1. Curriculum Development:
Roles of School Personnel
Chapter 3: Curriculum Planning: A Multilevel, Multisector Process
Chapter 4: Curriculum Planning:
The Human Dimension

2. Sectors of Planning

3. Sectors of Planning

4. A Multilevel, Multisector Process
Curriculum Planning: A
Multilevel, Multisector Process

5. The five levels of curriculum planning:
The state
The district
The school
The department or team
The classroom
Each level of planning is subject to the authority of the one above it. However, classroom planning is still considered the most important.

6. The sectors of curriculum planning:
The world
The nation
The region
The concept of sectors differs from levels in that there is no hierarchy.

7. Levels and Sectors of Planning World Nation Region State
School District
School
Team/Grade/Department
Classroom

8. The sectors of planning: Where are decisions made?

9. Efforts at the various levels:
Classroom – develop yearly plans, develop units of study, enrich the curriculum and remediate learning, establish goals and objectives, evaluate the curriculum and learning.
Department / team – content, sequencing, adapting, establishing objectives, selecting resources, determining groupings, evaluating and coordinating. Curriculum leaders begin to emerge at this level.
School – develops a vision of quality curriculum, develops programs of study, develops a learning-centered schedule, determines the nature and extent of curriculum integration, aligns the curriculum, monitors and assists in the implementation of the curriculum (support / evaluation / training).

10. Efforts at the various levels:
District – Provides the “framework” for which the previous levels (classroom, department, school) must function. Goals and objectives of these subordinate levels must mesh with those established by the district. The district commonly:
Develops and implements curriculum related policies
Develops goals based on state goals
Identifies curriculum requirements and time allocations for each level as well as developing curriculum guides
Leads in the selection of instructional materials
Develops performance measures
Evaluates the curriculum
Provides fiscal and other resources
Provides training and support

11. Efforts at the various levels:
State – accredits, evaluates & monitors programs, disburses state and federal through state moneys, and enforces standards for graduation, develops state-wide standards of philosophy, goals, and objectives. The state commonly:
Develops a framework for goals, standards, and requirements
Develops tests and other performance measures
Provides needed resources to local districts
Evaluates the frameworks

12. Efforts at the various levels:
Regional, National, and International –
Curriculum efforts in these sectors are likely to consist of sharing problems, exchanging practices, reporting research, and gathering information.

13. (self-contained grade school)
Principal
Grade
coordinator/
teacher
Teacher
Teacher
Teacher
Pattern I
(self-contained grade school)

14. (interdisciplinary team at a middle school)
Principal
Team Leader/
English Teacher
Social
Studies
Teacher
Math
Teacher
Science
Teacher
Pattern II
(interdisciplinary team at a middle school)

15. (two teams at the same grade level)
Pattern III
(two teams at the same grade level)
Principal
Grade
coordinator/
Team I
Leader
Team I
member
Team I
member
Team II
member
Team II
member
Team II
member

16. (traditional dept. style for a
Pattern IV
(traditional dept. style for a
secondary school)
Principal
Head of
English
Department
English
teacher
English
teacher
English
teacher
English
teacher
English
teacher

17. Pattern A1 (school level) Principal Faculty Curriculum council Sub-
committee
Pattern A1
(school level)

18. Pattern A2 (school level) Principal Total Faculty Faculty Curriculum
council
Sub-
committee
Pattern A2
(school level)

19. Pattern A3 (school level) Principal Total Faculty Community Advisory
Council
Faculty
Curriculum
council
Student
Advisory
Committee
Sub-
committee
Pattern A3
(school level)

20. Pattern A4 (school level) Principal Total Faculty Expanded curriculum
committee
Sub-
committee
Pattern A4
(school level)

21. Pattern B1 (district level) Superintendent Principal Community
advisory
council
District
curriculum
council
Sub-
committee
Pattern B1
(district level)

22. Pattern B2 (district level) Superintendent Principal Expanded
curriculum
council
Sub-
committee
Pattern B2
(district level)

23. Pattern B3 (district level) Curriculum coordinating council Curriculum
Superintendent
Curriculum
coordinating
council
Curriculum
advisory
council
Assistant
Superintendent
Area
superintendent
Area
superintendent
Area
superintendent
Area
superintendent
Director of
instruction
Director of
instruction
Director of
instruction
Director of
instruction

24. Pattern B3 Director of Instruction Principal Curriculum council Sub-
committee
Pattern B3
(cont.)

25. Curriculum Planning: The Human Dimension
Chapter 4
Curriculum Planning:
The Human Dimension

26. Objectives: Describe the roles of a) the principal
b) the curriculum leader
c) the teachers
d) the students
e) the parents and other citizens in
curriculum development
Describe the knowledge and skills needed by the curriculum leader.

27. The Cast of Players Role of the Administrator:
May serve actively or passively as curriculum leader
Curriculum development is doomed to failure without his or her support
Success may depend on whether the principal is a “Theory X” or “Theory Y” person

28. Role of Students
Provide input by indicating how they perceive a new proposal or program
Evaluate teachers’ instruction
Degree may depend on variables such as intelligence, motivation, and knowledge of subject matter

29. Role of Citizens in the Community
Parents and others serve on advisory committees
Parents serve as resource persons and volunteer as aides
Local businesses have entered into partnerships with schools by providing expertise, funds, and materials to aide curriculum development
State and national efforts have supplemented initiatives to involve the community in school affairs

30. Role of the Teachers
Teachers constitute the majority or totality of the membership of curriculum committees and councils
Teachers review and initiate proposals, gather data, conduct research, make contact with parents, write and create curriculum materials, evaluate resources, obtain feedback from learners, and evaluate programs.
Most teachers feel left out of the decision-making process

31. Role of the Curriculum Leader
The curriculum leader may be a member of the faculty or an outsider. This is considered the “extended family”.
The curriculum coordinator must be a specialist in the group process, possessing a unique set of skills.

32. Curriculum Leader and Group Process
The Change Process
Interpersonal Relations
Leadership Skills
Communication Skills

33. The Change Process Four Variables: 1) Structure
2) Information and control methods
3) People
4) Task

34. Interpersonal Relations
Individuals bring their motivations-their personal desires, feelings, or goals, commonly referred to as the “hidden agenda”
Individuals in groups often behave differently then their individual behaviors
The group itself assumes a personality all its own

35. Leadership Skills Other views: “Right place and right time”
A politician
A climber
A friend of a person in power
Traits of Leaders:
Intelligent
Experienced
Assertive
Articulate
Innovative
Dynamic
Charismatic

36. Autocratic Democratic
Two Approaches:
Autocratic
Democratic

37. Difficulties with Oral Communication:
Members of the group have a difficult time getting to the point.
Use fuzzy, imprecise language
Select out of discussion the things they want to hear
Fail to express themselves
Fail to follow an orderly process
Discussion is stopped and group votes prematurely
Sessions breaks up without closure
Communication flow is from leader to member
Hostility and disharmony exist within the group

38. Difficulties with Written Communication:
The writer cannot realize his impact
Excessive in number
English is poor

39. Curriculum Development:
Components of the Process
Chapter 5:
Models for Curriculum Development

40. Part III: Components of the Process CHAPTER 5: Models for Curriculum Development

41. I. Selecting Models Types of Models:
Deductive – proceed from general to specific
Inductive – from specific to general

42. I. Selecting Models Cont.
Types of Models
Linear – specific sequence of progress
Non-linear – steps can be skipped, reversed etc.

43. I. Selecting Models Cont.
Types of Models
Prescriptive – what ought to be done
Descriptive – simply describes the process

44. II. The Models of Curriculum Development Using the Tyler Model
Identification of objectives
Use the learners, society and the subjects to identify the objectives

45. II. The Models of Curriculum Development Using the Tyler Model
Screening the Objectives
Philosophical Screen – which objectives emphasize the values of our democratic society?
Psychological Screen – Which objectives are realistic in terms of time and difficulty?

46. II. The Models of Curriculum Development Using the Tyler Model
Identification of objectives
After the screening, we are left with
“Precise Instructional Objectives”

47. Tyler’s curriculum rationale
Source
Source
Source
Student
Society
Subject
Tentative general objectives
Screen
Screen
Philosophy of
education
Psychology of
learning
Precise instructional objectives

48. II. The Models of Curriculum Development Using the Tyler Model
Expanded Model
After specifying objectives, Tyler speaks to the selection, organization, direction and evaluation of the learning experiences.

49. II. The Models of Curriculum Development Using the Tyler Model
Expanded Model
Tyler states that teachers should give attention to learning experiences that will:
Develop skill in thinking
Be helpful in acquiring information
Be helpful in developing social attitudes
Be helpful in developing interests

50. Tyler’s curriculum rationale (expanded)
Precise instructional objectives
Selection of
learning experiences
Organization of
learning experiences
Direction of
learning experiences
Tyler’s curriculum rationale
(expanded)
Evaluation of
learning experiences

51. II. The Models of Curriculum Development Using the Taba Model
Taba proposed an inductive, “grassroots” approach in which the curriculum planning begins at the teacher student level.

52. II. The Models of Curriculum Development Using the Taba Model
The Taba Model is a 5-step process
Produce Pilot Units
-An 8-step process for selecting and organizing content and activities

53. Producing pilot units Diagnosis of needs Formulation of objectives
Selection of
content
Organization of
content
Producing pilot units
Selection of
learning experiences
Organization of
learning activities
Check for
balance and sequence
Evaluation

54. II. The Models of Curriculum Development Using the Taba Model
Testing Experimental Units
- teachers test pilot units for validity and “teachability”
Revising and Consolidating
- Modify for student needs and differences in teaching styles

55. II. The Models of Curriculum Development Using the Taba Model
Developing a Framework
- examine units for adequacy of scope and sequence
Installing and Disseminating New Units
- administrators arrange training to make teachers effective in teaching the units

56. II. The Models of Curriculum Development Using the Saylor, Alexander and Lewis Model
Model established 4 domains – goals and objectives created within the domains by curriculum planners – recognized the idea that prior political decisions can limit design
Personal Development
Social Competence
Continued Learning Skills
Specialization

57. II. The Models of Curriculum Development Using the Saylor, Alexander and Lewis Model
Instructional Modes
Teachers specify objectives and select appropriate strategies

58. II. The Models of Curriculum Development Using the Saylor, Alexander and Lewis Model
Evaluation
Determine whether
School goals were met
Objectives of instruction were met

59. II. The Models of Curriculum Development Using Oliva Model
A 12-step linear deductive model
Represents a complete model covering:
Needs (selection of curriculum)
Instruction
Evaluation

60. II. The Models of Curriculum Development Using Oliva Model
Model can be used:
To develop an entire curriculum for a school or a department
To focus on programs (1,5 and 12)
To focus on instruction (6-11)

62. The End
(applause)