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CURRICULUM MANAGEMENT
Curriculum PlanningChapter Five
Michilli Warren-Hassan540 Curriculum
DevelopmentJune 29, 2009
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.
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.
Goal-Based Curriculum Planning ModelObjective Outline
I. Objective I. Organize for Planninga) Determine the locus of planning decision:
Differentiate between the district and school planning responsibilities.
b) Determine the organizational structures needed to facilitate planning, and set up those structures.
c) Identify leadership functions, and allocate those functions appropriately.
II. Objective II. Establish the Planning Frameworka) Align the district’s educational goals
with appropriate curricular fields as well as recommended standards by the learned societies and mandated state standards.
b) Develop a curriculum database.
c) Develop a planning calendar based on leaders’ assessments of organizational priorities.
III. Objective III. Carry Out Specific Activities
a) Conduct needs assessment – “What is and what should be”
b) 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.
c) Organize task forces to carry out development or improvement projects, and monitor the work of the task forces.
d) Evaluate development or improvement projects.
e) Make necessary organizational changes and revisions for effective implementation.
f) Secure resources needed for new or revised curricula.
g) Provide staff development needed for effective implementation.People will support what they help create.
The Goal Based Curriculum Model begins with three organizing strategies:
I. Organize for Planning Strategy
a) 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.
Determine the Organizational Structures Needed:
I. Organize for Planning District Curriculum Advisory Council
b) Three organizational structures needed to facilitate planning, and set up those structures.◦ District curriculum
advisory council
◦ School curriculum advisory council
◦ Curriculum task force
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
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 principalsTeachersParents & other community representativesSecondary-school students
Determine the Organizational Structures Needed:
I. Organize for PlanningSchool Curriculum Advisory Council
b) 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
• Each school should have a advisory group. It members should be nominated by the faculty and appointed by the principal. The school advisory council would include the principal, subject-matter specialist or grade level leaders, teachers, and parents.
• 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 Organizational Structures Needed:
I. Organize for Planning Curriculum Task Force
b) 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
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.
Identify & Allocate Leadership Functions
I. Organize for Planning Identify Leadership Functions
c) 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.
Identify & Allocate Leadership Functions
I. Organize for Planning Allocate Leadership Functions
c) Identify leadership functions, and allocate those functions appropriately.
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.
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.
Identify & Allocate Leadership Functions
Function Now Assign New
At the district level-for all areas of the curriculum
1. Articulate district curriculum goals and priorities.
Supt. Supt
2. Chair district advisory council
Supt. Asst.
4. Develop and implement plans to evaluate curricula and use evaluative data.
Director of curriculum
5.-12.
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
Functions of Curriculum Leadership
Function Now Assign New
Function Now Assign NewAt the District Level-for special areas of the curriculum
1. Develop and implement plans to evaluate curriculum, as specified in district planning calendar.
2.-3.
Function
4. Provide leadership in developing and improving K-12 curriculum materials in that special area.
Function Now Assign New
At the School Level-for all Areas of the Curriculum
1. Implement plans to monitor and align the curriculum
2-5.
At the School Level for special areas of the Curriculum
1. Supervise teachers with the respect to curriculum implementation.
2.-5.
Goal-Based Curriculum Planning ModelObjective Outline
I. Objective I. Organize for Planninga) Determine the locus of planning decision:
Differentiate between the district and school planning responsibilities.
b) Determine the organizational structures needed to facilitate planning, and set up those structures.
c) Identify leadership functions, and allocate those functions appropriately.
II. Objective II. Establish the Planning Framework
a)Align the district’s educational goals with appropriate curricular fields as well as recommended standards by the learned societies and mandated state standards.
b)Develop a curriculum database.
c)Develop a planning calendar based on leaders’ assessments of organizational priorities.
III. Objective III. Carry Out Specific Activities
a) Conduct needs assessment – “What is and what should be”
b) 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.
c) Organize task forces to carry out development or improvement projects, and monitor the work of the task forces.
d) Evaluate development or improvement projects.
e) Make necessary organizational changes and revisions for effective implementation.
f) Secure resources needed for new or revised curricula.
g) Provide staff development needed for effective implementation.
Goal-Based Curriculum Planning ModelObjective Outline
II. Objective II. Establish the Planning Framework
a)Align the district’s educational goals with appropriate curricular fields as well as recommended standards by the learned societies and mandated state standards.
Brain PopWhat do we call our district standards?
Comprehensive curriculum and/or Grade Level Expectations
Goal-Based Curriculum Planning ModelObjective Outline
II. Objective II. Establish the Planning Framework
b) Develop a curriculum database.
Community Resources
1. People with knowledge, expertise, and influence
2. Organizations and places useful as resources.
Students
1. Date of birth, sex, and ethnic identity
2. Eligibility for federal or state assistance programs.
3. Parents’ occupations and martial status.
4. Verbal & mathematical abilities and IQ score.
5. Talents', skills, and special interest.
6. School achievement: Standardized test scores and curriculum-referenced test scores
7. English proficiency: native language /other
8. Limitations: physical, emotional, and learning disabilities
9. Learning styles and cognitive levels
10. Career and educational plans
11. Career and educational plans
12. Extracurricular activities
13. Community activities
Faculty
1. Subject and grades certified to teach
2. Present assignments
3. Special interest and competencies
4. Recent professional development: courses, workshops, etc
School
5. Courses offered and enrollments
6. Extracurricular activities and student participation
Other Resources
7. State curriculum guides
8. Curriculum guides from other districts
9. Other sources of learning objectives
10. Professional materials and resources for teachers.
II.Establishing the Frameworkb) Developing a Curriculum Database
Goal-Based Curriculum Planning ModelObjective Outline
II. Objective II. Establish the Planning Framework
c)Develop a planning calendar based on leaders’ assessments of organizational priorities.
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.
Major Projects
2009-2010
2010-2011
2011-2012
Needs Assessment, major fields
Lang. Arts Math Science
Needs Assessment in other fields
Ind. Arts Art
Needs assessment, programs
Middle Elementary High
Evaluate Projects
Lang. arts. Ind. Arts
Math, Art
Organizational provisions
Lang. arts Ind. Arts
MathArt
Resources selected and provided
Lang. arts Ind. Arts
MathArt
Staff development
Lang. arts Ind. Arts
Goal-Based Curriculum Planning ModelObjective Outline
I. Objective I. Organize for Planninga) Determine the locus of planning
decision: Differentiate between the district and school planning responsibilities.
b) Determine the organizational structures needed to facilitate planning, and set up those structures.
c) Identify leadership functions, and allocate those functions appropriately.
II. Objective II. Establish the Planning Frameworka) Align the district’s educational
goals with appropriate curricular fields as well as recommended standards by the learned societies and mandated state standards.
b) Develop a curriculum database.
c) Develop a planning calendar based on leaders’ assessments of organizational priorities.
III. Objective III. Carry Out Specific Activities
a) Conduct needs assessment – “What is and what should be”
b)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.
c) Organize task forces to carry out development or improvement projects, and monitor the work of the task forces.
d)Evaluate development or improvement projects.
e) Make necessary organizational changes and revisions for effective implementation.
f) Secure resources needed for new or revised curricula.
g)Provide staff development needed for effective implementation.
Goal-Based Curriculum Planning ModelObjective Outline
III.Objective III. Carry Out Specific Activities
a)Conduct needs assessment – “What is and what should be”
What do you think the phrase “What is and what it should be” means?
b) 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
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.
7. Analyze and disaggregate data.
What does the district do next? How to proceed:
1. Establish benchmarks and measure progress toward goals over time.
2. Develop action or school improvement plans.
3. Communicate findings.
Goal-Based Curriculum Planning ModelObjective Outline
III.Objective III. Carry Out Specific Activities
c) Organize task forces to carry out development or improvement projects, and monitor the work of the task forces.
d)Evaluate development or improvement projects.
e)Make necessary organizational changes and revisions for effective implementation.
f) Secure resources needed for new or revised curricula.
g)Provide staff development needed for effective implementation.
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 TipMany curriculum projects of excellent quality have
not been implemented successfully because they were not supported with the right kind of staff development.