This document discusses the roles of various stakeholders in curriculum innovation. It defines curriculum innovation as improving education through adapting teaching methods. Teachers play a key role in planning, creating, and delivering curricula. Principals oversee curriculum implementation and ensure teachers teach the curriculum. Other stakeholders like students, parents, community members, and professional organizations also shape curricula. Highly effective teachers and principals display habits like taking responsibility for student success, understanding motivation, and continually improving instruction.

1. SOUTHERN de ORO PHILIPPINE COLLEGE
J. Pacana st., Licuan, Cagayan de oro City
A Report on
EDUCATIONAL INNOVATION AND TECHNOLOGY
CRITICAL ROLE AND HABITS OF HIGHLY EFFECTIVE CURRICULUM
INNOVATORS
Submitted by:
RAY INOJALES POCOT
MAED II
February, 2019
Submitted to:
MARIA GRACIA B. JURIAL, Ph.D.
Professor

2. CRITICAL ROLE AND HABITS OF HIGHLY EFFECTIVE CURRICULUM
INNOVATORS
What is curriculum innovation?
• Curriculum innovation is defined as deliberate actions to improve a
learning environment by adapting a method of presenting material to students
that involves human interaction, hands-on activities and student feedback,
(Annual Review of Applied Linguistics).
Who are curriculum innovators?
• Teachers
• Curriculum managers and administrators
• Learners
• Parents
• Community Members
Teacher’s role
Teacher’s role in planning the curriculum: • Teachers know their students better than
others involved in the curriculum process. While the state often dictates the skills
covered by the curriculum, a teacher can provide insight into the types of materials,
activities and specific skills that need to be included. Teachers from multiple grade
levels may collaborate to identify skills students need at each level and ensure that the
curriculum adequately prepares students to advance to the next grade-level.
Teacher’s role in the creation of the curriculum: • A teacher can gauge whether an
activity will fit into a specified time frame and engage students. All teachers should be
allowed to provide input during the creation stage. As teachers provide input they will
gain ownership in the product and feel more confident that the curriculum was created
with their concerns , and the needs of their students in mind.

3. Five Habits of Highly Effective Teachers
• Habit No. 1: Taking a wider view of student success.
• Outstanding teachers know the purpose of school isn’t solely students’
academic performance but also to do well in life. This mind-set changes
everything. When teachers acknowledge this without question, some
common classroom practices become frivolous while others become
instructional absolutes.
• The easiest way to view curriculum is as a series of filters. The first such
filter is state-mandated curricula, the second is reality and the third is
whether the activity or assignment is beneficial to kids. Whatever concept,
fact or activity that cannot pass through those filters should not be taught.
• Habit No. 2: Recognizing instruction as a performance
• At some level, teaching is a sales job. Accordingly, how lessons are “sold”
is as important as the product itself. It doesn’t really matter how hard
teachers work, how many degrees they hold or even the quality of their
pedagogical vision. If instructional delivery is boring, students spoiled by
their sensory-overloaded world will unlikely make intellectual “purchases”
of the lesson’s intrinsic value.
• Habit No. 3: Internalizing personal accountability.
• The very best teachers do far more than perform. The most effective
educators also internalize lofty performance standards for themselves.
Master teachers focus on what they can always control — their own
actions. Highly efficacious instructors feel personally responsible for
student learning, and their mantra of “If they fail, I fail” is simple yet
powerful. Whatever the challenge, both students and teachers will more

4. likely persevere if they feel an increased sense of personal responsibility
and control.
• Habit No. 4: Understanding student motivation.
• What separates pedestrian educators from excellence is packaging the
above practices with an understanding of student motivation. The fact is
that most students are motivated to learn — especially when it comes to
reciting sports statistics, recalling song lyrics or vanquishing foes in video
games. Yet they may be disinterested in learning what instructors are
trying to teach them. Excellent teachers use instructional strategies that
overcome such lethargy by focusing on learning’s essential motivating
factors of doability and importance.
• Habit No. 5: Continuing focus on instructional improvement.
• The best teachers have an insatiable appetite both for good student
results and for their own learning. This is so because exceptional
educators realize the more they learn, the more they recognize their own
ignorance. As such, a willingness to continually challenge past practices, a
fearlessness to try new approaches and an unyielding drive to do what is
right for kids are all signature attributes of this habit.
Curriculum managers and administrators
The principal has three jobs when it comes to curriculum:
• 1. Make sure there is one….lead the process of developing and designing
curriculum.
• 2. Get it going in the school…lead the process of implementing the
curriculum – getting teachers to teach it and assess it.

5. • 3. Check up on it….lead the process of monitoring the curriculum, asking the
right questions and collecting the right data. And then swiftly making the
modifications which will further advance learning.
Leaders’ roles in the new paradigm are dynamic and challenging:
 Determine capacity for change to embed and sustain professional learning networks
within and across diverse school communities (Daly & Finnegan, 2009; Little, 2005);
 Anticipate that engagement in reculturing can be risky, especially since “Trust and
respect from colleagues is crucial” (Stoll et al., 2006, p. 239);
 Win hearts and minds through connecting peers with purpose to build capacity
(Fullan, 2008);
 Harness authenticity, and embody vision by taking smart risks (Dyer et al., 2011);
 Since no single method will suit all contexts, success or otherwise depends on
flexibility and responsiveness of leadership to genuinely navigate the innovative
practice (Fullan, 2001).
7 Habits of Successful Principals as curriculum innovator
https://schoolleadersnow.weareteachers.com/principal-best-practices
1. Be visible.
• Accessible principals start their day before the faculty arrives, so they can
be available for early morning consults. Principals are in the halls when
students enter.
• 2. Focus on teaching and learning, not test scores.
• Successful principals get out of their office and visit classrooms for a part
of every day.
• 3. Be the leader, not the chief problem solver.

6. • If a teacher comes to you with a problem, listen and then ask the teacher
what she thinks should be done. Work with your staff to find solutions.
 4. Communicate clearly and effectively.
o Successful principals let faculty know what’s going on. This means they
return phone calls, as soon as possible. They make sure all written
communication, whether emailed or on paper, is grammatically correct. In
addition, they never include emoticons in professional e-correspondence.
• 5. Support extra-curricular activities.
• Always make an appearance at the school play, the band concert,
awards ceremonies, sports and anything else where kids and faculty
show up.
• 6. Support your teachers.
• But make sure everyone knows he or she is accountable for competent
classroom performance and fair treatment of children. Respect your
staff and do not play favorites.
• 7. Keep your sense of humor and don’t be afraid to use it.
• But keep a lid on anger and annoyance and never release the flying
monkeys even when severely tempted.
Stakeholder as curriculum innovator
Stakeholders•
Are individuals or institution that are interrelated in the school curriculum.• They
are the one who put into action and give life to the curriculum• They shape the school
curriculum implementation.
Learners at the Center of Curriculum
They are the very reason a curriculum is developed.• They make and unmake
the curriculum by their active and direct involvement.• How each individual learners

7. contribute to the realization of a planned curriculum would depend on the interaction
and internalization of the different learning activities.
Parents as Supporters to the Curriculum• “
My child and my money go to this school”• It simply means that the parents are
the best supporters of the school, especially because they are one’s paying for their
child education.
How do parents shape the curriculum and why are they considered as
stakeholders?1. Effective parental involvement in school affairs may be linked to parent
educational program which is central to high quality educational experiences of the
children
Parents involvement extends from the confine of the school to the home.- The
parents follow up the lesson of their children.- Provides curriculum materials that are not
provided in schools- Provide permission for their children to participate in various
activities outside the campus
Community Members as Curriculum Resources
The community members may provide materials in the existing local community
can very well substitute for what are needed to implement the curriculum.• Respected
community members included in school boards.
Some can become resource speakers that can provide local and indigenous
knowledge in the school curriculum.• It can provide books, material and facilities in the
school.
Other Stakeholders in Curriculum Implementation•
Professional Organizations- They are being asked by the curriculum especially to
contribute in curriculum review because they have voice in licensure examination,
curriculum enhancement and others.

8. Government- It has a great stake in the curriculum implementation.- It is
represented by DepEd for basic education curricula and CHED for tertiary and graduate
education curricula