________________________________________________

____________________________________________________________

____________________________________________________________

________________________________________________________________________________________________________________________

________________________________________________________________________________________________________________________

____________________________________________________________

Compare your answers with those on pages 90-91. You may also compareyour answers with a colleague who is working on the same module.


Let’s StudyParsons (1987, in Marsh, 1992) also studied the factors that affect thesuccess of curriculum implementation and came up with the list below.Carefully study these factors, then determine which ones you can dosomething about to ensure success in promotingcurriculum implementation.

Factors in Promoting SuccessfulCurriculum Implementation (Parsons, 1987)

1. The need for time: To experiment, for attitudes to change

2. A technology for change: A phased plan of action is needed

3. Recognition of the school culture: Awareness andsituational conditions

4. Incentives and rewards: Time, resources, materials

5. Sharing of burden in the workplace: To collaborate andto share

6. Releasing of energy for innovation: Creating the right conditions

7. A collaborative framework: The value of local collaborative groups

8. Leadership: Persons to coordinate and to lead

9. Recognition of the system-level culture: Awareness ofoverall policies

10. The need for political perspective: Being visible with stakeholders

11. The need to win allies: Gaining legitimacy and support in a regionand within schools

12. Recognition of the role of individuals: Commitment and charismaas essential qualities

Which of these factors can you manage well? Which would you need tolearn to manage in order to succeed in promotingcurriculum implementation?


Indeed, the successful implementation of a curriculum requires asupportive school environment where there is trust and opencommunication among the school head, teachers, and parents. You, asthe school principal, hold the key to its success. Therefore, you shouldhave an in-depth knowledge of the planned curriculum change and theimplementation process. Addressing the various factors that affect thesuccessful implementation of the curriculum is not easy. You may oftenneed to exercise your leadership skills to meet the needs of your teachersand students. Oftentimes, you will have to work harder and smarter tobring people together, keep the ball rolling, and encourage everyone tofocus on the school’s goal of providing quality education.


Review Parsons’ list of factors you have just studied. Focus on each entry.For every item on the list, think of ways by which these factors can helpyou implement your curriculum successfully. As an example, let us takethe fifth factor (sharing of burden in the workplace). Do you agree thatthis is an important factor? Why? Why not? What will happen if teachersdo not work well with one another? In what ways can it lead toimplementation failure?

If teachers do not cooperate with one another, problems arise. For example,if your school has only one microscope, the teachers that need it for theirclasses must work together and come up with a schedule on the use ofsuch equipment. Having a system in using school equipment ensures thatthe lesson is taught effectively.

Do the same with the other items. Factors 1 and 5 have been done for youas examples. You may discuss your views on each factor with your FlexibleLearning Tutor and/or with anyone studying the same module.


1. The need for time

2. A technology forchange

3. Recognition of theschool culture

4. Incentives andrewards

5. Sharing of burdenin the workplace

6. Releasing of energyfor innovation

7. A collaborativeframework

8. Leadership

9. Recognition of thesystem-level culture

If teachers do not cooperate with one another, problems arise. Forexample, if your school has only one microscope, the teachers thatneed it for their classes must work together and come up with aschedule on the use of such equipment. Having a system in usingschool equipment ensures that the lesson is taught effectively.

Factors Ways Factors Can Lead toCurriculum Implementation

Success/Failure

If you as a school head will not spend time to explain to yourstakeholders the curriculum in order to get their support, youwill encounter difficulties in implementing your curriculum.


Let’s Read

How do you know if you are successfully implementing the curriculum?Read on to find out.

Monitoring the Process of Curriculum Implementation

As you may already know, implementation of the curriculum is necessaryin the process of achieving the school’s educational goals. It is a process inwhich individuals or groups work together to turn the curriculum, theschool’s grand academic plan, into reality. Monitoring the implementationof a curriculum in a school is often controversial and divisive. There are infact those who favor monitoring and those who do not. Those who believethat monitoring is important think so because of the following:

• Monitoring promotes efficiency.

• Monitoring enhances continuous development.

10. The need forpoliticalperspective

11. The need to winallies

12. Recognition of therole of individuals

Factors Ways Factors Can Lead toCurriculum Implementation

Success/Failure


• Monitoring keeps teachers vigilant and diligent in their tasks.

• Monitoring maintains the school head’s visibility and involvementin the curriculum.

On the other hand, those who think that monitoring is not necessarygive the following reasons:

• Too close monitoring disrupts school activities.

• Monitoring may have adverse effects on the collegial relationshipbetween the school head and the teachers.

• Insisting on an authoritarian approach to curriculumimplementation ignores the unique needs of teachers and students.

• Because teachers are monitored and evaluated, they might focuson teaching to the test and lose sight of maintainingquality teaching.

• Monitoring may be demeaning to a teacher who considers herselfto be a craft specialist.

Given this information, would you still conduct monitoring for curriculumimplementation? Why? Why not? Write your ideas in the lines below.

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

How can you increase the chances of success in the monitoring ofcurriculum implementation? Consider the following guidelines.

1. Place emphasis on mutual accomplishment rather than on totalfidelity (truthfulness to the source).

Earlier you learned that the concept of fidelity of implementation refersto how strictly the teacher follows the prescribed curricularinstructional activities. Instead of focusing on this, some authors suggest


more emphasis on mutual accomplishment. Mutual accomplishmentis an approach that allows school heads to maintain the essence ofthe curriculum, while giving teachers certain leeway for theirindividual teaching styles to manifest. This shows a balance betweenthe laissez-faire approach and the authoritarian approach incurriculum implementation.

2. Strive for the development of a teacher-friendly andchange-simple curriculum in the beginning.

A teacher-friendly curriculum is accessible and non-restrictive. It iseasy to understand and use. It also provides ample opportunities forteacher enrichment. A change-simple curriculum is clearly stated andis devoid of too much complexity. It is easy to modify.

3. Promote a culture of collaboration and continuous improvement inthe school.

Collaboration means working together toward a desired end.Promoting a culture of collaboration means instituting a system ofprocesses that allows working in teams and encourages collaborativedecision making, consultations, collegial relationships, and puttingvalue on the opinions of others. Whenever there is an agreement ofworking together toward the school’s improvement, the success ofthe curriculum is more or less assured.

Which of the guidelines are easy for you to follow? Which are difficult?Give your reasons. You may discuss your difficulties with your co-learnersand Flexible Learning Tutor.

____________________________________________________________

____________________________________________________________

____________________________________________________________

more emphasis on mutual accomplishment. Mutual accomplishmentis an approach that allows school heads to maintain the essence ofthe curriculum, while giving teachers certain leeway for theirindividual teaching styles to manifest. This shows a balance betweenthe laissez-faire approach and the authoritarian approach incurriculum implementation.


A teacher-friendly curriculum is accessible and non-restrictive. It iseasy to understand and use. It also provides ample opportunities forteacher enrichment. A change-simple curriculum is clearly stated andis devoid of too much complexity. It is easy to modify.

3. Promote a culture of collaboration and continuous improvement inthe school.

Collaboration means working together toward a desired end.Promoting a culture of collaboration means instituting a system ofprocesses that allows working in teams and encourages collaborativedecision making, consultations, collegial relationships, and puttingvalue on the opinions of others. Whenever there is an agreement ofworking together toward the school’s improvement, the success ofthe curriculum is more or less assured.

Which of the guidelines are easy for you to follow? Which are difficult?Give your reasons. You may discuss your difficulties with your co-learnersand Flexible Learning Tutor.

____________________________________________________________

____________________________________________________________

____________________________________________________________


Let’s StudyConcerns in Describing and Measuring

Curriculum Implementation Success

Once a new curriculum is implemented, there is also a need to gauge itssuccess. And even if it is already nearing institutionalization, there is stilla need to monitor the actual implementation, and more importantly, theeducational outcomes.

As a school head, how would you know whether the curriculum hadbeen effective or not? What tools for measuring success will you use?

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________


Look at the picture below. It depicts a government official wanting toknow what students are learning in school.

Could this scenario also happen to you? Would you ever get a chance toshow your curriculum to an important person? Would you be able todiscuss very comprehensively your school curriculum to agovernment official?


If you were the government official, what would you look for in evaluatingthe school’s curriculum implementation? Write your answers on the spacesprovided below.

1.

2.

3.

4.

5.

Review your answers. What curriculum implementation features did youconsider important? Why?

Let’s Read

Domains for AssessingCurriculum Implementation Effectiveness

There are three domains used to determine the effectiveness of curriculumimplementation. These are:

• Curriculum Support Materials;

• Student Activities and Achievements; and

• Teacher Activities.


The three domains serve as criteria for assessing curriculumimplementation. Assessing the effectiveness of a curriculum is difficult.There are so many things to focus on: the quality of materials used todeliver the lesson, the teacher’s skill in delivering curriculum-based lessons,the response of students to the curriculum, the knowledge and skills anddesirable attitudes that you expect students to acquire. Each criterion ordomain provides an important indicator of the success of theimplementation. But which criterion should you first focus on as qualityof materials, teachers’ skills, and students’ responses could be observed inthe classroom all at the same time? When should you do your assessment?Should it be done immediately? Or is it better evaluated after a month, ora few months, or at the end of the year? There are no hard and fast rulesto answer these concerns. No single test is likely suitable to measure acurriculum’s effectiveness. It is multi-factorial and could be measured inmany ways such as performance tests, achievement scores, directobservations based on set criteria, and so on. This process is best decidedby you and the other stakeholders in your school.

Curriculum Support Materials

Many curricula rely heavily on instructional materials. A study byCombleth (1990, in Marsh, 2002) reveals that students may spend up to80 percent of the time engaged in using and studying a particular material.Obviously, the more materials are effectively used, the more well acceptedthe curriculum would be. You may create a checklist or come up with ananalysis scheme to help you gauge the effectiveness of your curriculumimplementation. Support materials abound in the market and come in arange of types, purposes, levels, and the like. What is important here istheir efficient and effective use.

Student Activities and Achievements

A curriculum is produced primarily to benefit the students. Better learningopportunities provided by an effective curriculum is expected to translateinto measurable achievements. Assessment could be undertaken to gaugethe amount of knowledge learned and skills acquired. However, it is wiseto remember that since so many variables affect student scores in tests, asingle test may not be enough. Multi-method approaches may be used tomaximize this criterion.


Teacher Activities

Teacher implementation activities are crucial to learning outcomes.Formative assessments are necessary just as performance reviews areimportant. Teacher activities could be measured through visits,observations, checklists, and interviews. However, there are still manydifficulties associated with each method. It is therefore suggested to useseveral methods in evaluating teacher activities.

Reflect on the information you have just read. Visualize a day in yourschool. What are you doing? What are your teachers and students doing?How do you determine if the curriculum implementation in your school iseffective? What will you look into?


According to Clough, et al. (1989, in Marsh, 2002), some commonlyencountered implementation problems are the following:

• Too little time for teachers to plan for and learn new skills and practices

• Too many demands on teachers to make implementation easyand effective

These problems are major concerns because they represent difficultiesencountered by teachers in implementing the curriculum. If you are thehead of the school, you should be aware that such problems exist andtherefore, you need to formulate solutions to address them. There isobviously a problem in the teacher activities domain in this case.

Explain why these are important concerns to discuss. What solutions doyou offer?

_________________________________________________________________

_________________________________________________________________

_________________________________________________________________

_________________________________________________________________


If you are to evaluate your school in terms of curriculum implementationsuccess, which aspect needs improvement?

_________________________________________________________________

_________________________________________________________________

_________________________________________________________________

_________________________________________________________________


The Idea Wheel

Do you have some ideas in enhancing curriculum implementation andmonitoring? Below are some suggestions. Pick out those that you thinkwill enhance your work as a curriculum leader. Write these ideas insidethe “slices” of the Idea Wheel. Write only the number.

1. Ensure that resources are available on time

2. Practice authoritarian curriculum implementation

3. Provide continuous teacher development through training

4. Promote a total laissez-faire approach

5. Religiously conduct daily classroom observations

6. Be sensitive to teachers’ concerns


7. Regularly monitor student performance

8. Do not consider input from teachers

9. Help teachers translate the curriculum into lesson plans

10. Analyze test scores with teachers

11. Be data-driven in making instructional decisions

12. Create a collegial atmosphere

Compare your Idea Wheel with that on page 91 . Are they similar? Whyare some guidelines not included?

Let’s Read

Curriculum Enrichment

The core curriculum refers to the essential guide that teachers use todetermine the subjects to be taught and how to teach these subjects. Thecore curriculum is also known as the mastery curriculum. It refers to thecore knowledge and skills that students need to develop as part of astandardized learning plan. Students can often complete the contents ina mastery curriculum using only 80 percent of the time allotted for theirstudy. This implies that they still have 20 percent of the time remainingfor other related activities. Teachers have to take this into considerationand plan for such activities. This plan is called the enrichment curriculum.

Enrichment is defined by Glatthorn (1997) as the learning that goes beyondwhat is prescribed by the mastery curriculum. In a way, the enrichmentcurriculum extends the mastery curriculum by providing a series of plannedactivities to reinforce the latter’s content.

The enrichment curriculum is also important as it provides excitementand restores fun in the curriculum. Generally, the enrichment curriculumis given less priority than the mastery curriculum, as the former is supposedto be reserved mostly for enhancement activities. Nevertheless, theenrichment curriculum also needs to be carefully planned.



If the mastery curriculum only requires the study of the parts of a flower,the students may be able to accomplish this early on. What are they thenleft to do? If you were their teacher, what additional activities would yougive your students to enhance what they have learned about the parts ofa flower and to make the activity memorable and fun? Write down someof your suggestions.

1. ________________________________________________________

________________________________________________________

2. ________________________________________________________

________________________________________________________

3. ________________________________________________________

________________________________________________________

Here are some sources of ideas for creating an enrichment curriculum:

• Special student knowledge, skills, and interests

• Special teacher knowledge, skills, and interests

• Aspects of the subject not often studied in school

• New developments in the field

• Special knowledge of other community members

• Local topic aspects drawn from the mastery curriculum

• Topics in the mastery curriculum studied in greater depth

• Lessons, topics, and prerequisite skills and knowledge that students have not fully mastered

Now that you know where you can get ideas for curriculum enrichment,how is it actually accomplished? In planning for the enrichmentcurriculum, there is a need to develop school-based policies and general


procedures for the enrichment component. As soon as a new curriculumis received, a meeting may be called to formulate the enrichmentcurriculum. In this meeting the following questions may be considered:

• Will the enrichment content be delivered as part of a regular courseor will it be organized as an elective course?

• How much time should be allotted for the enrichment curriculum?

• Who will handle or teach enrichment content besides the teachers?

• What resources will be provided to support enrichment teaching?

The answers to these questions should be discussed by a committee formedfor this purpose or during a meeting attended by majority of the schoolstaff. Based on initial decisions made, teams may be formed. Each teamrepresents either a grade level or a subject. The teams will be tasked todevelop “enrichment units” that will comprise the enrichment curriculum.The enrichment units are formulated considering the following concerns:

• Enrichment units must include curriculum enrichment strategies.

• Enrichment units must avoid repetition of activities within subjectsor grade levels.

• Enrichment units have to be likely approved by parents and othercommunity stakeholders.

• Enrichment units must respond to students’ special needs.

• Enrichment units must be sufficiently integrated into themastery curriculum.


Let’s Think About ThisThere could be some concern about enrichment activities. They cost money.For example, field trips, film showing held outside the school, or trips totheaters often are not included in the school’s tuition fee. In your locale,what alternative activities would you suggest that could enrich thecurriculum without costing money? What existing resources could youuse? Write your ideas on the lines below.

_________________________________________________________________

___________________________________________________________________________________________________________________________________________________________________________________________________

_________________________________________________________________

_________________________________________________________________

Discuss your suggestions with your teachers, your co-learners, and yourFlexible Learning Tutor.

Let’s Read

Principles of Curriculum Enrichment

The enriched curriculum is really about “enriching the learning environment,learning experiences, and teaching approaches” (Renzulli and Reis, 2007)in the school. Enrichment learning and teaching are based on the followingfour principles:

1. Each learner is unique.

2. Learning is more effective when students enjoy what they are doing.

3. Learning is more meaningful and enjoyable when content andprocess are learned in the context of a real and present problem.

4. The acquisition of knowledge and skills are enhanced when studentsconstruct their own meaning through knowledge andskills application.


Let’s Try This (Activity 2.9)Reflect on the four principles of curriculum enrichment. On the spacesprovided, write how you will apply each principle in preparing anenrichment curriculum or how each principle is practically considered inthe prepared current curriculum. Principle 1 has been done for you:


The different learning activities in the enrichment curriculum shouldconsider the different abilities, interests, needs, and learning stylesof the pupils.

2. Learning is more effective when students enjoy what they are doing.


4. The acquisition of knowledge and skills are enhanced when studentsconstruct their own meaning through knowledge andskills application.

FeedbackCompare your answers with those on page 91-92. Your answers may notbe worded exactly the same as those in the Key to Correction. As long asthe thoughts expressed in your answers agree with those given, youranswers are correct.


TYPE IGENERAL

EXPLORATORYACTIVITIES

TYPE IIGROUP

TRAININGACTIVITIES

TYPE IIIINDIVIDUAL &SMALL GROUP

INVESTIGATION OFREAL PROBLEMS

REGULAR

CLASSROOM

ENVIRONMENT

Let’s ReadA widely acclaimed model for curriculum enrichment comes from JosephRenzulli and Sally Reis (2007).

This is called the Enrichment Triad Model shown below.

Type I Enrichment

According to Renzulli and Reis (2007), Type I enrichment extends theregular curriculum by providing students a wide range of experiencesand activities in order to introduce a variety of exciting areas of interest.

How do you prepare a Type 1 enrichment curriculum? Ask your teachersto include in their lesson plans relevant topics, hobbies, persons, places,and events that would not ordinarily be covered in the regularlesson plan.

With the support of the parents, teachers, students, and yourself, theteacher may arrange for contacting speakers, arranging mini-courses,demonstrations or performances, order and show films, slides, videotapes,or other print or nonprint media.


Type II Enrichment

Type II enrichment covers activities designed for specific students whoare interested to develop skills that are beyond what the regular curriculumand Type I enrichment curriculum could offer. The enrichment activitiesfocus on thinking and feeling skills necessary to carry out investigations.

These skills include:

• creative thinking

• problem solving

• critical thinking

• decision making

• affective processes

• research skills

• communication skills

• how-to-learn skills

This type also covers activities intended to support students who havenot fully mastered the lessons, topics or prerequisite knowledge and skillsof a certain subject. A commonly used enrichment activity is the holdingof remedial classes for particular students to address their learningneeds/gaps.

Type II enrichment cannot be incorporated in the lesson plan as it ishighly individualized.

How can your teacher implement Type II enrichment? Simply bysupporting students who want to deal with advanced, differentiated, orremedial content. Support may be in terms of providing or linking themup with school and/or community resources and activities that will enablethem to experience the enrichment that they need. For learners requiringremediation, support might include review lessons, one-on-one tutoring,and in some cases home visits.

Type III Enrichment

Renzulli and Reis (2007) believe that Type III enrichment is perhaps mostsuitable for gifted and talented students. Under this type, studentsinvestigate real problems as individuals or small groups. They become


producers of knowledge rather than consumers, actively formulating aproblem, designing research, and presenting a product.

How can your teacher implement Type III enrichment? As with TypeII enrichment, you and your teacher should support students who wantto assume the role of first-hand inquirer. Support may be in terms ofproviding opportunities for applying interests, knowledge, creative ideas,and task commitment to self-selected problems.

Inside the box is an example of the interaction of activity types in theEnrichment Triad Model (TKI-MOE, 2000).

Imagine a classroom of students listening to a storyteller (Type I). Duringthe storytelling, a group of students shows obvious enthusiasm andinterest and so spends an additional hour learning storytelling techniques(Type II). Consequently, one student decides that she’d like to create herown story to share at the city’s storytelling festival (Type III). In writingthe story, she discovers she needs more information about her chosentopic (Type I), and then considers the design of a costume (Type II).

Let’s Try This (Activity 2.10)On the space provided, write whether the enrichment curriculum fallsunder Type I, Type II, or Type III.

___________ 1. Mr. Prachoom’s Grade 1 class holds a field trip to theNational Science Museum in Bangkok.

___________ 2. A group of students from different grade levels workedtogether to hold an Environmentalist-Music Festival that showcasesmusical instruments that they created from recycled materials.

___________ 3. Sixth grade pupils gather around their computer subjectteacher who gives tips on making highly animated PowerPointPresentations after class hours.

__________ 4. Mr. Labidin learned about some students’ interest inastronomy. To support their interest and hoping that their inquisitiveness


will be harnessed as research skills, he made arrangements for their visitto the astronomical observatory at the local university.

__________5. Dr. Daravone networked with an amateur artists’association to help her sixth grade pupil participate in an originalarts exhibition.

Compare your answers with those found on pages 92-93. If you haveanswered all questions correctly, congratulations! You have learned well.If not, you need to review this lesson before proceeding.

Let’s Try This (Activity 2.11)As a curriculum leader, you are expected to be able to train your teacherson curriculum enrichment. To do this, call a meeting with subjectcoordinators or its equivalent in your school and some teachers. Sharewith them what you learned about enrichment curriculum and discusswith them their opinions about the topic.

How did you feel while explaining about enrichment curriculumto your subject coordinators and teachers?

___________________________________________________

___________________________________________________

What were the reactions of your subject coordinators and teachers?

___________________________________________________

___________________________________________________

What were the main points of the discussion with themthat followed?

___________________________________________________

___________________________________________________

Discuss your answers with your co-learners and Flexible Learning Tutor.


Let’s Read

Assessing the Enriched Curriculum

Evaluating the enrichment curriculum will enable you and your teachersto find out whether the enrichment was successful and how challengesmay be addressed. The enrichment curriculum should also be documentedand records on it be kept. You may examine the records and givesuggestions.

There are three ways with which you can assess the enriched curriculum:

1. Have a committee review the enriched curriculum implementation.This is done to provide an opportunity for discussionand improvement.

2. Obtain constructive feedback from colleagues or peers whoobserved the implementation of the enriched curriculum.

3. Seek student feedback occasionally to determine studentperceptions on the enrichment program’s quality and effectiveness.

Your role as curriculum leader does not only include oversight of themastery curriculum but also of the enrichment curriculum. As the latter isan important component of instruction that provides a great opportunityto enhance learning, you are also expected to exercise the same leadershipskills in helping your teachers achieve the best in producing an enrichmentcurriculum for implementation school-wide or in the classroom.


Let’s Remember

• Curriculum implementation is an important activity in thecurriculum development cycle. It is positioned graphicallybetween education planning and evaluation and revision.Curriculum implementation refers to the actual use of thecurriculum or syllabus or what it consists of in practice (Fullanand Pomfret, 1977 in Marsh, 1992). It is a critical phase in thecycle of planning and teaching a curriculum.

• There are two extreme views about curriculum implementationthat you need to be familiar about: the laissez-faire approach orthe “let alone” approach and the other is the authoritarian control.Curriculum implementation should be between thesetwo extremes.

• When teachers diligently follow a prescribed syllabus in teachinga topic, they are described to have fidelity of use or fidelity ofimplementation. On the other hand, some topics allow orencourage teachers to be creative and unique in teaching thesetopics. This is referred to as adaptation to the curriculum or processorientation (Marsh, 1992).

• House (1979, as cited in Marsh, 1992) identified three perspectivesto explain how and why certain implementation practices arefollowed: technical, political, and cultural.

• According to Parsons (1987, in Marsh, 1992) some of the factorsthat affect curriculum implementation success are:

• The need for time

• A technology for change

• Recognition of the school culture

• Incentives and rewards

• Sharing of burden in the workplace

• Releasing of energy for innovation

• A collaborative framework


• Leadership

• Recognition of the system-level culture

• The need for political perspective

• The need to win allies

• Recognition of the role of individuals

• The implementation of the curriculum is necessary in the processof achieving the school’s educational goals. In monitoringcurriculum implementation, it is important to:

• place more emphasis on mutual accomplishment ratherthan on total fidelity (faithfulness or similarity to the source);

• strive for the development of a teacher-friendly and change-simple curriculum in the beginning; and

• promote a culture of collaboration and continuousimprovement in the school.

• The three basic domains for gauging the effectiveness ofcurriculum implementation are:

1. Curriculum support materials

2. Student activities and achievements

3. Teacher activities

• The enrichment curriculum is an adjunct (additional support) tothe mastery curriculum. The enrichment curriculum extendsthe mastery curriculum by providing a series of plannedactivities to reinforce the latter’s content. Generally, it is givenless priority than the mastery curriculum, as it is supposed to bereserved mostly for enhancement activities. Nevertheless, it alsoneeds to be carefully planned.



A. Write the correct answer in the space provided. The choices areshown below.

Laissez-faire Evaluation and revision

Fidelity of implementation Curriculum implementation

Cultural perspective Authoritarian control

_________________ 1. This refers to the actual practice ofteaching the curriculum or syllabus.

_________________ 2. Implementation is done prior to thisactivity in the curriculumdevelopment cycle.

_________________ 3. This is also known as the “let aloneapproach” in curriculum implementation.

_________________ 4. This is the other extreme approach incurriculum implementation thatexercises absolute power overinstructional decisions.

_________________ 5. This takes place when teachers diligentlyfollow a prescribed syllabus in teachinga lesson.

_________________ 6. This is a perspective that explains howand why certain implementationpractices are followed based on existingnorms in the community.


B. Encircle the factors that affect curriculum implementation success:

• The need for time

• A technology for change

• Recognition of the school culture

• Incentives and rewards

• Sharing of burden in the workplace

• Releasing of energy for innovation

• A collaborative framework

• Leadership

• Recognition of the system-level culture

• The need for political perspective

• The need to win allies

• Recognition of the role of individuals

C. Which of the three perspectives (technical, political, and cultural) doyou consider the most important in implementing a curriculum? Why?

________________________________________________________

________________________________________________________

________________________________________________________

D. As a teacher, would you be more comfortable implementinga curriculum that does not allow for changes or one thatencourages personal input (fidelity of implementation versus processorientation)? Why?

________________________________________________________

________________________________________________________

________________________________________________________


FeedbackCompare your answers with those on pages 93-94. Your answers maynot be exactly stated as those in the Key to Correction but as long as thethoughts expressed are similar, your answers are correct.

If you answered all questions correctly, well done. You may proceed tothe next part of this module. Otherwise, you need to review this lesson.

Let’s Sum Up

This module has guided you in practicing curriculum leadershipby learning the various concepts related to curriculumdevelopment, implementation, and evaluation.

In Lesson 1, you learned what a curriculum is and identified itspurpose and importance. You studied the components of thecyclical curriculum development process.

In Lesson 2, you also became more familiar with the concept ofcurriculum leadership and identified the leadership roles andfunctions of a school head in the context of curriculumdevelopment and implementation. You learned what curriculumimplementation is and its importance. You studied the factorsthat affect curriculum implementation success. You also learnedmore about the enrichment curriculum and how it is assessed.

The lessons covered in this module aim to provide you with thebasic knowledge and skills needed to be an effective leader incurriculum development and implementation in your school.



Let’s find out how much you have learned from this module. Answer thequestions below as directed.

A. Write the letter of the correct answer on the blanks provided. Thechoices are shown below.

a. “Let alone” approach b. Curriculum

c. Core curriculum d. Enrichment curriculum

e. Curriculum leadership f. Curriculum committee

________ 1. This refers to all the educational experiences studentsgo through in school.

________ 2. This is usually formed to make instructional decisionswith regard to subjects to be taught in school and howthese subjects are to be taught.

________ 3. This is the exercise of functions that enable theachievement of a school’s goal of providing qualitylearning experiences in school.

________ 4. This is another term for the laissez-faire approach incurriculum implementation.

________ 5. This is an adjunct to the mastery curriculum.

________ 6. This is another name for mastery curriculum.


B. Enumerate the components of Kellough and Kellough’s cyclic modelof curriculum development in proper order.

1. __________________________________________________________

2. __________________________________________________________

3. __________________________________________________________

4. __________________________________________________________

5. __________________________________________________________

C. In your own words, describe the three perspectives that explain howand why certain implementation practices are followed.

1. Technical _____________________________________________

______________________________________________________

2. Political _____________________________________________

______________________________________________________

3. Cultural _____________________________________________

______________________________________________________

D. Name the three basic domains for assessing the effectiveness ofcurriculum implementation.

1. ______________________________________________________

2. ______________________________________________________

3. ______________________________________________________


E. Answer these questions.

1. A school has been using the same old curriculum it has had forthe past ten years. Do you think this is good practice? Why?Why not?

______________________________________________________

______________________________________________________

______________________________________________________

______________________________________________________

______________________________________________________

2. A school head subscribes to a philosophy of education thatencourages active and experiential learning. In what ways wouldthis philosophy of education manifest in his/her school’s teaching-learning activities?

______________________________________________________

______________________________________________________

______________________________________________________

______________________________________________________

______________________________________________________

3. You would like to successfully monitor curriculum implementationin your school. What guidelines should you consider?

a. ____________________________________________________

____________________________________________________

b. ____________________________________________________

____________________________________________________

c. ____________________________________________________

____________________________________________________


4. The new principal of a nearby school asks you about how the corecurriculum differs from the enriched curriculum. Write your answerto your colleague on the spaces below.

______________________________________________________

______________________________________________________

______________________________________________________

______________________________________________________

______________________________________________________

5. What are the three types of enrichment curriculum?

a. ____________________________________________________

b. ____________________________________________________

c. ____________________________________________________

FeedbackCompare your answers with those on pages 93-95. If the required answersare in essay form, they may not be worded exactly the same as those inthe Key to Correction. As long as the thoughts expressed in your answersagree with those in the Key to Correction, your answers are correct.

If you have answered all questions correctly, that’s great! This means thatyou have learned from this module well. If not, review the parts that youmissed and concentrate on these. Revise your answers after your review.


How Do You Rate Yourself Now?

Congratulations! You have done well in finishing this module. I hopeyou have gained a lot of learning and insights from this module.

However, for a final check, may I invite you again to return to the Self-Rating Competency Checklist on pages 8 to 9. Review the list ofcompetencies again and place another check mark ( !) in the “Post”column to best describe your level of mastery of each competencynow that you have completed the module. Compare your competencylevel before and after studying the module and reflect on how much youhave learned. Write your insights on the space below.

_________________________________________________________________

_________________________________________________________________

__________________________________________________________________________________________________________________________________

_________________________________________________________________

_________________________________________________________________

_________________________________________________________________

All the best in your work as a practicing curriculum leader in your school!


Let’s Apply What You’ve Learned(Module 2 Assignment)

Please follow these instructions:

1. Assess your school’s curriculum based on what you learned(applying one or a combination of curriculum development models;best practices from discussions and readings, etc.) from the module.

2. Call a meeting and assign teachers to prepare enrichment curricula.If you cannot do an enrichment curriculum for each of the subjectofferings in your school, then at least for two subjects: one skillsubject (e.g., Math, Language) and one knowledge subject (e.g.,Science). Make sure the activities are well minuted and documented(text and photo documentation is better). Attach both enrichmentcurricula to the whole documentation report. Make sure yourenrichment curricula also clearly indicates the enrichment activitiesappropriate to the level and content.

3. Collect the enrichment curricula prepared by the teachers.

4. Evaluate the enrichment curricula prepared by the teachers andgive them feedback.

5. Answer this. What did you realize from this activity (Steps 1 to4)? Attach this reflection to the whole documentation report forsubmission to your tutor for review and feedback. Include thesample enrichment curricula. The report should be one-pagein length.

6. Make sure that you submit your assignment to your FlexibleLearning Tutor for review and evaluation on or before the deadline.


Key to CorrectionWhat Do You Already Know?, pp. 5–7

1. A curriculum refers to all educational experiences students go throughin the school. It is basically what students are expected to learn in theclassroom and how these are learned.

2.

3. The four basic tasks in curriculum leadership are:





4. The three perspectives used to explain how and why certainimplementation practices are followed are technical, political, andcultural in nature.

4. Educational Plan(Content andInstruction)


(Influences ofFactors Outside the

School)

5. Evaluationand Revision

2. EducationalPhilosophy

1. Needs ofStudents, Society,and the Subject


5. The laissez-faire approach is also known as the “let alone” approach.It is a liberal approach in which teachers are given complete freedomin curriculum implementation. This is in contrast to the authoritarianapproach in which written curriculum guidelines are followed to theletter. Both styles are extremes in the spectrum of approaches incurriculum implementation. In actual application, the middle groundis preferred.

6. The enrichment curriculum is a supplement to the mastery or corecurriculum. The enrichment curriculum contains activities that serveto enhance the important lessons contained in the mastery curriculum.

7. A curriculum is basically what students are expected to learn in schooland how the lessons are taught (Farris, 1996). Since schools havedifferent characteristics, needs, and student profiles, it is necessary toenrich their curriculum to make school experience more relevant, onethat best suits their needs.

8. No. A curriculum is developed following a series of steps that aim toaddress students’ learning needs, as well as the needs of the communityand the demands of the subject or topic itself. Because of this, it is bestprepared by a committee composed of school heads, teachers, andparents. A school head that prepares the curriculum on his/her ownmay miss valuable inputs from other groups.

9. The principal needs to be actively involved in the curriculumdevelopment process. He/she is an instructional resource providingexpert guidance all the way. If he/she does not do this, then he/she isnot a curriculum leader.. Curriculum leadership is the exercise offunctions that enable the achievement of a school’s goal of providingquality education.

10. Curriculum evaluation is a critical phase in the cycle of planning anddeveloping a curriculum because it provides the actual “test” for thecurriculum. Even if the curriculum is well planned, it has to beproperly translated into actual learning through classroom-based andother related activities. Teachers help try out a new curriculum.


Let’s Try This (Activity 1.5), pages 31-32


1. I can show this by taking into account the school’s mission,vision and goals in curriculum development.

2. I can show this by regularly monitoring if the curriculumaddresses the students’ learning needs.


1. I can show this by making sure that curricula between gradelevels have smooth transitions.

2. I can show this by making sure that the activities conducted inthe classroom follow the prescribed curriculum.


1. I can show this by providing teachers adequate informationabout the curriculum.

2. I can show this by regularly monitoring the indicators of thesuccess of the curriculum.

• Regularly evaluating, enriching and updating the curriculum

1. I can show this by scheduling regular curriculum evaluation.

2. I can show this by guiding my teachers on how to formulateenrichment activities to enhance the core curriculum.

3. I can show this by initiating revision of outdated concepts andinformation.

(If you have other answers, show them to your Flexible Learning Tutorfor feedback.)



____ 1. ____ 4.

____ 2. ____ 5.

____ 3. ____ 6.

A check mark should be placed on all items except the following:

• Principal Duc Thien from Cambodia decided that there was noneed to develop a learner-centered schedule for his school as thesuperintendent suggested that he might cancel his monitoring visit.

• Mr. Cruz, a principal in Dumaguete, Philippines decided not todo a yearly curriculum evaluation as he did not have the timeto do so.

Item Numbers 1, 2, 4 and 5 show characteristics of curriculum leadershipsuch as consulting stakeholders (1), following the prescribed curriculumby the school district (2), careful examination of the curriculum (4),and regular consultations with faculty to improve the curriculum (5).Items 3 and 6 show examples of failure in curriculum evaluationand implementation.

How Much Have You Learned?, pages 37-39

1. a. Curriculum

b. Curriculum leadership

2. a. Extraneous influences

b. Educational philosophy

c. Needs

d. Evaluation and revision

e. Educational plan

!

!

!

!


3. a. Ensuring curriculum quality and applicability

b. Integrating and aligning the curriculum

c. Implementing the curriculum effectively

d. Regularly evaluating, enriching, and updating the curriculum

4. a. It is not a wise decision because a carefully planned curriculumthat addresses the needs of students, the society, and the topics orsubject is the first step toward effective instruction. Because thecurriculum basically indicates what students are expected to learnin the classroom and how the lessons are taught, careful planninghas to go into the development process. The curriculum serves as aguide or blueprint to the school’s teaching-learning activities. Whatmight be good elsewhere may not be applicable in the local setting.

b. Curriculum development begins with the identification of atentative list of educational objectives based on school stakeholders’input. To check the appropriateness of the list of objectives, theseobjectives go through “screens” such as the philosophy ofeducation. This is important as it sets the direction of the school’steaching-learning activities. Some schools adopt the philosophy ofexperiential learning. Because of this, most school activities allowstudents to experience learning through real and simulatedexercises, experiments, fieldwork, hands-on classes, and otheractivities. Schools that do not subscribe to this philosophy ofeducation have more traditional or other kinds oflearning approaches.

Let’s Try This (Activity 2.2), page 46

Curricular “institutionalization” is manifested in many ways.

1. Teachers do not need much direction from the principal regardingtheir curriculum.

2. Teachers have memorized the order of topics to be covered in aweek or a month.


3. Teachers have prepared lessons, ready to be taught anytime theneed arises.

4. There have been no changes or revisions in the curriculum forabout five years or more.


1. Political (related to political factors/functions such as governanceand leadership)

2. Technical (related to technical factors/functions such as thoserelated to processes and techniques)

3. Political (related to political factors/functions such as governanceand leadership)

4. Technical (related to technical factors/functions such as thoserelated to process and techniques)

5. Cultural (related to cultural factors/functions such as customsand attitudes)

6. Technical (related to technical factors/functions such as thoserelated to processes and techniques)

Let’s Try This (Activity 2.5), page 52

(Some examples are provided.)

1. Characteristics at the school district level: Self-development (in-service)and participation

If teachers are not given adequate training for continuous self-development, they might not be competent enough to handle lessonsthat focus on new technologies.

2. Characteristics at the school level: The principal

If the principal is not committed to his/her role as curriculum leader,the quality of curriculum implementation might suffer.


3 . Characteristics external to the local system: Role of government

If there is inadequate government support, there could be manyadministrative problems expected especially in the public schools. Anexample of such problems is the lack of supplies, materials,and infrastructure.


12 1

11 3

10 6

9 7

All ideas should be written in the slices of the Idea Wheel exceptthe following:

#2 Practice authoritarian curriculum implementation

#4 Promote a total laissez-faire approach

#5 Religiously conduct daily classroom observations

#8 Do not consider input from teachers

These should not be included in the Idea Wheel because they are notbehaviors that enhance or promote curriculum leadership.

Let’s Try This (Activity 2.9), pages 68


The different learning activities in the enrichment curriculumshould consider the different abilities, interests, needs, andlearning styles of the pupils.


2. Learning is more effective when students enjoy what theyare doing.

Learning experiences provided in the curriculum shouldconsider what the students find as enjoyable based on their ageand interests.


The curriculum should give students opportunity to choose theproblem they want to work on and how they want to address itbased on their thoughtful thinking.

4. The acquisition of knowledge and skills are enhanced whenstudents construct their own meaning through knowledge andskills application.

The curriculum should provide hands-on application ofknowledge learned. There should be opportunity for the learnerto apply the skills they acquired.


1. Type I because going to the museum is a way of addressingstudents’ interests and curiosity, which may not be fully addressedin the regular classroom.

2. Type III because the enriched curriculum enabled the students toproduce their own products.

3. Type II because the enriched curriculum was for specific studentswho are interested to develop skills beyond what the regularcomputer class offer.

4. Type II because visiting the observatory was conducted specificallyfor interested students.

5. Type III because the enriched curriculum would enable a giftedstudent to create original art and exhibit her works.


How Much Have You Learned?, pages 76-77

A. 1. Curriculum implementation

2. Evaluation and revision

3. Laissez-faire

4. Authoritarian control

5. Fidelity of implementation

6. Cultural perspective

B. All the items are factors that affect curriculum implementation success.Therefore, all should be encircled.

C. The answer depends on the current realities facing your own school.For example, if the teachers are always in disagreement with theprincipal, political factors are obviously at play. If there are inadequateteachers or school materials to implement the curriculum, technicalfactors are emphasized. Cultural factors are implicated when forexample, parents do not support a certain curricular change becauseit goes against their beliefs. However, generally, these three factorsshould be given equal importance as they all determine the success ofcurriculum implementation.

D. There is no right or wrong answer for this question. It depends on thepersonality of the teacher. Those who like following organized systemswould work well with rigid curricula (fidelity of implementation) whilethose that value innovation and creativity work best using “opencurriculum” (process orientation).

How Much Have You Learned, pages 79-82

A. 1. b

2. f

3. e


4. a

5. d

6. c

The correct answers agree with the definition provided for the termsbeing described.

B. 1. Needs: Students, Society and Subject

2. Educational Philosophy

3. Extraneous (External) Influences

4. Educational Plan

5. Evaluation and Revision

C. 1. Technical perspective considers the impact of planning andavailability of resources in program implementation.

2. Political perspective considers the balance of power that determinesthe success of a curriculum.

3. Cultural perspective puts emphasis on the beliefs and ways ofbehaving in a society that ultimately affect what happens insidethe classroom.

D. 1. Curriculum support materials

2. Student activities and achievements

3. Teacher activities

E. 1. A school’s curriculum should be regularly evaluated and revised.It is not good practice to use the same curriculum for 10 years. Theneeds of the students, society, and relevance of topics constantlychange. The curriculum has to be continuously changed to reflectchanging needs.


2. For a principal, being clear about one’s philosophy of education isimportant as it sets the direction of the school’s teaching-learningactivities. If a school head subscribes to the philosophy of activeand experiential learning, it is expected that in his/her school,students are given a lot of opportunities to experience learningthrough hands-on activities, projects, experiments, fieldwork,apprenticeships, and other activities. Less emphasis is placed ontraditional “chalk-and-talk” teaching approaches.

3. The guidelines you should consider towards successfully monitoringcurriculum implementation in your school are:

1. Place emphasis on mutual accomplishment rather than on totalfidelity (truthfulness to the source).


3. Promote a culture of collaboration and continuous improvementin the school.

4. The core curriculum, also known as the mastery curriculum, refersto the essential guide that teachers use to determine the subjects tobe taught and how to teach these subjects. This is usuallyformulated at the national or district level. On the other hand, anenrichment curriculum is an adjunct or support to the corecurriculum. It consists of enhancement topics and activities thatare not covered by the core curriculum.

5. The three types of enrichment curriculum are:

a. Type I enrichment that enhances the core curriculum.

b. Type II enrichment that focuses on developing skills that arebeyond what the core curriculum could offer.

c. Type III enrichment that promotes the investigation of realproblems and producing products of learning.


Suggested Readings/Websites

http://www.teacherstoolkit.com/classroom1/html

www.nsdc.org/library/publications/results/res9-00rich.cfm

http://webserver3.ascd.org/handbook/faqs.html

http://www.tki.org.nz/r/gifted/handbook/index_e.php

Glossary

Adaptation - any modification or adjustment made to better fit a particularsituation or environment.

Adversity - trial, difficult time.

Allies - friends, associates.

Authoritarian - dictatorial, exercising absolute power and control.

Collaborative - working together, teamwork.

Critical Incident - an event or activity that went particularly well andshows an impact on one’s professional learning.

Curriculum - all educational experiences students go through in schoolfor which it takes responsibility and how these experiences are learned.

Curriculum development - the process of creating, implementing, andevaluating a curriculum.

Curriculum leadership - the exercise of functions that enable theachievement of a school’s goal of providing quality education.

Curriculum enrichment - the process of adding activities to the regularcurriculum in order to make it richer and more interesting.


Educational Philosophy - covers the basic principles and concepts ofeducation that guides one’s educational practice.

Fidelity - implies the unfailing fulfillment of one’s duties and obligationsand strict adherence to vows or promises, “fidelity of implementation,”“fidelity of use.”

Philosophy of learning - refers to the purpose, process, nature, and idealsof education.

Process orientation - refers to the designing and improving of differentworkflows and processes.

Psychology of learning - refers to how the learning process works and thefactors that affect it.

Laissez-faire - an economic doctrine that opposes governmentinterference; used here to refer to non-interference in the affairs ofothers, “You may practice a laissez-faire implementation approach for yourteacher’s enrichment curricula..”

Resilience - an ability to recover from or adjust easily to misfortune orchange, “Leaders are expected to show resilience in the face of adversity.”

Screens - the specific considerations in curriculum development such aseducational philosophy and effects of groups outside the classroom/school that modify curriculum development.

Syllabus - a document that reflects the curriculum; contains the basicinformation about a subject or topic.


References

Bush, T. (2003). Theories of Educational Leadership. London: SagePublications.

Cohen, L., L. Manion, and K. Morrison. (1996). A Guide to Teaching Practice.London: Routledge.

Farris, P. (1996). Teaching, Bearing the Torch. Madison, WI.: Brown andBenchmark Publishers.

Fuller, B. (2002). Strategic Management for School Development: LeadingYour School’s Improvement Strategy. London: Paul ChapmanPublishing (PCP).

Glatthorn, A. (1994). Developing a Quality Curriculum. Alexandria, VA:Association for Supervision and Curriculum Development.

Glatthorn, A. (1997). The Principal as a Curriculum Leader. California:Corwin Press, Inc.

Kellough, R.D., and N.G. Kellough. (1996). Middle School Teaching: AGuide to Methods and Resources. 2nd ed. Englewood Cliffs, NewJersey: Prentice-Hall, Inc.

Kronowitz, E. (1996). Your First Year of Teaching and Beyond. 2nd ed. NewYork: Longman Publishers.

Marsh, C. (1992). Key Concepts for Understanding Curriculum. London: TheFalmer Press.

Renzulli, J. and Reis, S. (2007). Enriching Curriculum for All Students. 2ndedition. Corwin Press.

TKI-MOE (2000). TKI-MOE Handbook for Schools. New Zealand: LearningMedia.

Documents

Module 2 - SEAMEO INNOTECH: Home 2 Lead Curriculum Implementation and Enrichment Southeast Asian Ministers of Education Organization Regional Center for Educational Innovation and