Curriculum Implementation & Evaluation.pptx

This course well be covering key stakeholders on the implementation of curriculum

1. Many factors can affect population growth. Today we're going to explore a few! Elizabeth M. Mejorada Prof-Ed 1

2. CURRICULUM IMPLEMENTATION focuses on the actual implementation of the curriculum from the national level to the local school context. It describes the dynamic of how various curriculum workers strive to do their functions it is influenced by the educational goals set by the government or schools guided by an educational or curriculum philosophy influenced by different curriculum workers

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. TEACHER 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. PRINCIPAL 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. Through the leadership of the Secretary of Education, the Undersecretaries, Assistant Secretaries and different Bureau Officers are responsible for the following: NATIONAL LEVEL formulating national educational policies formulating a basic national basic education plan formulating national educational standards monitoring and assessing national learning outcomes undertaking

14. 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 NATIONAL LEVEL

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 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 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 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. 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 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 DIVISION LEVEL

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. SCHOOL DISTRICT LEVEL 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 there of; and Curricula supervision

23. 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 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;

24. SCHOOL LEVEL 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; Encouraging staff development

25. SCHOOL LEVEL 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

26. Commission on Higher Education (CHED) was established under Republic Act No. 7722 or the Higher Education Act of 1994 it has two levels central office and regional offices. Republic Act 10533 or the 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

27. Technical Panels and Technical Committees invited to help in the development of these CMOs per program. 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 . 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. 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 Regional Offices of CHED is responsible for monitoring and implementation of the policies. The monitoring work done by Regional Quality Assurance Team ( RQuAT ) Private HEIs may add more subjects based on its mission, vision and philosophy State universities and colleges, their individual charters guide their program offering

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

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

36. Many factors can affect population growth. Today we're going to explore a few!

37. Concerned with giving value or making judgements. Person acts as evaluator when he or she attributes worth of judgement to an object, a place, a process or a behavior. Evaluation is done using a set of criteria for the evaluation process to be objective rather than subjective.

38. defined based on how they view curriculum , the purpose, influences and how implemented According to: (Davis 1980)- it is the process of delineating, obtaining, and proving information useful for making decisions and judgement about curricula. (Marsh 2004)- it is the process of examining the goals, rationale and structure of any curriculum (Print 1993)- the process of assessing the merit and worth of a program of studies, a course or a field of study (Tuckman 1985)- the means of determining wether the program is meeting its goals

39. defined based on how they view curriculum , the purpose, influences and how implemented e. (Doll, 1992)- the broad and continuous effort to inquire into the effects of utilizing content and processes to meet clearly defined goals f. ( Stufflebeam , 1971)- the process of delineating, obtaining, and proving useful information for judging decision alternatives In this book, curriculum evaluation is defined as the process of making objective judgement to a curriculum, its philosophy, goals, and objectives, content, learning experience and evaluation.

40. Purposes of Curriculum Evaluation Essential in providing feedback to learners- provides useful information in helping the students improve their performance and helps teachers identify the strengths and weaknesses of the learners. b. Helpful in determining how well learners have achieved the objectives of the curriculum- describes whether the students learned or mastered the desired outcomes and objectives of the curriculum c. To improve the curriculum- the result of evaluation serves as basis for improving curriculum and for suggesting innovations to improve learning Print (1993) identified several important purposes and functions of evaluation in school setting:

41. Curriculum evaluation is also useful to administrators and teachers in many different ways such as: Evaluation helps in making decisions about improving teaching and learning processes. It helps in shaping academic policies. It guides in initiating curricular changes and innovations. It ensures quality of any curricular program. It helps school align their curriculum to different curriculum sources and influences It determines the level of success of the schools vision and mission evaluation.

42. Curriculum Evaluation in the Classroom Doll (1997) asserted that the classroom in fact could be the firs site of gathering important data that will lead to curriculum evaluation. Within the classroom, teachers and administrators can collect data using several instruments like; test results anecdotal records checklist interview guide observation guide personality inventories rating scales IQ test and interest inventories

43. Curriculum Evaluation at the School or School System Level Curriculum evaluation is mostly done mostly to school or school system level. This is done to evaluate how the curriculum goals are attained in the macro-level. The following can be used: Opinion polls Surveys Focus group discussion Follow up studies (Graduate racer studies) Standard evaluation instruments Results of district or national test

44. Provus ’ Discrepancy Evaluation Model Developed by Malcolm Provus (1971) to evaluate projects under the Elementary Secondary Education Acts in the United States. It called discrepancy as it compares program with standards .

45. Tyler Model of Curriculum Evaluation Aligned to his model of curriculum development, Ralph Tyler (1950) proposed seven steps for evaluating curriculum. The objectives will be revised once all seven stages have been completed. This evaluation model is a cyclical type of model.

46. Stufflebeam’s CIPP Model CIPP is known as (Context, Input, Process, Product) defined as the process of delineating, obtaining and providing useful information for judging decision alternatives Context Evaluation- strong rational on determining curriculum objectives - describes the environment and determined the different needs, of the society, school and students Input Evaluation- provides information determining how resources are utilized to achieved curriculum objectives. Resources of the school and the different designs for implementing the curriculum are considered Process Evaluation- focus on providing periodic feedback. It aims to detect problems, provide information for program decisions while maintaining records of procedure as it occurs Product Evaluation - aims to gather, interpret and apprise curricular attainment not just the end of an implementation

47. Stakes’ Congruency-Contingency Evaluation Model Robert Stake (1975) claimed that curriculum evaluation is not complete unless three categories of data are available Congruency - refers to the degree of alignment between what was desired and what was actually achieved Contingency - refers to the relationship between one variable to the other

48. Eisner’s Educational Connoisseurship Model An approach to evaluation, emphasize in qualitative appreciation. It is important to get into details of what is actually happening inside the classroom. It calls for a deeper and wider observation results that are expressed in written form. The result are not merely descriptions, they provide excellent and accurate interpretation and appraisal. It tries to capture every aspect of curriculum activities including the hidden curriculum . Emphasizes on the quality rather than on the measurable quantity of learning and interaction. Connoisseurship - comes from the Latin word cognescere that means ability to know or it involves the ability to see and not merely to look, the art of appreciation