PRACTICING

CURRICULUM
LEADERSHIP

Presented by: JASMIN JOY A. BOADO

CURRICULUM BASICS
A curriculum leader is expected to know the basics of
curriculum development.

A curriculum is basically what students are expected

to learn in the classroom and how the lessons are
taught. (Farris, 1996)

Curriculum refers to all educational experiences

students go through in school.
Curricula are often formulated on the
national or district level because
curriculum development should
consider existing community values
and expectations.

Each curriculum is unique on its own

as it reflects local realities and is
based on a socially accepted
educational philosophy.
A curriculum is often formally
prepared by education
professionals and experts based on
a series of steps that aim to
address students’ learning needs,
as well as the needs of the
community and the demands of a
subject or topic itself.
LEADERSHIP

Refers to the role you play

in helping enable your
school community to
achieve your goals.
CURRICULUM LEADERSHIP

Pushes you to exercise functions

that enable the achievement of
your goal to provide quality
education to your learners.
CURRICULUM LEADERSHIP

Leaders focuses both on what is

being learned (the curriculum) and
how it is taught (the instruction).
 How is curriculum formulated at the school level?
A curriculum is created by a committee composed of school
heads, teachers, and parents.

The committee drafts a curriculum based on local needs.

This is presented to district leaders or supervisors for
approval revision. The final draft is then given to a national
board of education , where there is one, for final approval.
CURRICULUM DEVELOPMENT MODELS

A curriculum development model combines the

ideals and principles of education that are
translated into a framework. This framework is
then developed into a curriculum for
implementation in actual school setting.
 A . T h e Ty l e r M o d e l
The model developed by Ralph W. Tyler is
perhaps the most widely applied (Kellough and
Kellough, 1996). Tyler’s model first appeared
in 1949 in his book Basic Principles of
Curriculum and Instructions. This model is still
popularly used in many countries because of its
simplicity and clarity. Tyler’s model is also
known as the “objectives, rational, or means-
end model” (Marsh, 1992).
Fo u r P r i n c i p l e s o r Q u e sti o n s t h a t
G u i d e t h e C u r r i c u l u m D e ve l o p e r :

1. What educational purposes do you seek to attain?

2. How can learning experiences be selected which are likely to
be useful in attaining these objectives?
3. How can learning experiences be organized for effective
instruction?
4. How can the effectiveness of the learning experiences be
evaluated?
1. Determining Learning Objectives

Ralph Tyler’s Principles

What educational purpose do you seek to attain?

2. Selecting and Creating Appropriate Learning Experiences

What learning experiences can be selected or created are likely to be useful in
attaining the learning objectives?

3. Organizing Learning Experiences

How can the learning experiences be organized for effective instruction?

4. Evaluating the Curriculum

How can the effectiveness of the learning experiences be evaluated?
 CONTEMPORARY SUBJECT SPECIALIST
STUDENT
SOCIETY

TENTATIVE GENERAL OBJECTIVES / GOALS

PHILOSOPHY OF PSYCHOLOGY OF
EDUCATION LEARNING

PRECISE INSTRUCTIONAL OBJECTIVES

T h e R a ti o n a l e f o r Ty l e r ’s C u r r i c u l u m
B . Ke l l o u g h a n d Ke l l o u g h
Model
Another model of curriculum development is
that Kellough and Kellough (1996). The
model provides additional screens to those
identified by Tyler. These include:
 Educational Philosophy
 Effects of groups outside the classroom/
school
 Assessment procedures
 Mechanisms for revision
 Needs of the Society

What should these students learn to help them function

better in society?
What acceptable social values can be taught through the
topics chosen?
What does society expect of the students in the long-
term?
 Needs of the Subject

Is there an adequate number of well trained teachers to

teach the subjects to the students.
Are there enough laboratory equipment for the topics?
Are there available instructional materials on the topics
included?
 T h e Ro l e a n d F u n c ti o n s o f a
Curriculum Leader
A leadership functions at the school level to:

 Develop the school’s vision of quality curriculum.

 Supplement the national and divisional educational goals.
 Develop the school’s own program of studies.
 Develop a learning –centered schedule.
 Determine the nature and extent of curriculum integration.
 Align the curriculum.
 Monitor and assist in curriculum implementation.
T H E F O U R M A J O R TA S K O F
CURRICULUM LEADERSHIP
Ensuring curriculum quality and
applicability.
Integrating and aligning the
curriculum.
Implementing the curriculum
efficiently and effectively.
Regularly evaluating, enriching and
updating the curriculum.
THE ROLE AND FUCTIONS OF
A CURRICULUM LEADER

Develop yearly planning calendars

for operationalizing the curriculum.
Develop units of study.
Enrich the curriculum and
remediate learning.
Evaluate the curriculum.
 T h e C h a l l e n g e s i n P ra c ti c i n g
Curriculum Leader
 Fast-paced change impacting on the curriculum.
 Curriculum design that unresponsive to local needs.
 Lack of resources for proper implementation of curriculum
content.
 Lack of organizational support.
 Lack of freedom and authority to exercise leadership role.
 Being unburdened with varied administrative functions.
 Inadequate reward systems.
 Unfavorable school and school district policies.
 T h e C h a l l e n g e s i n P ra c ti c i n g
Curriculum Leader
 Fast-paced change impacting on the curriculum.
 Curriculum design that unresponsive to local needs.
 Lack of resources for proper implementation of curriculum
content.
 Lack of organizational support.
 Lack of freedom and authority to exercise leadership role.
 Being unburdened with varied administrative functions.
 Inadequate reward systems.
 Unfavorable school and school district policies.
Thank You!