The document outlines a goal-based model for curriculum planning that involves organizing structures like district and school advisory councils and curriculum task forces to determine responsibilities, identify leadership functions, and carry out activities like needs assessments and project evaluations. The planning process also aims to align educational goals with standards, develop a curriculum database, and establish a planning calendar.
The document discusses principles of curriculum design including that a curriculum communicates educational proposals for critical review and practical application. It aims to represent a profession's best thinking and includes both intentional and unintentional elements determined by what is included and omitted. Values of designers, teachers, learners, and society influence curriculum which can exist at planned, delivered, and experienced levels. Approaches like subject-centered, child-centered, problem-centered and behavioral are described. The roles of curriculum supervisors and people involved in curriculum are also outlined.
The document discusses planning in education. It defines planning as a process of decision making for future actions to achieve objectives through optimal resource use. Key aspects of planning discussed include approaches to planning, perspective planning, institutional planning, and manpower planning. The document outlines the methodology of educational planning, including diagnosing the situation, setting targets, developing intervention strategies, costing and budgeting, implementation, monitoring, and evaluation.
Historical prospective of curriculum developmentGolnaz Azami
The document discusses the historical perspectives of curriculum development. It defines curriculum as what is taught in school, a sequence of courses, a set of subjects, performance objectives, and content. Curriculum development has been motivated by religion, politics, utilitarianism, mass education, and excellence. Traditional curriculum viewed it as rigid body of subjects prepared by teachers for students to learn from. It aimed to fit learners into the existing social order. Modern curriculum considers the total experiences of the learner and is learner-centered and flexible based on interests. It uses life experiences to prepare students for social life and values constant revision and experimental techniques.
Educational Planning: Challenges and ApproachesMiss Beau
This document discusses approaches and challenges to educational planning. It outlines six approaches used in educational planning: intra-educational extrapolation, demographic projection, manpower or human resource development, social demand, duration-based, and pattern-oriented. It also identifies three main challenges: inaccurate data, inadequate skilled personnel, and economic circumstances like budgetary appropriations and education resources. As an educational planner, one would need to address these challenges in order to advance or improve education at the local, national, or international level.
MST Course Design and Dev't
(class report(s)/discussion(s))
DISCLAIMER: I do not claim ownership of the photos, videos, templates, and etc used in this slideshow
The document discusses educational administration as a public concern. It addresses how the educational system is a public responsibility that provides a public service. As such, educational administration must consider the specific publics it serves, including the educational community, society and culture in its service areas, and those who influence the environment in which it operates. The document also notes how educational institutions are funded by either tuition or taxes, and how the public often points to teachers, facilities, or lack of educational administration when problems arise in the educational system.
Psychological Dimension of Curriculum DevelopmentMhia Maravilla
The document discusses the historical development of curriculum in the Philippines. During the pre-Spanish period, education was decentralized and focused more on vocational training. Under Spanish rule, most education was conducted by religious orders and focused on industrial and agricultural skills. During the American period, curriculum emphasized practical job skills and English became the medium of instruction. The document also examines different approaches to curriculum organization and design, including subject-centered, learner-centered, and problem-centered models. Finally, it discusses psychological dimensions of curriculum development such as learning curves, laws of learning, and readiness, exercise, and effect.
Curriculum monitoring involves periodically assessing curriculum implementation and making adjustments. It determines how well the curriculum is working and informs decisions about retaining, improving, or modifying aspects. The document outlines the definition, rationale, types, roles, process, and similarities and differences between monitoring and evaluation. An effective monitoring system is simple, provides timely feedback, is cost-effective, flexible, accurate, comprehensive, relevant, and leads to learning. It involves clarifying roles, identifying evidence, data collection tools, training monitors, preparing staff, conducting monitoring, analyzing and sharing results, and determining a plan of action.
The document discusses principles of curriculum design including that a curriculum communicates educational proposals for critical review and practical application. It aims to represent a profession's best thinking and includes both intentional and unintentional elements determined by what is included and omitted. Values of designers, teachers, learners, and society influence curriculum which can exist at planned, delivered, and experienced levels. Approaches like subject-centered, child-centered, problem-centered and behavioral are described. The roles of curriculum supervisors and people involved in curriculum are also outlined.
The document discusses planning in education. It defines planning as a process of decision making for future actions to achieve objectives through optimal resource use. Key aspects of planning discussed include approaches to planning, perspective planning, institutional planning, and manpower planning. The document outlines the methodology of educational planning, including diagnosing the situation, setting targets, developing intervention strategies, costing and budgeting, implementation, monitoring, and evaluation.
Historical prospective of curriculum developmentGolnaz Azami
The document discusses the historical perspectives of curriculum development. It defines curriculum as what is taught in school, a sequence of courses, a set of subjects, performance objectives, and content. Curriculum development has been motivated by religion, politics, utilitarianism, mass education, and excellence. Traditional curriculum viewed it as rigid body of subjects prepared by teachers for students to learn from. It aimed to fit learners into the existing social order. Modern curriculum considers the total experiences of the learner and is learner-centered and flexible based on interests. It uses life experiences to prepare students for social life and values constant revision and experimental techniques.
Educational Planning: Challenges and ApproachesMiss Beau
This document discusses approaches and challenges to educational planning. It outlines six approaches used in educational planning: intra-educational extrapolation, demographic projection, manpower or human resource development, social demand, duration-based, and pattern-oriented. It also identifies three main challenges: inaccurate data, inadequate skilled personnel, and economic circumstances like budgetary appropriations and education resources. As an educational planner, one would need to address these challenges in order to advance or improve education at the local, national, or international level.
MST Course Design and Dev't
(class report(s)/discussion(s))
DISCLAIMER: I do not claim ownership of the photos, videos, templates, and etc used in this slideshow
The document discusses educational administration as a public concern. It addresses how the educational system is a public responsibility that provides a public service. As such, educational administration must consider the specific publics it serves, including the educational community, society and culture in its service areas, and those who influence the environment in which it operates. The document also notes how educational institutions are funded by either tuition or taxes, and how the public often points to teachers, facilities, or lack of educational administration when problems arise in the educational system.
Psychological Dimension of Curriculum DevelopmentMhia Maravilla
The document discusses the historical development of curriculum in the Philippines. During the pre-Spanish period, education was decentralized and focused more on vocational training. Under Spanish rule, most education was conducted by religious orders and focused on industrial and agricultural skills. During the American period, curriculum emphasized practical job skills and English became the medium of instruction. The document also examines different approaches to curriculum organization and design, including subject-centered, learner-centered, and problem-centered models. Finally, it discusses psychological dimensions of curriculum development such as learning curves, laws of learning, and readiness, exercise, and effect.
Curriculum monitoring involves periodically assessing curriculum implementation and making adjustments. It determines how well the curriculum is working and informs decisions about retaining, improving, or modifying aspects. The document outlines the definition, rationale, types, roles, process, and similarities and differences between monitoring and evaluation. An effective monitoring system is simple, provides timely feedback, is cost-effective, flexible, accurate, comprehensive, relevant, and leads to learning. It involves clarifying roles, identifying evidence, data collection tools, training monitors, preparing staff, conducting monitoring, analyzing and sharing results, and determining a plan of action.
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive function. Exercise causes chemical changes in the brain that may help protect against mental illness and improve symptoms for those who already suffer from conditions like anxiety and depression.
Curriculum Approaches (Systems-managerial and Intellectual-academic Approach)Angie Magdasoc
This document discusses two approaches to curriculum - systems-managerial and intellectual-academic. The systems-managerial approach views curriculum as a system with inputs, processes, and outputs, and emphasizes the managerial role of administrators. It lists the key functions of school leaders to ensure successful curriculum implementation. The intellectual-academic approach emphasizes using theories and principles in curriculum planning, influenced by philosophers like Dewey. It analyzes the historical, cultural, and philosophical underpinnings of curriculum.
Institutional planning refers to plans created by educational institutions to improve operations, curriculum, and maximize resource utilization. The process involves analyzing the current situation, surveying community resources, creating improvement programs, implementing plans, and evaluating outcomes. The main goals are to enhance the institution, provide appropriate direction for educational goals, and encourage efficiency and teacher initiative. Key steps include assessing needs, organizing field trips, developing short and long-term improvement programs, creating timelines, and periodically evaluating progress towards goals. Institutional planning aims to be collaborative, democratic, and address the real needs of students, teachers, and the community.
Introduction to the Curriculum: Definition of the curriculum, Creating and Designing a Curriculum and Evaluation of a Curriculum
Presented to the Jose Rizal Graduate School for Curriculum Evaluation
The document discusses the important role teachers play in curriculum implementation. It states that teachers are central to curriculum improvement efforts as they are responsible for introducing the curriculum in the classroom. It also emphasizes that teachers should be actively involved in curriculum development and planning to ensure the curriculum meets student needs and can be successfully implemented. The document concludes that high-quality professional development is needed to help teachers effectively implement new curriculum.
Curriculum planning is an important continuous process that involves collaboration between individuals and groups to develop, improve, and maintain the curriculum. It is organized and helps set priorities for resources while anticipating future needs. A good planning process should stimulate improvement, provide guidance for implementation, increase awareness of goals and activities, and allow evaluation of successes and failures to inform future plans. The importance of curriculum planning is that it develops coordinated, quality teaching and learning programs and ensures shared vision, continuity, coverage of student needs, and improved learning outcomes.
The document discusses different approaches and principles for curriculum content selection, including significance, validity, utility, learnability, feasibility, and interest. It also examines curriculum as a process and compares models for curriculum development, focusing on the deductive Tyler and Saylor models and inductive Taba model which starts with teacher-created units. Guiding principles for curriculum emphasize balance, articulation, sequence, integration, and continuity in content and stimulating learning across cognitive, affective, and psychomotor domains.
Curriculum constrction sem i evaluation modelsRaj Kumar
The document discusses various approaches to curriculum evaluation including goal-based, goal-free, responsive, decision-making, and accreditation approaches. It then examines several models of curriculum evaluation, including Tyler's objectives-based model, Stake's responsive model focusing on antecedents, transactions, and outcomes, and Stufflebeam's CIPP model evaluating context, inputs, processes, and products. The models provide different conceptual frameworks for designing curriculum evaluations.
Educational planning involves preparing for post-secondary education by making arrangements to facilitate training and education. It aims to achieve predetermined objectives through optimal use of resources and involves making decisions for future action. Educational plans can be long-term (10-25 years), medium-term (4-5 years), or short-term. Planning can also be physical, economic, allocative, or have single or multiple objectives. Educational planning coordinates different parts of an educational system and ensures goals like universal primary education are approached objectively by realistically assessing available resources.
This document discusses integrative learning at the University of Oregon and how research and assessment can contribute. It defines integrative learning as students making connections across their academic and extracurricular experiences. To foster integrative learning, there needs to be more collaboration between faculty and staff to align curricular and cocurricular learning opportunities. This creates a more comprehensive approach and acknowledges multiple contexts of learning. Research and assessment can help concentrate resources on high-impact practices, provide comprehensive data on student learning, and facilitate communication of the university's impact.
The document discusses factors that influence curriculum implementation, including teachers, learners, resources, interest groups, school environment, culture and ideology, instructional supervision, and assessment. It emphasizes that teachers play a pivotal role in translating curriculum intentions into reality in the classroom by selecting content and interacting with learners. Learners also influence implementation, as the adopted curriculum can differ from what is officially planned. Adequate resources, facilities, and support are also needed to properly implement the curriculum. Broader social and cultural factors within schools and communities additionally shape how curricula are carried out.
The document discusses instructional supervision, which aims to improve teacher competence through guidance and development activities. It describes the goals of instructional supervision as providing objective feedback, diagnosing and solving teaching problems, helping teachers develop strategies and skills, and maintaining a positive attitude. Approaches to instructional supervision include directive, collaborative, and self-directed supervision. Challenges include selecting supervisors and excessive workloads.
Chapter 2: Philosophical Foundation of CurriculumShauna Martin
This presentation highlights information from Chapter 2: Philosophical Foundation of Curriculum from Curriculum: Foundations, Principles, and Issues by Allan C. Ornstein and Francis P. Hunkins. Highlighted here are the different educational philosophies and their unique impacts on education.
The document outlines several key characteristics of a good curriculum: it is continuously evolving, based on community needs, developed through a long-term collaborative effort, logically sequences subject matter, complements other community programs, and has educational quality and administrative flexibility. A good curriculum is also systematically planned and evaluated, reflects school aims, maintains curricular balance, promotes continuous learning experiences, and utilizes effective teaching methods to maximize student development. Curriculum evaluation determines if objectives and content are being addressed as planned in the classroom, and gathers student feedback. Formative evaluation informs ongoing instruction, while summative evaluation assesses learning outcomes at the end.
The document discusses instructional planning and development. It outlines the process of instructional planning which includes selecting standards and topics, designing instructional activities and assessments, giving assessments and using data to provide feedback and reteach. It also discusses outcomes-based education and understanding by design, which uses backward design starting with desired results and assessments. The three stages of understanding by design - stage 1 is desired results, stage 2 is assessment evidence, and stage 3 is the learning plan. Important elements of instructional planning include standards, curriculum goals, assessment, and utilizing assessment results. Several examples of lesson plan elements and formats are also provided.
The document discusses two patterns of curriculum - child-centered curriculum and subject-centered curriculum. Child-centered curriculum focuses on the child's interests and allows them to direct their own learning. Subject-centered curriculum focuses on specific academic subjects and follows textbooks on those subjects. Both approaches have advantages - child-centered encourages exploration of interests while subject-centered improves memory and understanding of core principles through structured lessons.
This document outlines the organization and administration of guidance services. It defines guidance services and their essential components, which include individual inventory, information, counseling, consultation, referral, placement, follow-up, and research/evaluation services. It discusses the necessary elements for organizing a comprehensive guidance program, including establishing an underlying philosophy, objectives, services, staff roles, and community resources. Basic principles for developing and managing an effective guidance program are presented through a sample model that can be used as a guide.
One of the essential topics for the course Institutional Planning and Development leading the degree Master of Arts in Education- Educational Management
Presented at Bulacan Agricultural State College (2nd Semester of s.y. 2018-2019)
Monitoring and Supervising Curriculum & Curriculum Revision and EvaluationShaharyarShoukatShou
This document provides an overview of curriculum monitoring and supervision. It discusses:
- Definitions of curriculum and its key elements/components like goals, content, learning experiences, and evaluation approaches.
- The importance of curriculum monitoring in determining if a curriculum is still relevant/effective and making improvements.
- The role of curriculum supervision in planning, directing, supporting the development, implementation and evaluation of curriculum.
- The process of curriculum revision to update and improve curriculum according to changes in needs, knowledge, and practices. It outlines the steps involved in revising curriculum according to the Higher Education Commission of Pakistan.
The document provides an implementation plan for redesigning Module 4 of TVA's Challenges of First-Line Leadership course. It includes summaries of the content treatment and learning objectives for sections on great leadership, Maslow's hierarchy of needs, behavioral styles, situational leadership, and appreciative feedback. It outlines teaching strategies like lectures, group activities, and role plays. Learning will be assessed through discussions, workbooks, and personal action planning. The redesign aims to simplify concepts, incorporate DiSC assessments, provide real-world examples, and strengthen application of feedback skills.
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive function. Exercise causes chemical changes in the brain that may help protect against mental illness and improve symptoms for those who already suffer from conditions like anxiety and depression.
Curriculum Approaches (Systems-managerial and Intellectual-academic Approach)Angie Magdasoc
This document discusses two approaches to curriculum - systems-managerial and intellectual-academic. The systems-managerial approach views curriculum as a system with inputs, processes, and outputs, and emphasizes the managerial role of administrators. It lists the key functions of school leaders to ensure successful curriculum implementation. The intellectual-academic approach emphasizes using theories and principles in curriculum planning, influenced by philosophers like Dewey. It analyzes the historical, cultural, and philosophical underpinnings of curriculum.
Institutional planning refers to plans created by educational institutions to improve operations, curriculum, and maximize resource utilization. The process involves analyzing the current situation, surveying community resources, creating improvement programs, implementing plans, and evaluating outcomes. The main goals are to enhance the institution, provide appropriate direction for educational goals, and encourage efficiency and teacher initiative. Key steps include assessing needs, organizing field trips, developing short and long-term improvement programs, creating timelines, and periodically evaluating progress towards goals. Institutional planning aims to be collaborative, democratic, and address the real needs of students, teachers, and the community.
Introduction to the Curriculum: Definition of the curriculum, Creating and Designing a Curriculum and Evaluation of a Curriculum
Presented to the Jose Rizal Graduate School for Curriculum Evaluation
The document discusses the important role teachers play in curriculum implementation. It states that teachers are central to curriculum improvement efforts as they are responsible for introducing the curriculum in the classroom. It also emphasizes that teachers should be actively involved in curriculum development and planning to ensure the curriculum meets student needs and can be successfully implemented. The document concludes that high-quality professional development is needed to help teachers effectively implement new curriculum.
Curriculum planning is an important continuous process that involves collaboration between individuals and groups to develop, improve, and maintain the curriculum. It is organized and helps set priorities for resources while anticipating future needs. A good planning process should stimulate improvement, provide guidance for implementation, increase awareness of goals and activities, and allow evaluation of successes and failures to inform future plans. The importance of curriculum planning is that it develops coordinated, quality teaching and learning programs and ensures shared vision, continuity, coverage of student needs, and improved learning outcomes.
The document discusses different approaches and principles for curriculum content selection, including significance, validity, utility, learnability, feasibility, and interest. It also examines curriculum as a process and compares models for curriculum development, focusing on the deductive Tyler and Saylor models and inductive Taba model which starts with teacher-created units. Guiding principles for curriculum emphasize balance, articulation, sequence, integration, and continuity in content and stimulating learning across cognitive, affective, and psychomotor domains.
Curriculum constrction sem i evaluation modelsRaj Kumar
The document discusses various approaches to curriculum evaluation including goal-based, goal-free, responsive, decision-making, and accreditation approaches. It then examines several models of curriculum evaluation, including Tyler's objectives-based model, Stake's responsive model focusing on antecedents, transactions, and outcomes, and Stufflebeam's CIPP model evaluating context, inputs, processes, and products. The models provide different conceptual frameworks for designing curriculum evaluations.
Educational planning involves preparing for post-secondary education by making arrangements to facilitate training and education. It aims to achieve predetermined objectives through optimal use of resources and involves making decisions for future action. Educational plans can be long-term (10-25 years), medium-term (4-5 years), or short-term. Planning can also be physical, economic, allocative, or have single or multiple objectives. Educational planning coordinates different parts of an educational system and ensures goals like universal primary education are approached objectively by realistically assessing available resources.
This document discusses integrative learning at the University of Oregon and how research and assessment can contribute. It defines integrative learning as students making connections across their academic and extracurricular experiences. To foster integrative learning, there needs to be more collaboration between faculty and staff to align curricular and cocurricular learning opportunities. This creates a more comprehensive approach and acknowledges multiple contexts of learning. Research and assessment can help concentrate resources on high-impact practices, provide comprehensive data on student learning, and facilitate communication of the university's impact.
The document discusses factors that influence curriculum implementation, including teachers, learners, resources, interest groups, school environment, culture and ideology, instructional supervision, and assessment. It emphasizes that teachers play a pivotal role in translating curriculum intentions into reality in the classroom by selecting content and interacting with learners. Learners also influence implementation, as the adopted curriculum can differ from what is officially planned. Adequate resources, facilities, and support are also needed to properly implement the curriculum. Broader social and cultural factors within schools and communities additionally shape how curricula are carried out.
The document discusses instructional supervision, which aims to improve teacher competence through guidance and development activities. It describes the goals of instructional supervision as providing objective feedback, diagnosing and solving teaching problems, helping teachers develop strategies and skills, and maintaining a positive attitude. Approaches to instructional supervision include directive, collaborative, and self-directed supervision. Challenges include selecting supervisors and excessive workloads.
Chapter 2: Philosophical Foundation of CurriculumShauna Martin
This presentation highlights information from Chapter 2: Philosophical Foundation of Curriculum from Curriculum: Foundations, Principles, and Issues by Allan C. Ornstein and Francis P. Hunkins. Highlighted here are the different educational philosophies and their unique impacts on education.
The document outlines several key characteristics of a good curriculum: it is continuously evolving, based on community needs, developed through a long-term collaborative effort, logically sequences subject matter, complements other community programs, and has educational quality and administrative flexibility. A good curriculum is also systematically planned and evaluated, reflects school aims, maintains curricular balance, promotes continuous learning experiences, and utilizes effective teaching methods to maximize student development. Curriculum evaluation determines if objectives and content are being addressed as planned in the classroom, and gathers student feedback. Formative evaluation informs ongoing instruction, while summative evaluation assesses learning outcomes at the end.
The document discusses instructional planning and development. It outlines the process of instructional planning which includes selecting standards and topics, designing instructional activities and assessments, giving assessments and using data to provide feedback and reteach. It also discusses outcomes-based education and understanding by design, which uses backward design starting with desired results and assessments. The three stages of understanding by design - stage 1 is desired results, stage 2 is assessment evidence, and stage 3 is the learning plan. Important elements of instructional planning include standards, curriculum goals, assessment, and utilizing assessment results. Several examples of lesson plan elements and formats are also provided.
The document discusses two patterns of curriculum - child-centered curriculum and subject-centered curriculum. Child-centered curriculum focuses on the child's interests and allows them to direct their own learning. Subject-centered curriculum focuses on specific academic subjects and follows textbooks on those subjects. Both approaches have advantages - child-centered encourages exploration of interests while subject-centered improves memory and understanding of core principles through structured lessons.
This document outlines the organization and administration of guidance services. It defines guidance services and their essential components, which include individual inventory, information, counseling, consultation, referral, placement, follow-up, and research/evaluation services. It discusses the necessary elements for organizing a comprehensive guidance program, including establishing an underlying philosophy, objectives, services, staff roles, and community resources. Basic principles for developing and managing an effective guidance program are presented through a sample model that can be used as a guide.
One of the essential topics for the course Institutional Planning and Development leading the degree Master of Arts in Education- Educational Management
Presented at Bulacan Agricultural State College (2nd Semester of s.y. 2018-2019)
Monitoring and Supervising Curriculum & Curriculum Revision and EvaluationShaharyarShoukatShou
This document provides an overview of curriculum monitoring and supervision. It discusses:
- Definitions of curriculum and its key elements/components like goals, content, learning experiences, and evaluation approaches.
- The importance of curriculum monitoring in determining if a curriculum is still relevant/effective and making improvements.
- The role of curriculum supervision in planning, directing, supporting the development, implementation and evaluation of curriculum.
- The process of curriculum revision to update and improve curriculum according to changes in needs, knowledge, and practices. It outlines the steps involved in revising curriculum according to the Higher Education Commission of Pakistan.
The document provides an implementation plan for redesigning Module 4 of TVA's Challenges of First-Line Leadership course. It includes summaries of the content treatment and learning objectives for sections on great leadership, Maslow's hierarchy of needs, behavioral styles, situational leadership, and appreciative feedback. It outlines teaching strategies like lectures, group activities, and role plays. Learning will be assessed through discussions, workbooks, and personal action planning. The redesign aims to simplify concepts, incorporate DiSC assessments, provide real-world examples, and strengthen application of feedback skills.
CH 8 Instructional Leadership and Change.pdfVATHVARY
Define instructional leadership.
List and summarize the main characteristics of instructional change.
List a series of processes and procedures that instructional leaders can use to implement and sustain change initiatives.
1. Educational management involves planning, organizing, directing, controlling, and evaluating educational institutions to achieve goals.
2. It requires applying management theories, concepts, and strategies to bring about effective and efficient functioning of schools.
3. Knowledge of educational management is needed to professionally run educational institutions and train teachers in management skills not covered in typical teaching degrees.
1. Educational management involves planning, organizing, directing, controlling, and evaluating educational institutions to achieve goals.
2. It requires applying management theories, concepts, and strategies to bring about effective and efficient functioning of schools.
3. Knowledge of educational management is needed to professionally run educational institutions and train teachers in management skills not covered in typical teaching degrees.
Indistar® is a web-based tool that guides a district or school team in charting its improvement and managing the continuous improvement process. You might call it a change management tool. Indistar® is a platform adapted by each State to fit its needs. Indistar® is called different things in different states. For example, Illinois calls it Rising Star, Alaska calls it STEPP, Idaho and Oklahoma call it the WISE tool, and the Bureau of Indian Education calls it Native Star. The system is also tailored for the purposes of each state, its districts, and its schools.
Distance Learning, Online Teaching [19+ Years]
• Possess substantial strengths in distance learning, adult education, teaching with technology, student and faculty relations, higher education, and curriculum development.
• Significant experience as an adjunct online faculty member, Core Faculty, Dissertation Chair, Committee Member, Curriculum Developer/Author, and Faculty Development Manager.
• Create a safe, respectful, and welcoming learning environment.
• Specialize in working with new students, first generation students, and academically under-prepared students.
• Developed an exceptional record of academic excellence, end-of-course evaluations, collaboration, communication, mentoring, coaching, and professionalism.
• Computer proficient with online classroom platforms that include WebCT, eCollege, Canvas, Sakai, Moodle, Educator, Desire2Learn, Blackboard, Brightspace and others.
Dissertation Chair and Mentor [Remote, 11+ years]
• Provide high quality instruction, direction and mentorship for assigned students throughout all phases of the dissertation process.
• Provide timely and supportive mentoring throughout the student’s process of developing, researching, writing, and revising the dissertation.
• Participate in the Defense process of a student’s Prospectus and final Dissertation.
• Facilitate the successful completion of all IRB protocols.
Faculty Development [Remote, 10+ years]
• Served as a Trainer and Mentor for New Faculty Members.
• Performed faculty peer reviews and assessed classes based upon best practices and adult learning theories.
• Inspired faculty to improve their facilitation practice by leading online faculty workshops.
Curriculum Development [Remote, 12+ years]
• Authored hundreds of courses as a SME for multiple schools, including undergraduate and graduate courses.
• Strong knowledge and application of adult cognitive learning theories and instructional design methodologies.
• Develop content and assessments that met learning objectives, including discussions and assignments.
Background Includes: Various Online Schools (08/05 – Present)
Online Instructor, Doctoral Committee Member, Dissertation Chair, Faculty Development, Curriculum Development.
The document discusses training and development models at an organization. It provides details of 6 members of the Training & Development Models Group. It then discusses the purpose of training needs assessment as identifying performance requirements and the knowledge, skills, and abilities needed by an agency's workforce. It states that an effective assessment helps direct resources to areas of greatest demand and should address fulfilling organizational mission, improving productivity and providing quality products/services. It defines a needs assessment as identifying the "gap" between required and current performance and exploring causes/reasons for and methods to close any gaps.
The document discusses curriculum improvement and the curriculum development process. It covers several key points:
1. It defines curriculum improvement and describes it as the continuous modification and betterment of curriculum throughout the school year based on current students. This can be viewed as curriculum development or curriculum change.
2. It outlines the four phases of curriculum development: planning, content and methods, implementation, and evaluation and reporting. It provides details on the steps and processes involved in each phase.
3. It discusses different approaches to curriculum improvement, including technical/scientific, behavioral/rational, systems-managerial, intellectual/academic, and various non-technical approaches like humanistic/aesthetic and reconstructionism. It notes
The TDA Model outlines a 5 step process for establishing continuing professional development (CPD) needs: 1) identify needs through external factors, school self-evaluation, and performance/development reviews; 2) create an annual CPD plan to address needs; 3) arrange appropriate CPD activities; 4) evaluate the impact of CPD on staff and pupils; 5) draft an annual report evaluating the success of the CPD strategy and implications for the next year's plan, repeating the cycle.
The document provides an introduction and overview of lesson planning. It defines lesson planning as a statement of the achievements and means to attain them under a teacher's guidance. Lesson planning helps teachers know what specific activities to conduct in class and serves as a blueprint for the teaching and learning process. Effective lesson planning requires skills like planning, recording, challenging, demonstrating, securing, managing, adapting, explaining, discussing, interrogating, reviewing, evaluating, modifying, establishing, and questioning. It prioritizes and orchestrates these elements to provide for diverse and complex learning. Lesson planning stimulates creativity and prevents wasted time. It gives structure and security to teachers.
Organizational Structure-Planning and Implementation.pdfVarren Pechon
ORGANIZATIONAL STRUCTURE: Planning & Implementation-A social unit of people, systematically structured and managed to meet a need or to pursue collective goals on a continuing basis.
How school leadership teams guide their schools’ continuous improvement
And how Coaches and Capacity Builders support their work
School improvement is typically driven by a school-based leadership team. Scrutiny of student learning data informs their decisions and plans. An annual school improvement plan is their primary roadmap. The plan is created and followed for a year, then the cycle starts again. These plans begin by addressing specific subgroups of students and subject areas where the annual assessment shows weakness. The goal is to improve the scores that are low.
Guidance paper leadership of strategic improvement planning and self evaluati...Lucie Fenton
Is your strategic improvement planning process as effective as it could be? ASCL Curriculum and Assessment Specialist Suzanne O’Farrell has written a new guidance paper to help senior leaders, governors and trustees to improve their processes for strategic planning and self-evaluation.
The paper sets out four elements of the strategic planning process and outlines five actions that strategic leaders carry out. Suzanne says, “Defining clear priorities and understanding institutional strengths and weaknesses have never been more critical.”
The document outlines the strategic planning process for an academic institution. It involves 10 steps: 1) developing a mission statement, 2) institutional goals, 3) learning outcomes, 4) commencement requirements, 5) planned courses, 6) needs analysis, 7) priorities, 8) action plans, 9) assessment plan, and 10) professional development plan. The process involves defining the institution's direction through its mission and determining how to allocate resources to achieve learning goals and outcomes.
The document discusses the vocationalization of education in developing countries from a political and economic perspective rather than just an educational one. It argues that vocationalization has been approached differently in developing countries compared to developed countries due to factors like their social and economic structures, role as price-takers on the world market, and development strategies used. Specifically, the problems arising from efforts to vocationalize school curriculums in developing countries are often more complex due to these contextual differences. While vocational education aims to improve workforce skills, political leaders in developing countries have not always implemented it in a way that considers their unique economic realities and resource constraints.
1. Indistar is a web-based continuous improvement system adopted by state education agencies to provide clear expectations, resources, and a structured process to guide school and district leadership teams in candidly assessing practices and improving professional practice.
2. It provides indicators of effective practice organized into categories and allows teams to prioritize areas for improvement, access research briefs on indicators, and track progress over time.
3. State agencies can customize Indistar to their needs, provide coaching and feedback to schools and districts, and districts can in turn support schools as they work to implement more effective practices.
This presentation is helpful for students of Graduate and Master Educational programs, Prepared for Course of Elementary School Management AIOU Islamabad Pakistan,.
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This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
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2. What is curriculum planning? Curriculum planning is the specification and sequencing of major decisions to be made in the future with regard to the curriculum. Successful curriculum leaders know that a goal-based model of curriculum planning provides organizing strategies to determine the locus of control in decision making and what organizational structures are needed.
3. Brain Pop What is curriculum planning? Curriculum planning is the specification and sequencing of major decisions to be made in the future with regard to the curriculum.
4. Goal-Based Curriculum Planning ModelObjective Outline Objective I. OrganizeforPlanning Determine the locus of planning decision: Differentiate between the district and school planning responsibilities. Determine the organizational structures needed to facilitate planning, and set up those structures. Identify leadership functions, and allocate those functions appropriately. Objective II. Establish the Planning Framework Align the district’s educational goals with appropriate curricular fields as well as recommended standards by the learned societies and mandated state standards. Develop a curriculum database. Develop a planning calendar based on leaders’ assessments of organizational priorities. Objective III. Carry Out Specific Activities Conduct needs assessment – “What is and what should be” Productivity areas by using standardized test, curriculum referenced test and other measures and data sources; use assessment results to determine the need for curriculum development or improvement. Organize task forces to carry out development or improvement projects, and monitor the work of the task forces. Evaluate development or improvement projects. Make necessary organizational changes and revisions for effective implementation. Secure resources needed for new or revised curricula. Provide staff development needed for effective implementation. People will support what they help create.
5. The Goal Based Curriculum Model begins with three organizing strategies: I. Organize forPlanning Strategy Determine the locus of planning decision: First, the leader distinguish between district-and-school based responsibilities to clarify the locus of decision making. Second, they decide what organizational structures are needed, appointing the needed advisory groups and task force. Finally, they allocate specified leadership functions to district and school staff.
6. Determine the Organizational Structures Needed: Organizefor Planning District Curriculum Advisory Council A standing committee appointed by the superintendent of schools. The committee consist of: The school superintendent or assistant superintendent. The school district curriculum directors or supervisors Secondary-school principals Teachers Parents & other community representatives Secondary-school students Three organizational structures needed to facilitate planning, and set up those structures. District curriculum advisory council School curriculum advisory council Curriculum task force
7. Brain Pop District Curriculum Advisory Council The committee will consist of: The school superintendent or assistant superintendent. The school district curriculum directors or supervisors Secondary-school principals Teachers Parents & other community representatives Secondary-school students
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9. One of the teachers and one of the parents on the school advisory council should represent the school on the district council to ensure good communication between the two advisory groups.Determine the three organizational structures needed to facilitate planning, and set up those structures. District curriculum advisory council School curriculum advisory council Curriculum task force
10. Determine the Organizational Structures Needed: Organizefor Planning Curriculum Task Force The superintendent would appoint a number of task forces to deal with any major issues that might need attention. Members would be appointed on the basis of technical skills required for the job. Most task force would include a curriculum specialist, principal, and several knowledgeable teachers. Each task force would be given a specific problem to solve, a deadline for developing and implementing the solution, and the resources required to do the job. Ordinarily, a task force would continue in existence only until the problem has been solved. Determine the three organizational structures needed to facilitate planning, and set up those structures. District curriculum advisory council School curriculum advisory council Curriculum task force
11. Identify & Allocate Leadership Functions Organizefor Planning Identify Leadership Functions Identify leadership functions, and allocate those functions appropriately. Giving the task force a special title is an important part of the process. Developing an effective task force can be a crucial part of the process of curriculum planning. A more useful answer is to analyze the leadership functions required at both the district and school levels. Identify & allocate leadership functions at school levels, allocate these functions to those best able to perform them. Then decide what additional staff if any are needed-in some cases, creating new kinds of positions.
12. Identify & Allocate Leadership Functions Organizefor Planning Allocate Leadership Functions The intention is to describe leadership functions as clearly as possible, because too many curriculum workers have only a vague understanding of their responsibilities. First the advisory board should review the form to ensure that it includes all the functions they consider important and use language that communicates clearly to the educators and the district. Next, the superintendent or the assistant superintendent with input from the central office staff, and principals, should take over the complex sensitive task of reallocating and reassigning those functions for maximum effectiveness. Identify leadership functions, and allocate those functions appropriately.
13. Brain Pop When allocating leadership functions why is it important to describe the leadership functions as clearly as possible? Essentially there are too many curriculum workers have only a vague understanding of their responsibilities.
14. Identify & Allocate Leadership Functions Then the leaders should first analyze which individuals in the district are presently responsible for those functions, entering the role of the Now Column. In many instances, they will indicate that not one is presently performing those functions. After assessing how effectively those functions are being performed and how equitably they are distributed, the advisory council should determine where changes should be made in present assignments entering those decisions in the Assign column. The assign column yield a clear picture of which functions can best be discharged by reassigning them to present role incumbents. The allocation of a newly conceived role is reflected by placing the new role title in the New column. 5.3 Functions of Curriculum Leadership
16. Goal-Based Curriculum Planning ModelObjective Outline Objective I. OrganizeforPlanning Determine the locus of planning decision: Differentiate between the district and school planning responsibilities. Determine the organizational structures needed to facilitate planning, and set up those structures. Identify leadership functions, and allocate those functions appropriately. Objective II. Establish the Planning Framework Align the district’s educational goals with appropriate curricular fields as well as recommended standards by the learned societies and mandated state standards. Develop a curriculum database. Develop a planning calendar based on leaders’ assessments of organizational priorities. Objective III. Carry Out Specific Activities Conduct needs assessment – “What is and what should be” Productivity areas by using standardized test, curriculum referenced test and other measures and data sources; use assessment results to determine the need for curriculum development or improvement. Organize task forces to carry out development or improvement projects, and monitor the work of the task forces. Evaluate development or improvement projects. Make necessary organizational changes and revisions for effective implementation. Secure resources needed for new or revised curricula. Provide staff development needed for effective implementation.
17. Goal-Based Curriculum Planning ModelObjective Outline Objective II. Establish the Planning Framework Align the district’s educational goals with appropriate curricular fields as well as recommended standards by the learned societies and mandated state standards. Brain Pop What do we call our district standards? Comprehensive curriculum and/or Grade Level Expectations
18. Goal-Based Curriculum Planning ModelObjective Outline Objective II. Establish the Planning Framework Develop a curriculum database.
19. Community Resources 1. People with knowledge, expertise, and influence 2. Organizations and places useful as resources. Students Date of birth, sex, and ethnic identity Eligibility for federal or state assistance programs. Parents’ occupations and martial status. Verbal & mathematical abilities and IQ score. Talents', skills, and special interest. School achievement: Standardized test scores and curriculum-referenced test scores English proficiency: native language /other Limitations: physical, emotional, and learning disabilities Learning styles and cognitive levels Career and educational plans Career and educational plans Extracurricular activities Community activities Faculty Subject and grades certified to teach Present assignments Special interest and competencies Recent professional development: courses, workshops, etc School Courses offered and enrollments Extracurricular activities and student participation Other Resources State curriculum guides Curriculum guides from other districts Other sources of learning objectives Professional materials and resources for teachers. Establishing the Framework Developing a Curriculum Database
20. Goal-Based Curriculum Planning ModelObjective Outline Objective II. Establish the Planning Framework Develop a planning calendar based on leaders’ assessments of organizational priorities.
21. Develop a Planning Calendar The planning calendar should include the six steps listed as “specific planning activities” Also, note the distinction is made between major and other fields, simply to assist in the planning process, not to depreciate the importance of such areas as art, etc. The superintendent and the district leadership team should begin by tentatively mapping out a 5-year plan that would indicate year by year the major projects undertaken. The final form of the calendar can then be used by leaders to develop budget request, appoint task force, and monitor their progress.
22. Goal-Based Curriculum Planning ModelObjective Outline Objective III. Carry Out Specific Activities Conduct needs assessment – “What is and what should be” Productivity areas by using standardized test, curriculum referenced test and other measures and data sources; use assessment results to determine the need for curriculum development or improvement. Organize task forces to carry out development or improvement projects, and monitor the work of the task forces. Evaluate development or improvement projects. Make necessary organizational changes and revisions for effective implementation. Secure resources needed for new or revised curricula. Provide staff development needed for effective implementation. Objective I. OrganizeforPlanning Determine the locus of planning decision: Differentiate between the district and school planning responsibilities. Determine the organizational structures needed to facilitate planning, and set up those structures. Identify leadership functions, and allocate those functions appropriately. Objective II. Establish the Planning Framework Align the district’s educational goals with appropriate curricular fields as well as recommended standards by the learned societies and mandated state standards. Develop a curriculum database. Develop a planning calendar based on leaders’ assessments of organizational priorities.
23. Goal-Based Curriculum Planning ModelObjective Outline Objective III. Carry Out Specific Activities Conduct needs assessment – “What is and what should be” What do you think the phrase “What is and what it should be” means? Productivity areas by using standardized test, curriculum referenced test and other measures and data sources; use assessment results to determine the need for curriculum development or improvement. Brain Pop
24. Establish a Data Driven School What does the district want to know? 1. Current district goals 2. Patterns in data 3. Upcoming district decisions 4. Questions raised by teachers, administrators, or the community How will the district find out: What to do?: 1. Form data teams 2. Conduct inventory of data currently compiled in the district and determine format (electronic or paper). 3. Assess technology capacity of the district to manage and analyze data. 4. Determine the extent to which personnel in the district have time, skill, and willingness to engage in data-driven projects. 5. Identify indicators of input, process, and outcome variables related to goals. 6. Train staff to collect and use data. Analyze and disaggregate data. What does the district do next? How to proceed: Establish benchmarks and measure progress toward goals over time. Develop action or school improvement plans. Communicate findings.
25. Goal-Based Curriculum Planning ModelObjective Outline Objective III. Carry Out Specific Activities Organize task forces to carry out development or improvement projects, and monitor the work of the task forces. Evaluate development or improvement projects. Make necessary organizational changes and revisions for effective implementation. Secure resources needed for new or revised curricula. Provide staff development needed for effective implementation.
26. Organize, Evaluate, Change, Provide Resources. It is important to make sure that the curriculum process is based on the curricular goals and available resources. Not only are the materials are important but also the capacity to provide training and staff development. One of the most effective means of ensuring successful implementation of new curricula is to integrate effective staff-development programs with any major curricular change. Curriculum Tip Many curriculum projects of excellent quality have not been implemented successfully because they were not supported with the right kind of staff development.
Editor's Notes
Locus of Control- Is how decisions are made from top-down or bottom – up what structures (committee) are needed to make the plan work.
There are several planning models available to educators, although there is one that appears to be the most effective and popular in curriculum planning.
Curriculum planning obviously occurs at three levels :Federal level - when policy decisions and their implementations are planned.State level-when state offices of education plan for major change in graduation requirements.District levels- when they plan to revise a field of study; school level, when the school revises its program of studies or adds new courses; and at the classroom level when the teacher plans a new unit of study.Question: There seems to be the obvious question>Where is the balance between the state and district level curricular decision making. Because according to Douglas Reeves (2007-2008) founder of the Leadership and Learning Center he said, “every program, initiative, and strategy in the school is subjected to the relentless question, Is everything working?”Fenwick English advocated in 1980 there should, realistically, only be two levels of curriculum management: the state and the district For example, what was to be taught and what materials were to be used, indicating when it was to be taught.Critics have written:Question: What is the rational for standardization (in terms of achievement, equity, and efficiency)? Standardization- there will be an higher achievement.Equity- Everyone gets the same curriculum regardless of school and teacher assignment. Efficiency- More economical, the district can offer the same staff development, curriculum referenced test, and order large quanties of the same quality. In my opinion most people want Quality not Quantity !!!On the Other Hand:Kuklis and Kline wrote that teachers need to have a more active role in curriculum development-and it is more likely that school based process will provide for such active participation. Reservation about school autonomy- 1. different curricula will be difficult to manage and coordinateInefficientQuality might be affected because will school based curriculum team would probably not have as many resources as district teams.Finally:There has been no conclusive research that exist on this issue.
This task force committee is representative of how a school district special committee might be organized. For example, some school districts call their Task Force Council “The Vision Alive Committee”.The response to the crisis would not be to return to the same previous patterns that have been used.
he information stored in the curriculum database will greatly facilitate the work of several task forces.
There are several planning models available to educators, although there is one that appears to be the most effective and popular in curriculum planning.
What do you think it means with the phrase “What is and what should be”?