The document discusses curriculum implementation and the factors that affect it. It defines implementation as the actual use of a curriculum in practice. Effective implementation requires leadership, resources, and managing change. Factors like teacher attitudes, characteristics of the change, and support from the school and district all influence implementation. Different models for implementation are described, including overcoming resistance to change, linkage, and organizational development models. Successful implementation takes time and involves clarifying roles, training, and supporting all parties through the initiation, implementation, and institutionalization stages.

1. THE NATURE AND SCOPE
OF CURRICULUM
IMPLEMENTATION
BY:
Ace A. Sarmiento

2. IMPLEMENTATION

3. IMPLEMENTATION
• Implementation refers to the actual use of
a curriculum or what it consist of in
practice.
• As noted by Fullan and Scott (1999), a
curriculum, however well designed, must
be implemented if it so have any impact on
the students.

4. IMPLEMENTATION
• Fullan and Pomfret (1977)
• Proposed that effective implementation of innovations
requires time, personal interaction and contacts, in-
service training and other forms of people beds support.
All of these requirements are function of leadership.
• Implementation of the curriculum design requires the
management of change.

5. IMPLEMENTATION
• The obvious importance of curriculum
implementation has no necessarily
led to widespread understanding of
what it entails or of what is
problematic about it.

6. IMPLEMENTATION
• Implementation refers to actual use, but there is
also an important attitudinal element.
• In educational systems where teacher and
principal have the opportunity to choose among
competing curriculum packages, then attitudinal
disposition are clearly important.

7. IMPLEMENTATION
• Leithwood (1981) maintains that teachers
will only become involved in implementing
new curricula if they perceive a
dysfunction - they have the desire to
reduce the gap between current and
preferred practices, with reference to their
teaching in a particular subject.

8. Factors Affecting Implementation
A. Characteristics of the Change
1. Need for and relevance of the change
2. Clarity
3. Complexity
4. Quality and practicality of programme

9. Factors Affecting Implementation
B. Characteristics at the School district level
5. The history of innovative attempts
6. The adoption process
7. Central administrative support and
involvement
8. Staff development and participation
9. Time-line and information system (evaluation)
10. Board and community characteristic

10. Factors Affecting Implementation
C. Characteristic at the School level
11. The principal
12. Teacher-teacher relations
13. Teacher Characteristics and orientations

11. Factors Affecting Implementation
D. Characteristics external to the local system
14. Role of government
15. external assistance

12. Some Important Factors in Promoting
successful Implementation Practices
1. Time: to experiment, attitudes to change
2. A technology for change: a phased plan of action is
needed
3. Recognizing school culture: awareness of situational
conditions
4. Provision of incentives and rewards: time, resources,
materials
5. Sharing of the burden in the workplace: to collaborate
and to share
6. Releasing energy for innovation: creating the right
conditions

13. Some Important Factors in Promoting
successful Implementation Practices
7. A collaborative framework: the value of local
collaborative groups
8. Leadership: persons to coordinate and to lead
9. Recognizing system-level culture: awareness of overall
policies
10. A political perspective: keeping visible with
stakeholders
11. Winning allies: gaining legitimacy and support in a
region and within schools
12. Recognizing the role of individuals: commitment and
charisma are essential qualities

14. Stages of the changes process(Miller)
1. Initiation
2. Implementation
3. Institutionalization

15. INITIATION
• Involves the creation of supportive environment that
encourages openness and trust.
• During the initiation stage, it is imperative that the school
leader provides all stakeholders, most especially the techers,
clear, and adequate explanation about the proposed change
and rationale.

16. Elements for the successful implementation
of changes in the school system
1. Clarification of lines of authority
2. Involvement of affected parties in goal setting, staff
selection and evaluation.
3. Specification of roles and responsibilities of teacher
4. Training of personnel in change strategies and conflict-
resolution techniques
5. Support to affected parties.

17. Factors affecting what implementation
model to use
1. Level of resistance
2. The type of desired change
3. The available expertise
4. Available resources
5. The urgency of the situation

18. CAUSES OF RESISTANCE
o Lack of ownership
o Lack of Benefit
o More work
o Lack of Support
o Insecurity
o Incongruence with norm
o chaos
o complete/wholesale
change

19. IMPLEMENTATION MODELS
• Overcoming Resistance to Change (ORC)
• Leadership Obstacle Course (LOC)
• Linkage Model
• Organizational Development (OD)
• Rand Change Agent Model

20. Overcoming Resistance to Change
(ORC)
* Focuses on overcoming staff
resistance to change that is
present immediately before, or
at the time of the introduction of
the innovation.

21. Overcoming Resistance to Change
(ORC)
• This model focuses on gaining advocates and
sharing power equally between administrators and
teachers.
• The ORC model focuses on allowing for the personal
needs of the teachers to be addressed through
maintaining high flexibility in the implementation.

22. Overcoming Resistance to Change
(ORC)

23. Overcoming Resistance to Change
(ORC)
*FOUR STAGES *
• Unrelated concerns
• Personal concerns
• Task-related concerns
• Impact-related concerns

24. Overcoming Resistance to Change
(ORC)
Stage 1: Unrelated Concerns
 The first stage is a stage of indifference. A teacher is
aware change but do not see how it relates to their
own life. As such the teacher is not worried about
whatever innovation is coming.
 An example might be hearing about efforts to bring
online learning to a school. The teacher knows this
innovation is out their but it has not impacted them
yet.

25. Overcoming Resistance to Change
(ORC)
Stage 2: Personal Concerns
 The teacher is now concerned with how the new
innovation or curriculum will impact their life
personally.
 For example, an English teacher wrestling with how
using online learning will affect what they are trying
to do in the classroom.

26. Overcoming Resistance to Change
(ORC)
Stage 3: Task-Related Concerns
 In stage 3, the teacher is thinking about how to use
the new curriculum or innovation. Questions begin to
go through their head in terms of application.
 For the online learning example, the teacher may
wonder about such problems as how much time will
it take to learn this? What are the best ways to use
this new innovation? What kind of support will I get?
These are just some of the many questions that are
possible.

27. Overcoming Resistance to Change
(ORC)
Stage 4: Impact-Related Concerns
 Now the teacher has taken their focus of their
performance and are now worried about how this will
affect students. At this stage, teachers are focusing
on their students, peers, and school.
 For the online learning example, teachers start to
wonder how online learning will benefit the students.
A teacher may start to wonder how other teachers
are doing as they try to use this new innovation. The
shift here is from self to others.

28. Leadership Obstacle Course (LOC)
• Extends the ORC model and puts
emphasis on the gathering of data
to determine the extent and nature
of the resistance in order to deal
with it appropriately.

29. The Linkage Model
*The linkage process involves a cycle of:
• Diagnosis
• search
• Retrieval
• formulation of solution
• dissemination and evaluation.

30. Organizational Development (OD)
* This model is an information-
processing change strategy that
enables the system to improve its
operations and the quality of
interactions among its members to
facilitate the introduction of
change.

31. Organizational Development (OD)

32. Rand Model
• The Rand Model is based on the assumption
that the success of the implementation of new
program depends on:
A. The characteristics of the proposed change
B. Competencies of the teaching and
administrative staff
C. The support of the local community
D. The School organizational structure

33. INSTITUTIONALIZATION
• Pertains to the ability of the people
in the organization to sustain the
change process and to deliver the
appropriate level of benefits to the
intended beneficiaries for an
extended period of time.

36. REFERENCES:
• http://ocw.utm.my/file.php/268/CURRICULUM_IMPLEM
ENTATION.pdf
• https://prezi.com/roaczkpepvh5/curriculum-
implementation/