Chapter 3: Implementing The Curriculum: The Teacher As A Curriculum Implementor and Manager

Chapter 3: IMPLEMENTING THE CURRICULUM
Module 4: The Teacher as a Curriculum Implementor and Manager
Lesson 1: Implementing the Designed Curriculum as a Change process
Curriculum Implementation Defined
Following the curriculum models of Tyler, Taba, Saylor and Alexander or Lewis, is the next step to
curriculum designing which curriculum implementing. This is the phase where teacher action takes place. It
is one of the most crucial processes in curriculum development although many education planners would
say: "A good plan is work half done." If this is so, then the other half of the success of curriculum development
rests in the hands of the implementor who is: the teacher.
Curriculum implementation means putting into practice the written curriculum that has been designed
in syllabi, course of study, curricular guides, and subjects. It is a process wherein the learners acquire the
plahned or intended knowledge, skills, and attitudes that are aimed at, enabling the same learners to function
effectively in, society.. (SADC MoE Africa, 2000)
Ornstein and Hunkins in 1998 defined curriculum implementation as the interaction between the
curriculum that has been written and planned and the persons (teachers) who are in charge to deliver it. To
them, curriculum implementation implies the following:
• Shift from what is current to a new or enhanced curriculum.

• Change in knowledge, actions, and attitudes of the persons involved.
• Change in behavior using new strategies and resources.
• Change which requires efforts hence goals should be achievable.
Loucks and Lieberman (1983) define curriculum implementation as the trying out of a new practice and
what it looks like when actually used in a school system. It simply means that implementation should bring
the desired change and improvement.
In the classroom context, curriculum implementation means "teaching" what has been written in the
lesson plan. Implementing means using the plan as a guide to engage with the learners in the teacher-
learning process with the end in view that learning has occurred and learning outcomes have been achieved.
It involves the different Strategies of, teaching with the support instructional materials to go with the strategy.
Categories of Curriculum Change
McNeil in 1990 categorized curriculum change as follows:
1. Substitution. The current curriculum will be replaced or substituted by a new one. Sometimes, we
call this a complete overhaul. Example, changing an old book to entirely new one, not merely a
revision.
2. Alteration. In alteration, there is a minor change to the current or existing curriculum. For example,
instead of using graphing paper for mathematics teaching, this can be altered by liking a graphing
calculator.
3. Restructuring. Building a new structure would mean major change or modification in the school
system, degree program or educational system. Using an integrated curriculum for the whole school
for K to 12 requires the primary and secondary levels to work as a team. Another example is a
curriculum that will be restructured when there is a significant involvement of parents in the child's
instead of leaving everything to the teacher. Using the "In-school Off-school" or a blended curriculum
is an example of restructuring.
4. Perturbations. These are changes that are disruptive, but teachers have to adjust to them within a
fairly short time. For example, if the principal changes the time schedule because there is a need to
catch up with the national testing time or the dean, the teacher has to shorten schedule to
accommodate unplanned extracurricular activities.
5. Value orientation. To McNeil, this is a type of curriculum change. Perhaps this classification will
•respond to "shift in the emphasis that the teacher provides' which are not within the mission or vision
of the school or vice versa. For example, when new teachers who are recruited in religious schools
give emphasis on academics and forget the formation of values or faith, they need a curriculum value
orientation. Likewise, all 'teachers in the public schools, undergo teacher induction program which is
a special curriculum for newly hired teachers.
Regardless of the kind of change in curriculum and implementation, the process of change may contain
three important elements. As a process, curriculum implementation should be developmental, participatory
and supportive.
It should be developmental in the sense that 'it should develop multiple perspectives, increase integration
and make learning autonomous, create a climate of openness and trust, and appreciate and affirm strengths
of the teacher. There should be teacher support in frying new tasks, reflection on the new experiences and
challenge.
There are simple stages in the developmental change process for the teachers. First, is orientation and
preparation. The initial use is very mechanical or routinary. However, as the skills are honed and mastery of
the routine is established, refinement follows. This means adjustments are made to better meet the needs of
the learners and achieve the learning outcomes. In this step, there will be continuous reflection, feedback
and refinement.
Participatory. For curriculum implementation to succeed, it should be participatory, especially because

other stakeholders like peers, school leaders, parents and curriculum specialists are necessary.
Characteristics of teacher styles, commitment, willingness to change, skills, and readiness are critical to
implementation. This should be coupled with organizational structure, principal style, student population
characteristics and other factors. Trust among key players should also be sought as this is a positive starting
point. Involvement and participation encourage sense of ownership and accountability. Participation builds a
learning community which is very necessary in curriculum implementation.
Supportive curriculum implementation is required in the process of change. Material support like
supplies, equipment and conductive learning environment like classrooms and laboratory should be made
available. Likewise, human support is very much needed. The school leader or head should provide full
school or institutional support to the implementation of the new curriculum. They too have to train to
understand how to address curriculum change as part of their instructional as well as management functions.
Time is an important commodity for a successful change process. For any innovation to be fully
implemented, period of three to five years to institutionalize a curriculum is suggested. Time is needed by the
teachers to plan, adapt, train or practise, provide' the necessary requirements and get support. Time is also
needed to determine when the implementation starts and when it will conclude, since curriculum
implementation is time bound.
Support from peers, principals, external stakeholders will add to the success of implementation. When
teachers share ideas, work together solve problems, create new materials, and celebrate success, more like
that curriculum implementation will be welcomed.

Chapter 3: Implementing The Curriculum: The Teacher As A Curriculum Implementor and Manager

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Chapter 3: Implementing The Curriculum: The Teacher As A Curriculum Implementor and Manager

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Chapter 3: IMPLEMENTING THE CURRICULUM

Module 4: The Teacher as a Curriculum Implementor and Manager

Lesson 1: Implementing the Designed Curriculum as a Change process

Curriculum Implementation Defined

• Shift from what is current to a new or enhanced curriculum.

Categories of Curriculum Change

McNeil in 1990 categorized curriculum change as follows:

Participatory. For curriculum implementation to succeed, it should be participatory, especially because

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