1. The document outlines a goal-based model for curriculum planning with three main objectives: organizing for planning, establishing a planning framework, and carrying out specific planning activities.
2. The organizing for planning section describes setting up structures like district and school curriculum advisory councils and curriculum task forces. It also involves identifying and allocating leadership functions.
3. The planning framework section involves aligning educational goals with standards, developing a curriculum database, and creating a multi-year planning calendar.
4. Carrying out activities includes conducting needs assessments, organizing task forces, evaluating projects, making organizational changes, and providing staff development for new curricula.
The document outlines a school improvement plan (SIP) for BSHS-SA from 2021-2025. It identifies three themes: access, quality, and governance. The governance section details nine priority improvement areas related to facilities, resources, and partnerships. Each area lists general objectives, root causes, and plans to request additional funding and facilities to improve ratios of teachers to students, classrooms to students, toilets to students, and seats to students. It also aims to increase research production, establish disaster risk reduction capabilities, and improve parent and community involvement through meetings and agency partnerships. The overall goal is to enhance the school's resources, infrastructure, and learning environment.
Stakeholders play important roles in curriculum implementation. The primary stakeholders are learners, as the curriculum is developed for and influences them. Teachers are also key stakeholders as they develop and implement the curriculum. Curriculum managers and administrators supervise the implementation process. Parents support the curriculum both within the school and at home, such as through parent associations and by serving as resource speakers. Government bodies like DepEd and CHED oversee curriculum implementation at different education levels.
The document discusses instructional supervision and its importance in improving teaching practices and student learning outcomes. It provides definitions of instructional supervision from different authors that emphasize its role in evaluating and improving instruction. The supervision process involves analyzing classroom interactions and teacher/student behaviors through tools like Flanders interaction analysis, which codes and categorizes verbal exchanges to identify supervision needs and areas for instructional development. The overall goal of instructional supervision is to enhance the instructional program and teaching practices through ongoing evaluation and feedback between supervisors and teachers.
The document discusses the roles and responsibilities of school heads as instructional leaders. It begins by defining leadership and then outlines 7 points related to school heads' expectations, core functions, developing leadership skills, roles in achieving instructional goals, personal leadership styles, and domains of responsibility. It further discusses instructional leadership, grouping teacher expectations, and indicators of active instructional leadership. School heads are responsible for strategic leadership, instructional leadership, managerial resources, human resources, cultural leadership, micropolitical leadership, and external development leadership. Their main responsibilities include school management, school communications, school community relations, and instructional supervision.
Concepts of administration and supervisionShah Francis
This document discusses concepts of educational administration and supervision. It defines administration as achieving goals through collective human effort and an enabling environment. Educational administration involves managing resources, guiding institutions, and evaluating educational efforts. Supervision is described as stimulating, guiding, improving, and encouraging teachers to achieve excellence. The document outlines the scope of school administration and supervision according to various authors, including activities like staff selection, organization, facilities management, instruction, and public relations. It compares traditional and modern approaches to administration and supervision, noting modern approaches recognize child development, are objective and cooperative, emphasize principles over techniques, and consider holistic teaching-learning factors.
Factors affecting curriculum implementation art bermoy
This document discusses the various stakeholders involved in curriculum implementation, including learners, teachers, parents, school administrators/managers, community members, and other stakeholders like the government. It describes the key roles each stakeholder plays - learners are the primary beneficiaries, teachers develop and deliver the curriculum, parents and community provide support, while administrators oversee the process and ensure resources are available. The success of curriculum implementation requires participation and collaboration between all these stakeholders.
This document discusses the administration and supervision of public schools in the Philippines. It describes how schools are organized and overseen at different levels. At the city level, public schools are administered and supervised by the city superintendent of schools. Vocational and normal schools are overseen directly by directors of relevant bureaus rather than division superintendents. There is a trend toward giving school principals more responsibility over administration and supervision of their own schools. The roles of supervisors are shifting to focus more on consulting with and assisting teachers to improve instruction. Effective administration is considered a service that brings together competent teachers, materials, and teaching conditions.
The document outlines a school improvement plan (SIP) for BSHS-SA from 2021-2025. It identifies three themes: access, quality, and governance. The governance section details nine priority improvement areas related to facilities, resources, and partnerships. Each area lists general objectives, root causes, and plans to request additional funding and facilities to improve ratios of teachers to students, classrooms to students, toilets to students, and seats to students. It also aims to increase research production, establish disaster risk reduction capabilities, and improve parent and community involvement through meetings and agency partnerships. The overall goal is to enhance the school's resources, infrastructure, and learning environment.
Stakeholders play important roles in curriculum implementation. The primary stakeholders are learners, as the curriculum is developed for and influences them. Teachers are also key stakeholders as they develop and implement the curriculum. Curriculum managers and administrators supervise the implementation process. Parents support the curriculum both within the school and at home, such as through parent associations and by serving as resource speakers. Government bodies like DepEd and CHED oversee curriculum implementation at different education levels.
The document discusses instructional supervision and its importance in improving teaching practices and student learning outcomes. It provides definitions of instructional supervision from different authors that emphasize its role in evaluating and improving instruction. The supervision process involves analyzing classroom interactions and teacher/student behaviors through tools like Flanders interaction analysis, which codes and categorizes verbal exchanges to identify supervision needs and areas for instructional development. The overall goal of instructional supervision is to enhance the instructional program and teaching practices through ongoing evaluation and feedback between supervisors and teachers.
The document discusses the roles and responsibilities of school heads as instructional leaders. It begins by defining leadership and then outlines 7 points related to school heads' expectations, core functions, developing leadership skills, roles in achieving instructional goals, personal leadership styles, and domains of responsibility. It further discusses instructional leadership, grouping teacher expectations, and indicators of active instructional leadership. School heads are responsible for strategic leadership, instructional leadership, managerial resources, human resources, cultural leadership, micropolitical leadership, and external development leadership. Their main responsibilities include school management, school communications, school community relations, and instructional supervision.
Concepts of administration and supervisionShah Francis
This document discusses concepts of educational administration and supervision. It defines administration as achieving goals through collective human effort and an enabling environment. Educational administration involves managing resources, guiding institutions, and evaluating educational efforts. Supervision is described as stimulating, guiding, improving, and encouraging teachers to achieve excellence. The document outlines the scope of school administration and supervision according to various authors, including activities like staff selection, organization, facilities management, instruction, and public relations. It compares traditional and modern approaches to administration and supervision, noting modern approaches recognize child development, are objective and cooperative, emphasize principles over techniques, and consider holistic teaching-learning factors.
Factors affecting curriculum implementation art bermoy
This document discusses the various stakeholders involved in curriculum implementation, including learners, teachers, parents, school administrators/managers, community members, and other stakeholders like the government. It describes the key roles each stakeholder plays - learners are the primary beneficiaries, teachers develop and deliver the curriculum, parents and community provide support, while administrators oversee the process and ensure resources are available. The success of curriculum implementation requires participation and collaboration between all these stakeholders.
This document discusses the administration and supervision of public schools in the Philippines. It describes how schools are organized and overseen at different levels. At the city level, public schools are administered and supervised by the city superintendent of schools. Vocational and normal schools are overseen directly by directors of relevant bureaus rather than division superintendents. There is a trend toward giving school principals more responsibility over administration and supervision of their own schools. The roles of supervisors are shifting to focus more on consulting with and assisting teachers to improve instruction. Effective administration is considered a service that brings together competent teachers, materials, and teaching conditions.
4 f's on thailand'S HIGHER EDUCATION SYSTEM Saloni Aul
The document provides an overview of Thailand's education system from primary to higher education. It discusses that education is funded and administered by the Thai government from pre-school through 12 years of compulsory education. Higher education is further divided into undergraduate and graduate levels, and is overseen by the Office of Higher Education Commission. It also outlines four factors ("4F's") that characterize Thailand's education system: 1) significant government funding for education; 2) reliance on both local and foreign teachers; 3) increasing numbers of domestic and international students; and 4) active government facilitation of education administration, training, and research.
Ed 54 crafting the curriculum teacher as a designerRose Mae Artiola
This document discusses curriculum planning and development. It defines curriculum crafting as the process where teachers make decisions about the depth and content to teach at specific grade levels. The curriculum scope can be divided into chunks like units, sub-units and chapters. These chunks are guided by curriculum objectives and can be arranged thematically, linearly, or logically. Thematic curriculum promotes quality learning through engaging topics. Linear curriculum follows a step-by-step process starting with objectives. Logical curriculum sequences content simply to complex. Effective curriculum development involves teachers, is an ongoing process, and follows a systematic, comprehensive approach.
A conducive classroom environment is important for effective teaching and learning. There are two main aspects to creating such an environment: classroom organization and the physical environment.
Classroom organization involves proper lesson planning, preparation of teaching materials, and effective time management. Lessons must be adequately planned and have a smooth flow to maintain student engagement and minimize disruptions. The physical environment should also be carefully arranged and include attractive displays to foster learning. Furniture layout, noise levels, and classroom size all impact student concentration and behavior. With good planning and arrangement of the classroom space, teachers can promote a positive environment for students.
The document discusses the phases of administering curriculum. It describes 7 major steps in curriculum development according to Hilda Taba, including diagnosing needs, formulating objectives, selecting content, organizing content, selecting learning experiences, organizing experiences, and determining evaluation. It also discusses the meaning of curriculum, characteristics of change in curriculum, curriculum components including objectives and evaluation, and the cycle of curriculum development involving conceptualizing, contextualizing, operationalizing, and institutionalizing.
This document discusses curriculum assessment and the different types of assessments: intended curriculum, implemented curriculum, and achieved curriculum. The intended curriculum refers to the objectives set at the beginning, while the implemented curriculum involves the learning activities. The achieved curriculum assesses learning outcomes based on the first two. The goals of the Philippines' Basic Education Curriculum (BEC) are to raise quality and decongest the curriculum. It was implemented through innovative teaching approaches and integrating subjects. The BEC has achieved increased student motivation and performance, as well as teacher development and stakeholder involvement.
1. The document outlines the authority, responsibilities, and accountability of various positions within the Department of Education including the Secretary of Education, schools division superintendents, schools district supervisors, and school heads.
2. Key responsibilities include formulating educational policies, managing resources, monitoring outcomes, hiring and evaluating staff, and ensuring compliance with quality standards.
3. The roles aim to provide access to quality education, equitable distribution of resources, and development of a progressive society through education.
Factors influencing changes in curriculumzameer gul
This document discusses factors that influence changes in curriculum. It identifies several definitions of curriculum provided by education experts. It then discusses different types and sources of curriculum change, including political, economic, technological, diversity, learning theories, and environmental factors. It also outlines McNeil's five types of curriculum change: substitution, alteration, perturbations, restructuring, and value orientation changes. Influential individuals and employer/industry viewpoints are also identified as sources that can drive curriculum changes.
This document provides guidance on planning school construction projects. It outlines the key participants in the planning process, including district staff, principals, teachers, and community members. The planning process involves assessing needs, preliminary planning over 3-9 months, and final planning over 12-26 months. Other sections discuss selecting architects and consultants, assessing existing sites and facilities, projecting space needs, determining whether to renovate an existing school or build new, selecting a new school site, and contracting methods.
The document outlines policy guidelines for daily lesson preparation for teachers in the K to 12 Basic Education Curriculum. It discusses the importance of lesson planning for effective teaching and learning. Teachers are required to prepare either a Daily Lesson Log or a more detailed Daily Lesson Plan depending on their experience. An effective lesson involves planning, instruction, and assessment and should include objectives, content, learning activities, and reflection. Teachers participated in an activity to create sample lesson plans.
This document discusses the implementation of a School-Based Management Online Reporting System (SBMORS) at San Jose National High School from SY 2016-2018. It found that the SBMORS had a positive effect on improving teachers' perceptions of efficiency and in increasing the school's level of practice of SBM over the three school years. The SBMORS utilized technology to streamline reporting, introduced continuous improvement projects, and incentivized proper documentation, which helped increase the school's SBM score from 0.45 to 1.95 over the period.
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.
This document analyzes and compares the basic education systems of the Philippines, Brunei Darussalam, Malaysia, Singapore, Vietnam, Thailand, and Australia. It finds that the Philippines has the shortest duration of basic education at 10 years. It also has larger class sizes and lower performance on international assessments than these other countries. The document recommends extending basic education to 12 years, reducing class sizes, improving curriculum alignment and skills development, strengthening the teaching of learning strategies and ICT, and better aligning assessment to the curriculum for the Philippines to improve its education system.
Classroom Management: Are we seeking Obedience or Responsibility? Are we gett...ETAI 2010
Ramon Lewis
Without effective behaviour management, a positive and productive classroom environment is impossible to achieve. Finding the most effective techniques for producing behaviour change and preventing the development of classroom discipline problems is a moderately stressful part of the professional lives of many teachers, and a major reason for job dissatisfaction. The need for confidence regarding the impact of particular strategies is important to teachers given that the ability to manage students effectively is a critical component of their sense of professional identity.
This presentation focuses on the results of attempts to introduce the Developmental Management approach into all schools in the Northern Metropolitan Region of Victoria, Australia, as part of the 'train the trainer', AiZ project. The rationale underlying the 15 recommendations for teacher behaviour implicit in the DMA are highlighted and examples of schools' attempts to introduce elements of the DMA into primary and secondary classrooms are discussed.
Implementing and Enriching the CurriculumJohnaAdube
This document provides information on curriculum implementation and enrichment. It discusses:
- The importance of properly implementing a curriculum for it to be effective.
- Two perspectives on how curriculum can be implemented - one giving teachers full control and one with authoritarian control.
- Factors that affect the success of implementation like teacher training, resources and support.
- Assessing the effectiveness of implementation by looking at student activities, teacher activities and use of support materials.
- Enriching the core curriculum by providing additional exciting learning opportunities beyond what is required. This includes planning enrichment units and evaluating their impact.
Diagnosis of needs in curriculum developmentMonica P
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
This document discusses options for organizing second language (L2) writing curricula. It presents three main options: (1) teaching L2 writing separately or integrated with other aspects of language; (2) focusing instructional activities or developing general L2 literacy; and (3) teaching L2 writing for specific purposes or separately. The document also notes that curricula should be informed by diverse theoretical perspectives and empirical evidence. Overall, the organization of L2 writing curricula appears pragmatic rather than based on a single comprehensive theory, and more research is still needed on effective pedagogical practices and teacher knowledge development in this area.
This document discusses various methods of supervision and evaluation of teachers. It describes elements common to observational systems, types of classroom visits and supervision in the Philippines. It then focuses on clinical supervision, outlining its characteristics, model, and differences from traditional supervision. Other methods discussed include cognitive coaching, mentoring, peer assessment, portfolio assessment, and action research. Clinical supervision aims to help teachers improve instruction through self-analysis and reflection.
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.
The document discusses several curriculum models including subject-centered, learner-centered, and problem-centered models. It describes key aspects of each model, such as the subject-centered model focusing on content divided into subjects. The learner-centered model emphasizes the needs and interests of students, while the problem-centered model organizes curriculum around solving real-world problems. It also covers curriculum development models like Tyler's model and Taba's inductive model.
The document discusses different approaches to curriculum development in the Philippine context. It provides an overview of the history of curriculum development in the Philippines under different ruling powers from pre-Spanish times to the present Philippine Republic. It also outlines key factors to consider in curriculum development such as cultural values, knowledge of learners, teaching/learning theories, and content selection. Different theories and approaches to curriculum development are examined, including technical-scientific, behavioral, and humanistic approaches.
4 f's on thailand'S HIGHER EDUCATION SYSTEM Saloni Aul
The document provides an overview of Thailand's education system from primary to higher education. It discusses that education is funded and administered by the Thai government from pre-school through 12 years of compulsory education. Higher education is further divided into undergraduate and graduate levels, and is overseen by the Office of Higher Education Commission. It also outlines four factors ("4F's") that characterize Thailand's education system: 1) significant government funding for education; 2) reliance on both local and foreign teachers; 3) increasing numbers of domestic and international students; and 4) active government facilitation of education administration, training, and research.
Ed 54 crafting the curriculum teacher as a designerRose Mae Artiola
This document discusses curriculum planning and development. It defines curriculum crafting as the process where teachers make decisions about the depth and content to teach at specific grade levels. The curriculum scope can be divided into chunks like units, sub-units and chapters. These chunks are guided by curriculum objectives and can be arranged thematically, linearly, or logically. Thematic curriculum promotes quality learning through engaging topics. Linear curriculum follows a step-by-step process starting with objectives. Logical curriculum sequences content simply to complex. Effective curriculum development involves teachers, is an ongoing process, and follows a systematic, comprehensive approach.
A conducive classroom environment is important for effective teaching and learning. There are two main aspects to creating such an environment: classroom organization and the physical environment.
Classroom organization involves proper lesson planning, preparation of teaching materials, and effective time management. Lessons must be adequately planned and have a smooth flow to maintain student engagement and minimize disruptions. The physical environment should also be carefully arranged and include attractive displays to foster learning. Furniture layout, noise levels, and classroom size all impact student concentration and behavior. With good planning and arrangement of the classroom space, teachers can promote a positive environment for students.
The document discusses the phases of administering curriculum. It describes 7 major steps in curriculum development according to Hilda Taba, including diagnosing needs, formulating objectives, selecting content, organizing content, selecting learning experiences, organizing experiences, and determining evaluation. It also discusses the meaning of curriculum, characteristics of change in curriculum, curriculum components including objectives and evaluation, and the cycle of curriculum development involving conceptualizing, contextualizing, operationalizing, and institutionalizing.
This document discusses curriculum assessment and the different types of assessments: intended curriculum, implemented curriculum, and achieved curriculum. The intended curriculum refers to the objectives set at the beginning, while the implemented curriculum involves the learning activities. The achieved curriculum assesses learning outcomes based on the first two. The goals of the Philippines' Basic Education Curriculum (BEC) are to raise quality and decongest the curriculum. It was implemented through innovative teaching approaches and integrating subjects. The BEC has achieved increased student motivation and performance, as well as teacher development and stakeholder involvement.
1. The document outlines the authority, responsibilities, and accountability of various positions within the Department of Education including the Secretary of Education, schools division superintendents, schools district supervisors, and school heads.
2. Key responsibilities include formulating educational policies, managing resources, monitoring outcomes, hiring and evaluating staff, and ensuring compliance with quality standards.
3. The roles aim to provide access to quality education, equitable distribution of resources, and development of a progressive society through education.
Factors influencing changes in curriculumzameer gul
This document discusses factors that influence changes in curriculum. It identifies several definitions of curriculum provided by education experts. It then discusses different types and sources of curriculum change, including political, economic, technological, diversity, learning theories, and environmental factors. It also outlines McNeil's five types of curriculum change: substitution, alteration, perturbations, restructuring, and value orientation changes. Influential individuals and employer/industry viewpoints are also identified as sources that can drive curriculum changes.
This document provides guidance on planning school construction projects. It outlines the key participants in the planning process, including district staff, principals, teachers, and community members. The planning process involves assessing needs, preliminary planning over 3-9 months, and final planning over 12-26 months. Other sections discuss selecting architects and consultants, assessing existing sites and facilities, projecting space needs, determining whether to renovate an existing school or build new, selecting a new school site, and contracting methods.
The document outlines policy guidelines for daily lesson preparation for teachers in the K to 12 Basic Education Curriculum. It discusses the importance of lesson planning for effective teaching and learning. Teachers are required to prepare either a Daily Lesson Log or a more detailed Daily Lesson Plan depending on their experience. An effective lesson involves planning, instruction, and assessment and should include objectives, content, learning activities, and reflection. Teachers participated in an activity to create sample lesson plans.
This document discusses the implementation of a School-Based Management Online Reporting System (SBMORS) at San Jose National High School from SY 2016-2018. It found that the SBMORS had a positive effect on improving teachers' perceptions of efficiency and in increasing the school's level of practice of SBM over the three school years. The SBMORS utilized technology to streamline reporting, introduced continuous improvement projects, and incentivized proper documentation, which helped increase the school's SBM score from 0.45 to 1.95 over the period.
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.
This document analyzes and compares the basic education systems of the Philippines, Brunei Darussalam, Malaysia, Singapore, Vietnam, Thailand, and Australia. It finds that the Philippines has the shortest duration of basic education at 10 years. It also has larger class sizes and lower performance on international assessments than these other countries. The document recommends extending basic education to 12 years, reducing class sizes, improving curriculum alignment and skills development, strengthening the teaching of learning strategies and ICT, and better aligning assessment to the curriculum for the Philippines to improve its education system.
Classroom Management: Are we seeking Obedience or Responsibility? Are we gett...ETAI 2010
Ramon Lewis
Without effective behaviour management, a positive and productive classroom environment is impossible to achieve. Finding the most effective techniques for producing behaviour change and preventing the development of classroom discipline problems is a moderately stressful part of the professional lives of many teachers, and a major reason for job dissatisfaction. The need for confidence regarding the impact of particular strategies is important to teachers given that the ability to manage students effectively is a critical component of their sense of professional identity.
This presentation focuses on the results of attempts to introduce the Developmental Management approach into all schools in the Northern Metropolitan Region of Victoria, Australia, as part of the 'train the trainer', AiZ project. The rationale underlying the 15 recommendations for teacher behaviour implicit in the DMA are highlighted and examples of schools' attempts to introduce elements of the DMA into primary and secondary classrooms are discussed.
Implementing and Enriching the CurriculumJohnaAdube
This document provides information on curriculum implementation and enrichment. It discusses:
- The importance of properly implementing a curriculum for it to be effective.
- Two perspectives on how curriculum can be implemented - one giving teachers full control and one with authoritarian control.
- Factors that affect the success of implementation like teacher training, resources and support.
- Assessing the effectiveness of implementation by looking at student activities, teacher activities and use of support materials.
- Enriching the core curriculum by providing additional exciting learning opportunities beyond what is required. This includes planning enrichment units and evaluating their impact.
Diagnosis of needs in curriculum developmentMonica P
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
This document discusses options for organizing second language (L2) writing curricula. It presents three main options: (1) teaching L2 writing separately or integrated with other aspects of language; (2) focusing instructional activities or developing general L2 literacy; and (3) teaching L2 writing for specific purposes or separately. The document also notes that curricula should be informed by diverse theoretical perspectives and empirical evidence. Overall, the organization of L2 writing curricula appears pragmatic rather than based on a single comprehensive theory, and more research is still needed on effective pedagogical practices and teacher knowledge development in this area.
This document discusses various methods of supervision and evaluation of teachers. It describes elements common to observational systems, types of classroom visits and supervision in the Philippines. It then focuses on clinical supervision, outlining its characteristics, model, and differences from traditional supervision. Other methods discussed include cognitive coaching, mentoring, peer assessment, portfolio assessment, and action research. Clinical supervision aims to help teachers improve instruction through self-analysis and reflection.
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.
The document discusses several curriculum models including subject-centered, learner-centered, and problem-centered models. It describes key aspects of each model, such as the subject-centered model focusing on content divided into subjects. The learner-centered model emphasizes the needs and interests of students, while the problem-centered model organizes curriculum around solving real-world problems. It also covers curriculum development models like Tyler's model and Taba's inductive model.
The document discusses different approaches to curriculum development in the Philippine context. It provides an overview of the history of curriculum development in the Philippines under different ruling powers from pre-Spanish times to the present Philippine Republic. It also outlines key factors to consider in curriculum development such as cultural values, knowledge of learners, teaching/learning theories, and content selection. Different theories and approaches to curriculum development are examined, including technical-scientific, behavioral, and humanistic approaches.
Lavi Budden's CV summarizes his experience and qualifications. He has over 5 months of experience as a Service Engineer and Project Planning Engineer and is currently a Sales and Service Engineer. He holds a Bachelor's degree in Mechanical Engineering and has technical skills in heat load calculation, pump head calculation, and understanding AutoCAD drawings. His hobbies include interactive discussion, travelling, and playing cricket and badminton.
David Light has over 40 years of experience as a C-level executive, including roles as Chairman, CEO, and CFO. He successfully took one company public and turned around another publicly traded company. As CEO of PakSense, he grew revenues over 800% and developed new products. As Chairman and CEO of Sunrise Technologies, he helped avert bankruptcy, raised $25 million, and increased shareholder value significantly. Kevin Storm has 30 years of experience in consumer goods, food processing, and business-to-business. He held senior leadership roles at J.R. Simplot Company and developed new joint ventures internationally. Mike Skinner is an accomplished strategic executive with experience leading consumer products and retail companies through different
The document discusses curriculum management and innovation. It defines curriculum as the total program of formal studies including courses, educational purpose, content, methodology, and assessment. It describes three levels of curriculum management - strategic, tactical, and operational. It also outlines factors to consider for curriculum innovation, such as identifying demand, developing new courses, and managing change.
Slides that accompany this presentation given at Kuali Days 2010:
Detailed Overview of the Kuali Student Curriculum Management with Demonstration
This session will provide an overview of the Kuali Student 1.1 which represents the latest Kuali Student development effort. Institutions are adapting to serve a variety of learners and learning styles. They are developing curricular offerings that are vastly different and more complex than what traditional curriculum management software is capable of supporting. Kuali Student is addressing these issues. This session will also review how the new project methodology manages and prioritizes the partnering institutions' business requirements and technical constraints.
The document contains a short quiz about curriculum development concepts with multiple choice and true/false questions. Some key points covered in the questions include:
- Criteria are standards used to evaluate instructional elements
- Goals and objectives specify intended learning outcomes for students
- The generative approach expects students to learn prerequisites for complex ideas through guided construction of understanding
- The supplantive approach is more teacher-directed compared to the generative approach
- The "So-What" test involves evaluating whether an objective enhances student behavior rather than suppressing it
The document discusses the benefits of using social networking and online collaboration platforms like edWeb for educators. It finds that 61% of educators are already using social media platforms like Facebook but that there is no common platform for educators and students. EdWeb aims to be a dedicated education-focused social network for collaborating, sharing resources and best practices, creating online professional learning communities, and gaining experience with 21st century technologies. The document shares examples of how educators are using edWeb for these purposes and outlines some key features of the platform.
This document provides an overview of several major learning theories in psychology, including:
1) Behaviorist theories like Pavlovian and operant conditioning proposed by Pavlov and Skinner that examine the role of stimuli, responses, and reinforcement.
2) Cognitive theories like Gestalt psychology, information processing, and Piaget's stages of cognitive development that focus on mental processes like perception, memory, reasoning and development.
3) Psychodynamic theories from Freud, Erikson and others that emphasize unconscious processes and psychosexual development.
4) Humanistic theories from Rogers, Maslow and others centered on concepts like self-actualization, free will and human potential.
The document outlines a 3-phase process for curriculum development and implementation: 1) Development, 2) Implementation, and 3) Oversight and Evaluation. Phase I involves forming teams, setting goals and timelines, and developing the curriculum framework including mission, objectives, concepts, and learning strategies. Phase II is the implementation plan, including phasing in the new curriculum, faculty development, and student orientation. Phase III involves ongoing evaluation of the curriculum through both formative and summative measures to ensure quality and make updates as needed.
The document discusses principles and guidelines for assessment of student learning outcomes under the K to 12 Basic Education Curriculum in the Philippines. It outlines that assessment should be formative, standards-based, and use multiple measures to evaluate student proficiency in knowledge, skills, understanding, and performance. Assessment results will be used to track student progress, promote self-reflection, and determine if students need remediation. Schools will begin implementing a new standards-based assessment and rating system starting with Grades 1 and 7.
A course may be defined as a complete series of studies leading to graduation or degree....unit may be defined as a large subdivision of the subject matter....lesson plan is a plan of action..
The document discusses different theories of how knowledge is acquired and constructed, including:
- Knowledge being individually acquired vs socially constructed
- Cognitive constructivism which holds that knowledge is constructed by individuals/groups and that mental development influences what information can be understood
- Social constructivism which emphasizes that thinking and learning depend on social interactions and cultural influences
- Situated cognition which focuses on how the environment resources ("affordances") influence thinking
It encourages teachers to consider how their instructional practices align with various theories about the origins and development of knowledge.
Validity and Significance of Course Content, Consistency with Social Reality,...USMAN GANI AL HAQUE
This document discusses the validity and significance of course content at the secondary and higher secondary level in India. It summarizes the National Curriculum Framework from 2005 on various school subjects like languages, mathematics, science, social science, art education, health and physical education. It emphasizes the importance of incorporating social realities into the curriculum to ensure consistency, such as gender issues, vocational education, inclusive education. It also discusses how curriculum contexts should be adapted based on situational analysis to meet changing societal demands over time, for example the growing emphasis on technology and sex education. The document concludes by stressing the important role of governments, teachers, and education committees in regularly reviewing and updating curriculum to integrate these key aspects.
Intelligent Adaptive Learning: A Powerful Element for 21st Century Learning &...DreamBox Learning
In this webinar, Dr. Tim Hudson shares insights about leveraging technology to improve student learning. At a time when schools are exploring “flipped” and “blended” learning models, it’s important to deeply understand how to design effective learning experiences, curriculum, and differentiation approaches. The quality of students’ digital learning experiences is just as important as the quality of their educational experiences inside the classroom. Having worked for over 10 years in public education as a teacher and administrator, Dr. Hudson has worked with students, parents, and teachers to improve learning outcomes for all students. As Curriculum Director at DreamBox Learning, he provides an overview of Intelligent Adaptive Learning, a next generation technology available to schools that uses sound pedagogy to tailor learning to each student’s unique needs. This webinar focuses on how administrators and teachers can make true differentiation a reality by focusing on learning goals and strategic use of technology.
Piaget's theory of cognitive development identified four factors that influence changes in thinking: biological maturation, activity, social experiences, and equilibration. Piaget proposed that people progress through four distinct stages of cognitive development: sensorimotor, preoperational, concrete operational, and formal operational. At each stage, children develop new thinking abilities as a result of biological changes and interactions with their environment. Piaget's theory provided insights into how children's thinking develops from infancy through adulthood.
Ways of getting young learners to assess themselves through ‘portfolio assess...Macmillan Education
The document discusses different ways of assessing students, including portfolio assessment and self-assessment. It describes assessment as a way to provide feedback on learning. On-going formative assessment is done regularly to track student progress, while overall summative assessment checks achievement of goals periodically. Portfolio assessment involves collecting, reflecting on, documenting, and linking student work samples over time. The document also suggests that young learners can assess their own language development through simple tools like diagrams, questionnaires, and diaries.
This document outlines the key principles and stages of human growth and development from conception through adulthood. It notes that development is a continuous process that proceeds in an orderly sequence at different rates from head to feet and from the center outward. The stages include prenatal development from zygote to fetus, neonatal development and milestones in the first years, preschool cognitive and motor skills ages 2-6, middle childhood physical and cognitive growth ages 6-12, adolescent physical changes and growth spurt ages 10-18, and adulthood with physical peak in early years and declines in middle to late adulthood.
The document discusses three different curriculum approaches: subject-centered curriculum, activity/experience-based curriculum, and core curriculum.
Subject-centered curriculum is rigid and focuses on covering specific amounts of material in specific subjects within set time periods, regardless of student abilities or interests. Activity/experience-based curriculum is based on determining student needs and interests to form the basis of hands-on learning experiences. Core curriculum identifies common knowledge, skills, and values that all students should learn to function in society.
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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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
8.
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”?