CHAPTER-5-CURRICULUM-IMPLEMENTATION (1).pptx

curriculum

1. CURRICULUM IMPLEMENTATION CHAPTER 5

2. Curriculum Implementation Curriculum implementation, from the term itself, focuses on the actual implementation of the curriculum from the national level to the local school context, i.e., describes the dynamics of how various curriculum workers strive to do their functions in order to attain educational goals, programs, and policies set by the country, region, division , district, and down to the local school level. Each of these levels has special functions to do. Ideally, the implementation of the curriculum is influenced by the educational goals set by the government or schools. However, the process of curriculum implementation is also guided by an educational or curriculum philosophy. In practice, curriculum implementation is highly influenced by different curriculum workers, people influence the process. Consequently, not all curricula are perfectly implemented as planned. In the process of curriculum implementation there are always problems encountered.

3. Curriculum Workers Teachers - the most visible among the curriculum workers. Their roles as implementers of the curriculum are very crucial. It is through their expertise, creativity, and commitment that any curriculum success is attributed. Teachers develop lesson plans, unit plans, yearly plans, and syllabi for each subject they teach. They prepare instructional materials, select methods and strategies, and assess students' progress. Every day, teachers are given teaching loads to teach different subjects. Their educational background, educational philosophy, teaching styles, and personality affect the implementation of the curriculum.

4. Curriculum Workers Principals - the chief academic and administrative officer of the school. They provide curricular and instructional leadership and supervision to the teachers and other school personnel in the local school context. It is they who lead teachers in planning different school activities and make sure that all educational goals set by the Department of Education are met. Principals check the lesson plans developed by each teacher, prepare the school calendar, supervise instruction, and prepare school report. Principals also work with parents and community leaders and win their support to any school activities and projects.

5. Curriculum Consultants - individuals with a rich experience on doing curriculum projects related to curriculum planning, curriculum development, and curriculum evaluation. District Supervisors -responsible for supervising the implementation of the curriculum in the district level. They help public school principals in ensuring that the programs of the Department of Education are implemented in their respective schools. They also implement policies and programs of the Department of Education in private schools.

6. Education Supervisors - assigned to specific subject areas in basic education. They help the district office of the Department of Education in supervising the implementation of projects and programs specific for each subject area . Division Superintendents - the chief academic officer of each division. They supervise the implementation of the DepEd curriculum, programs, and projects in the division level for both public and private schools. Usually, each province or a city is considered a division for DepEd .

7. Regional Directors - manage the programs and projects of the Department of Education in the regional level. Education Program Specialists - work at the national level or at the central offices of the Commission on Higher Education and the Department of Education. They assist the two government agencies in the development of curriculum policies that will help teachers and other curriculum leaders in the implementation of the curriculum.

8. Technical Panels and Technical Committees - professors and individual experts from different disciplines and fields that assist the Commission on Higher Education in developing curriculum, formulating curriculum policies, and evaluating the compliance of higher education institutions to CHED program standards.

9. Levels of Curriculum Implementation National Level Regional Level Division Level District Level Local School Level Figure 14. Levels of Curriculum Implementation at Basic Education Level

10. Republic Act 9155, also known as the Governance of Basic Education Act of 2001, Chapter 1, Section 7 defines the function of each level as follows: National Level Through the leadership of the Secretary of Education, the Undersecretaries Assistant Secretaries, and different Bureau Officers are responsible for the following: formulating national educational policies; f ormulating a national basic education plan; promulgating national educational standards; monitoring and assessing national learning outcomes undertaking national educational research and studies; enhancing the employment status, professional competence, welfare, and working conditions of all personnel of the Department, and enhancing the total development of learners through local and national programs and/or projects .

11. B. Regional Level Consistent with the national educational policies, plans, and standards, the regional office under the Regional Director shall be responsible for the following: defining a regional educational policy framework which reflects the values needs, and expectations of the communities they serve; developing a regional basic education plan developing regional educational standards with a view toward bench. marking for international competitiveness; monitoring , evaluating, and assessing regional learning outcomes; undertaking research projects and developing and managing region-wide projects which may be funded through official development assistance and/or or other funding agencies;

12. ensuring strict compliance with prescribed national criteria for the recruitment, selection, and training of all staff in the region and divisions formulating, in coordination with the regional development council, the budget to support the regional educational plan which shall take into account the educational plans of the divisions and districts, determining the organization component of the divisions and districts and approving the proposed staffing pattern of all employees in the divisions and districts; hiring , placing, and evaluating all employees in the regional office, except for the position of assistant director; evaluating all school division superintendents and assistant division superintendents in the region; planning and managing the effective and efficient use of all personnel, physical and fiscal resources of the regional office, including professional staff development; managing the database and management information system of the region, and approving the establishment of public and private elementary and high schools and learning centers.

13. C. Division Level A division consists of a province or a city. Consistent with the national educational policies, plans, and standards, the division level through the leadership of the Division Superintendent shall be responsible for the following: developing and implementing division education development plans, planning and managing the effective and efficient use of all personnel, physical, and fiscal resources of the division, including professional staff development; hiring , placing, and evaluating all division supervisors and school district supervisors as well as all employees in the division, both teaching and non-teaching personnel, including school heads, except for the assistant division superintendent;

14. monitoring the utilization of funds provided by the national government and the local government units to the schools and learning centers; ensuring compliance of quality standards for basic education programs and for this purpose strengthening the role of division supervisors as subject area specialists; promoting awareness of and adherence by all schools and learning centers to accreditation standards prescribed by the Secretary of Education; and supervising the operations of all public and private elementary, secondary, and integrated schools, and learning centers

15. D. School District Level A schools district through the leadership of the District Supervisor is responsible for the following: providing professional and instructional advice and support to the school heads and teachers/facilitators of schools and learning centers in the district or cluster thereof; and curricula supervision.

16. E. School Level Consistent with the national educational policies, plans, and standards, the school level through the leadership of school heads is responsible for the following: setting the mission, vision, goals, and objectives of the school; creating an environment within the school that is conducive to teaching and learning; implementing the school curriculum and being accountable for higher learning outcomes. developing the school education program and school improvement plan; offering educational programs, projects, and services which equitable opportunities for all learners in the community;

17. introducing new and innovative modes of instruction to achieve higher learning outcomes administering and managing all personnel, physical, and fiscal resources of the school r ecommending the staffing complement of the school based on its needs recommending the staffing encouraging staff development ; establishing school and community networks and encouraging the active participation of teachers organizations, non-academic personnel of public schools, and parents teachers-community associations, and accepting donations, gifts, bequests, and grants for the purpose of upgrading teachers' learning facilitators' competencies, improving and expanding school facilities, and providing instructional materials and equipment

18. THINGS TO CONSIDER IN IMPLEMENTING THE CURRICULUM Government requirements School philosophy, vision and mission and core values Learning environment Needs and demands of the society Needs of the students Faculty expertise The changing nature of knowledge