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The Roles of Curriculum Worker

give functional meaning to a series of events take the form of definitions,operational constructs, assumptions, postulates, hypotheses, generalizations, lawsor the theorems.

decisions about the use of curriculum, the development of curriculum,curriculum design and curriculum evaluation.

the various relationships that exist in the field. Good theory should prescribe actions to be taken. Practice involves selecting strategies and rules that apply to various situations but

all situations are not the same. The curriculum practice involves understanding the constraints and specifics

operating within the school (or organization I which one is working) andcomprehending the goals and priorities of the school and the needs of thestudents and staff.

involves planning and working with procedures and processes that can beimplemented in classroom

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Select and Organize

goals and objectives subject matter methods, materials and media learning experiences and activities that are suitable for learners and then

assess these processes

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Curriculum Certification

Professionals are certified as in other fields as teaching, counseling, schoolpsychology, supervision, administration etc.

There is room for professional certification as they are vague and diffuse and ontop of that a lacking of a strong and organized constituency is lacking at the schooland university level.

call for reform to tighten up and agree on standards for career in curriculumleadership.

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The Roles of the Curriculum Worker

A curriculum supervisor is usually a chairperson, assistant principal, orprincipal; he or she usually works at the school level. A curriculum leadercan be a supervisor or admini9strator- not only a chairperson or principalbut also a director or associate superintendent of curriculum.

A curriculum coordinator usually heads a program at the school district,regional, or state level: it may be a special government-funded program or atraditional subject area program involving a math or English.

A curriculum specialist is a technical consultant from the district level,

regional or state department of education or university. The person providesadvice in-service assistance sometimes in the classroom but usually atmeetings, conferences, or staff session.

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The responsibilities of curriculum workers are the following :

Develop technical methods and tools to carry out curriculumplanning in the schools (or school district or state agency).

Blend theory building with practice; obtain curriculum knowledgeand apply it in the real world of classrooms and schools.

Agree on what is involved in curriculum development and design,including the relationships that exist among the elements ofcurriculum

Agree on the relationship between curriculum, instruction, andsupervision, including the explicit language of each area and howeach aids the work of the other

Act as a change agent who considers schools in context withsociety; balance the demands and views of the local communitywith state and national goals and interests.

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Create a mission or goal statement to provide direction and focusedbehavior within the organization.

Be open tone curriculum trends and thoughts; examine various proposalsand suggest modifications, while not falling victim to fads and frills or to aparticular pressure group.

Confer with various parental, community, and professional groups; haveskills in human relations and in working with groups and individuals

Encourage colleagues and other professionals to solve professional

problems; innovate and become familiar with and use new programs andideas Develop a program for continuous curriculum, implementation and

evaluation. Balance and integrate subject areas and grade levels into the total

curriculum; pay close attention to scope and sequence by subject andgrade level.

Understand current research in teaching and learning, as well as newprograms that are relevant to target students for teaching and learning.

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The Curriculum-Instructional Role of the Principal. considered curriculum and instruction as top priority work areas and

recognize the need to spend more time on job related to these two technicalareas of development.

principals attention has increasingly focused on curriculum especiallyaligning curriculum to state standards and high-states tests because theschools reputation is at stake and in some cases the principals job may beat stake.

have the knowledge and experience to know what works in theirschools.

will take notice of curriculum mainly if it raises the level of learning in theirschool, or it has something to do with testing or their own performanceand accountability.

have many tasks in school and curriculum is one of the heavy tasks.

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The teacher and curriculum:

sees the curriculum as a whole

and, at several points, serves as a resource and agent; developing it in committees, implementing it in classrooms, and evaluating it as part of a technical team.

actively involved in the curriculum.

experienced teacher who has a broad and deep understanding of teaching andlearning, the needs and interests of students, and the content, methods andmaterials that are realistic

who has the best chance of taking curriculum making out of the realm oftheory or judgment and translating it into practice and utility.

play a major role in planning, implementing, and evaluating the curriculum.