Curriculum Implementation & Evaluation final.pptx

This delves on how the curriculum implements among its stakeholder.

1. Elizabeth M. Mejorada

2. focuses on the actual implementation of the curriculum from the national level to the local school context Curriculum Implementation

3. Teachers create lesson plans, unit plans, yearly plans, and syllabi for each subject, prepare instructional materials, select methods, and assess student progress. Their educational background, philosophy, teaching styles, and personality influence curriculum implementation, affecting daily teaching loads. Teachers as curriculum workers

4. The principal is the school's chief academic and administrative officer, providing leadership and supervision to teachers, planning activities, ensuring educational goals are met, checking lesson plans, preparing calendars, supervising instruction, and collaborating with parents and community leaders. Principals as curriculum workers

5. individuals with a rich experience on doing curriculum projects related to curriculum planning, curriculum development, and curriculum evaluation. Curriculum Consultant

6. 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. DISTRICT SUPERVISOR

7. 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 areas. EDUCATION SUPERVISOR

8. 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. DIVISION SUPERINTENDENTS

9. manage the programs and projects of the Department of education in the regional level. REGIONAL DIRECTORS

10. 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 EDUCATIONAL PROGRAM SPECIALIST

11. professors and individual experts from different disciplines and fields that assist the Commission on Higher Education in developing curriculum, formulating curricular policies, and evaluating the compliance of higher education institutions to CHED program standards TECHNICAL PANELS AND TECHNICAL COMMITTEES

12. Levels of Curriculum Implementation

13. NATIONAL LEVEL Through the leadership of the Secretary of Education, the Undersecretaries, Assistant Secretaries and different Bureau Officers Formulating national education policies Formulating basic national education plan Formulating national education standards Monitoring & assessing national learning outcomes

14. NATIONAL LEVEL Through the leadership of the Secretary of Education, the Undersecretaries, Assistant Secretaries and different Bureau Officers Undertaking national educational research and studies Enhancing the employment status, professional competence, welfare and working conditions of all personnel of the department enhancing the total development of learners through local and national programs ad or/projects

15. REGIONAL LEVEL 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 benchmarking for international competitiveness; monitoring, evaluating, and assessing regional learning outcomes;

16. REGIONAL LEVEL undertaking research projects and developing and managing region-wide projects which may be funded through official development assistance and/or other funding agencies; 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;

17. REGIONAL LEVEL determining the organizational 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;

18. REGIONAL LEVEL Planning and managing the effective and efficient use of all personnel, physical and fiscal resources of the regional office, including the professional staff development; Managing the database and management information system of a region, and Approving the establishment of public and private elementary and high school and learning centers

19. DIVISION LEVEL 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

20. DIVISION LEVEL 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 monitoring the utilization of funds provided by the national government and the local government unit to the school and the learning centers

21. DIVISION LEVEL ensuring compliance of quality standards for standards for education programs and for this purpose strengthening the role of division supervisors as subject areas specialists; promoting awareness of and adherence by all schools and learning centers to accreditation standards prescribe by the Secondary of Education; and supervising the operations of all public and private elementary, secondary and integrated schools, and centers

22. Providing professional and instructional advice and support to the school heads and teachers /facilitators of schools and learning centers in the district or cluster there of; and Curricula supervision SCHOOL DISTRICT LEVEL

23. Setting the mission, vision, goals, and objectives of the school; Creating an environment within the school that is conductive to teaching and learning;• Implementing the school curriculum and being accountable for higher learning outcomes; Developing the school education program and school improvement plan; SCHOOL LEVEL

24. Offering educational programs, projects, and services which provide equitable opportunities for all learners in the community; introducing new and innovative modes of instruction to achieve higher learning outcomes; administering and managing all personnel, physical, and fiscal resources of the school; recommending the staffing complement of the school based on its needs; SCHOOL LEVEL

25. Encouraging staff development establishing school and community networks and encouraging the active participation of teachers organization, non-academic personnel of public schools, and parent-teachers-community associations; and accepting donations, gifts, bequests, and grants for the purpose of upgrading teacher’s learning facilitators' competencies, improving and expanding school facilities , and providing instructional materials and equipment SCHOOL LEVEL

26. RA # 10533 RA # 7722 Enhanced Basic Education Act of 2013 was established under the mandates of Department of Education to ensure our basic education is on par with international standards Commission on Higher Education (CHED) was established under the Higher Education Act of 1994, it has two levels central office and regional offices .

27. CHED issues a memorandum order (CMO) per program to serve as a guide to HEIs on the courses that should be offered per program, admission and retention policies, administrative requirements, faculty, library and lab requirements, and others Technical Panels and Technical Committees invited to help in the development of these CMOs per program. CHED Office for Program Standards (OPS) is responsible for curricula matters All curricular changes are reviewed and recommended for approval by the OPS to the Commission en banc

28. Regional Offices of CHED is responsible for monitoring and implementation of the policies. The monitoring work done by Regional Quality Assurance Team ( RQuAT ) State colleges and universities must seek the approval of their academic councils and their corresponding board of regents for any curriculum changes and curriculum proposals before these curriculum proposals are sent to CHED for approval Private HEIs may add more subjects as institutional requirements per program based on its mission, vision and philosophy In state universities and colleges, their individual charters guide their program offerings

29. Levels of Curriculum Implementation at the Higher Educational Level

30. The academic freedom of individual HEI and faculty member also influences curriculum development in higher education State University & Colleges- approved by the university council Private HEI’s- approved by the curriculum committee and the council of deans presided by the Vice-President for Academic Affairs For vocational and technical courses, Technical Education Skills Development Authority (TESDA) prescribes the curriculum . Each course is implemented through modules, designed and implemented based on specific competencies prescribe. All the specific requirements and facilities, including the required training and certification for each faculty are prescribed by TESDA

31. Thing to consider in Implementing the Curriculum 1. Government Requirements- include memoranda, policies, guidelines, and requirements from the Department of Education, Commission on Higher Education, and the Technical Education Skills Development Authority. The competencies required by the board exams are also considered. 2. School Philosophy, Vision and Mission, and Core Values- must be considered at the school level especially when selecting the specific contents and learning experiences for all students enrolled in each program.

32. Thing to consider in Implementing the Curriculum 3. Learning Environment- includes the various school facilities required for the implementation of each program. These facilities include laboratories, classrooms, libraries, sports facilities, instructional tech for each program. technologies, and other facilities prescribed by the government for each program. In some schools, colleges or universities, housing facilities for faculty and students are also provided.

33. Thing to consider in Implementing the Curriculum 4. Needs and Demands of the Society - are the needs and demands of the society that the curriculum must respond to. Curriculum can address these needs and demands in the macro level by adding subjects or contents, or in the local school level by integrating specific competencies in the various syllabi for each course.

34. Thing to consider in Implementing the Curriculum 5. Needs of the Students- including interests, are considered when the school develops academic policies and in the preparation of course syllabi. At the least, the school, college or university should have an idea of the general profile of students including their needs and interests when planning and implementing the program.

35. Thing to consider in Implementing the Curriculum 6. Faculty Expertise- the faculty is considered as the most important assets of each school, college or university. They also play an important role in the implementation of the curriculum. 7. The Changing Nature of Knowledge- includes the theories and research from different areas and professional organizations in the academe that are also influential in the implementation of the curriculum. It could result to the integration of important topics or subjects, and additional facilities

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