BSED MATH 2 - GROUP 5 PDF

CHAPTER 08 TEACHERS AS CURRICULUM LEADERS GROUP FIVE (5) THE TEACHER AND THE SCHOOL CURRICULUM  LEARNING OBJECTIVES This chapter discusses significant literatures and various ideas that explore the important role of teachers as cu...

CHAPTER 08 TEACHERS AS CURRICULUM LEADERS GROUP FIVE (5) THE TEACHER AND THE SCHOOL CURRICULUM  LEARNING OBJECTIVES This chapter discusses significant literatures and various ideas that explore the important role of teachers as curriculum leaders. In the previous chapter, teachers are included in the list of curriculum workers that implement a curriculum. In this chapter, it suggests that teachers' role in curriculum is not limited to curriculum implementation. It also includes various curriculum leadership roles. In this chapter, you will: Discuss the key roles of teacher leaders in curriculum processes; Discuss the importance of teachers as curriculum leaders in planning and evaluating instruction; Discuss the roles of teachers as curriculum leaders in the K-12 Education Program; and Identify ways to develop teacher leaders in curriculum. THE TEACHER AND THE SCHOOL CURRICULUM KEY ROLES OF TEACHERS AS LEADERS IN CURRICULUM PROCESS Teachers are pivotal in curriculum processes, acting as the primary implementers and catalysts for individual and societal development. They possess a deep-seated passion to positively influence students' lives, viewing themselves as vital sources of knowledge and skill development. As curriculum leaders, their roles encompass planning, designing, implementing, and evaluating the curriculum in a manner that is relevant and responsive to learners' needs. They advocate for educational reforms, collaborate with various stakeholders, and safeguard students' rights within educational contexts. However, many teachers in the Philippines struggle to see themselves as curriculum leaders due to bureaucratic structures that reduce their roles to mere implementers. The Department of Education acknowledges this challenge and emphasizes the necessity for a paradigm shift, advocating for greater teacher empowerment to embrace their potential as curriculum leaders. In many literatures, instruction is included in curriculum; many teachers assume instructional leadership in school especially in the subject they teach. The following are some of the specific roles of teachers as instructional leaders in the local school context: In many literatures, instruction is included in curriculum; many teachers assume instructional leadership in school especially in the subject they teach. The following are some of the specific roles of teachers as instructional leaders in the local school context: Designing instructional plans In many literatures, instruction is included in curriculum; many teachers assume instructional leadership in school especially in the subject they teach. The following are some of the specific roles of teachers as instructional leaders in the local school context: Designing instructional plans Selecting and developing instructional materials In many literatures, instruction is included in curriculum; many teachers assume instructional leadership in school especially in the subject they teach. The following are some of the specific roles of teachers as instructional leaders in the local school context: Designing instructional plans Selecting and developing instructional materials Assessing and reporting students' progress In many literatures, instruction is included in curriculum; many teachers assume instructional leadership in school especially in the subject they teach. The following are some of the specific roles of teachers as instructional leaders in the local school context: Designing instructional plans Selecting and developing instructional materials Assessing and reporting students' progress Designing learning environment appropriate for the students In many literatures, instruction is included in curriculum; many teachers assume instructional leadership in school especially in the subject they teach. The following are some of the specific roles of teachers as instructional leaders in the local school context: Designing learning Designing instructional environment appropriate plans for the students Selecting and developing instructional materials Assessing and reporting students' progress Designing learning environment appropriate for the students In many literatures, instruction is included in curriculum; many teachers assume instructional leadership in school especially in the subject they teach. The following are some of the specific roles of teachers as instructional leaders in the local school context: Designing learning Designing instructional environment appropriate plans for the students Preparing reports and Selecting and developing accomplishing official instructional materials forms Assessing and reporting students' progress Designing learning environment appropriate for the students In many literatures, instruction is included in curriculum; many teachers assume instructional leadership in school especially in the subject they teach. The following are some of the specific roles of teachers as instructional leaders in the local school context: Designing learning Designing instructional environment appropriate plans for the students Preparing reports and Selecting and developing accomplishing official instructional materials forms Assessing and reporting Guiding students in their students' progress school life Designing learning environment appropriate for the students In many literatures, instruction is included in curriculum; many teachers assume instructional leadership in school especially in the subject they teach. The following are some of the specific roles of teachers as instructional leaders in the local school context: Designing learning Designing instructional environment appropriate plans for the students Preparing reports and Selecting and developing accomplishing official instructional materials forms Assessing and reporting Guiding students in their students' progress school life Designing learning Teaching subjects environment appropriate assigned to them for the students The following are the A to Z roles and functions of teachers as curriculum leaders in their own schools, district, division, or regional level: Advocate positive curricular reforms to ensure quality of A education. B Broaden understanding of the teaching and learning process. Conduct research to enhance curriculum content and improve C teaching and learning. D Develop appropriate curriculum for students. The following are the A to Z roles and functions of teachers as curriculum leaders in their own schools, district, division, or regional level: Evaluate curriculum materials and the implementation of the E curriculum. Facilitate activities to ensure public understanding of every F single curriculum reform. G Gather important data needed for curriculum planning. H Harness community resources in curriculum development. The following are the A to Z roles and functions of teachers as curriculum leaders in their own schools, district, division, or regional level: I Innovate curriculum and instruction. J Justify the need to innovate, evaluate, and develop curriculum. K Know every learner needs, issues, and interests. Lobby congressional support for bills that are needed for L curriculum reforms. The following are the A to Z roles and functions of teachers as curriculum leaders in their own schools, district, division, or regional level: M Manage curriculum implementation and curriculum change. N Nurture creativity and critical thinking in the curriculum. Orient teachers, students, parents, and other stakeholders on O the new curriculum. P Provide updated knowledge on the subject they teach. The following are the A to Z roles and functions of teachers as curriculum leaders in their own schools, district, division, or regional level: Q Qualify acceptable curriculum ideas and theories. R Reflect on different researches that influence the curriculum. Select appropriate instructional strategies, methods, and S approaches. T Train teachers who will implement the curriculum. The following are the A to Z roles and functions of teachers as curriculum leaders in their own schools, district, division, or regional level: Understand implications of social issues and social changes in U the curriculum. V Validate the contents of the curriculum. Win support from stakeholders and government on needed W curriculum reforms. X-ing (crossing) out bureaucratic barriers to curriculum X implementation. The following are the A to Z roles and functions of teachers as curriculum leaders in their own schools, district, division, or regional level: Y Yearn for quality education through a relevant and responsive curriculum. Z Zero out irrelevant and erroneous curriculum contents and materials. Teachers as Curriculum Leaders in Instructional Planning Process Instructional leadership is primarily associated with school administrators, particularly principals. According to Oliva (2005) and Ornstein and Hunkins (1993), curriculum includes instruction, making them inseparable. Curriculum leadership encompasses a broader scope than instructional leadership, with the latter being one of its components. McEwan (2003) emphasized that effective instructional leaders should possess knowledge of learning theory and curriculum to effectively guide education. Consequently, curriculum leaders fulfill their instructional leadership roles by articulating the school’s philosophy, vision, mission, core values, curriculum, and plans to various stakeholders, including learners, teachers, and parents. Instructional leadership as one of the functions of curriculum leaders may need to do the following functions: Supervise the implementation of curriculum and academic standards. Lead in the development or purchase of instructional materials Prepare the school budget for instruction. Promote a school culture and climate conducive to teaching and learning. Observe classes of teachers. Communicate the philosophy, vision, and mission of the school. Check assessment tools (exams and authentic assessment) Train teachers and school staff. Planning instruction in Reiser and Dick's model includes the following instructional procedures: Motivation Presentation of objectives Recalling prerequisite skills and knowledge Presentation of information and examples Practice and feedback Summary Assessment Teachers as Curriculum Leaders in Evaluating Instruction Evaluating instruction is also an important function of teachers as curriculum leaders. It is necessary for teachers to ensure that the curriculum is implemented as it was planned. It ensures that the curriculum standards and competencies are taught effectively to every learner. Evaluating instruction also measures the effectiveness of how the curriculum is implemented.  In evaluating instruction, teachers need to look at the following procedures: 1. Planning for the Evaluation Develop the purposes and objectives of the evaluation. Determine the data and other information needed. Set the timeline for the evaluation 2. Determine instructional evaluation design - just like in doing curriculum evaluation, in instructional evaluation the teachers will need to describe the following: Types of information needed for the evaluation. Sources of information. Methods for collecting the needed information. Methods for analysing the data gathered. Timeline for conducting evaluation  In evaluating instruction, teachers need to look at the following procedures: 3. Develop instructional evaluation instruments Class observation guide. Checklists. Questionnaires. Survey forms Interview guide 4. Class observation guide Checklists Questionnaires Survey forms Interview guide Focus group discussion. Interview with the students and teachers. Actual class observation. Examining samples of students' output. Examining assessment tools used in the classes. Checking the facilities and other instructional materials. Checking of lesson plans Interview with principals and supervisors  In evaluating instruction, teachers need to look at the following procedures: 3. Analyse data the teachers will analyze the data gathered and interpret results. 4. Report findings or the results of the instructional evaluation Appropriateness of the activities and strategies to the students and to the topic. Active participation of students in performing learning tasks. Usefulness of instructional materials in meeting the desired objectives of the lesson. Conduciveness of classroom environment for learning. Pedagogical Content Knowledge (PCK) level of teachers. Classroom management. Development of positive relationship between students and teachers. Effective presentation of concepts. Effectiveness of the teacher in carrying out the instructional procedures Teachers as Curriculum Leaders in the K-12 Education Reform The Republic Act 10533, otherwise known as the Enhanced Basic Education Act of the Philippines includes specific provisions for teachers and principals to exercise leadership roles not only in instruction but also in curriculum. Republic Act 9155, otherwise known as Governance of Basic Education Act of 2001 also specifies important provisions wherein teachers play important roles to promote and protect the rights of every citizen to quality basic education. Teacher empowerment is at the heart of K-12 Education. With all the reforms and innovations in the K-12 Education Program, teachers need to view themselves as curriculum leaders performing the following functions; Ensure effective implementation of curriculum standards and competencies. Develop and evaluate curriculum materials that are appropriate for the students. Develop assessment and evaluation tools to assess learning. Plan and evaluate curriculum. Plan activities that will help implement the curriculum. Solicit support from parents and other stakeholders. Make curricular decisions at the school level. Conduct research to improve learning and improve content.  Since the K-12 Curriculum is a standards-based curriculum reform, all teachers are compelled to focus their attention on the following: Clarity of the Visibility of performance Consistency of standards measure communication Teachers as Curriculum Leaders in the K-12 Education Reform Teachers as Curriculum Leaders in Preschool Republic Act 10157, otherwise known as The Kindergarten Education Act integrates kindergarten education in the formal education system of the country. Before the school year 2011-2012, kindergarten education was not a prerequisite to Grade 1; it was more of a privilege for learners whose parents can afford kindergarten Act now mandates all children aged 5 to enroll in kindergarten. A diploma in education for them. It was desirable but not mandatory. The Kindergarten Education kindergarten is now a prerequisite to enroll in Grade I. The Department of Education issued a curriculum to be implemented by all kindergarten schools in the country. This curriculum includes several domains that need to be developed among young children. The Kindergarten Curriculum includes the following areas: Values Education. Sensory-Perceptual Motor Development Physical Health and Motor Development. Mathematics Social and Emotional Development. Understanding of the Physical and Natural Environment Cognitive Development Understanding of the Social Environment Language, Literacy, and Communication  Teachers as Curriculum Leaders in the K-12 Education Reform Teachers as Curriculum Leaders in the Elementary Grades Primary education serves as a foundational stage in developing essential skills, knowledge, and values necessary for effective participation in society. Its curriculum aims to cultivate learners' critical and creative thinking abilities, equipping them with life skills, cultural understanding, and knowledge of the natural world. Teachers play a crucial role as curriculum leaders, molding students' character and capacity as future citizens. Their responsibilities include designing innovative instructional approaches, integrating diverse learning styles, and employing technology to enhance education. Additionally, teachers conduct research on effective teaching and assessment methods while fostering connections across subjects to promote holistic learning experiences. Teachers as Curriculum Leaders in Junior High School The Junior High School program under the K-12 curriculum encompasses Grades VII to X, serving as an essential initiation into a broad spectrum of academic disciplines, including science, social sciences, mathematics, humanities, and applied subjects like Home Economics and Vocational Technology. The curriculum is structured around a spiral design, promoting an interconnected understanding of various topics. Students engage with advanced mathematical concepts such as algebra, trigonometry, calculus, and geometry, alongside comprehensive studies in Asian and world history, economics, and Philippine history. They also delve deeper into literature and applied disciplines vital for daily life. Natural sciences are woven into the curriculum, integrating physics, chemistry, biology, earth science, and general sciences in a manner that builds on prior knowledge. Teachers, as curriculum leaders, are responsible for crafting effective lessons and selecting appropriate content, while also understanding the complexities of adolescent behavior and acting as positive role models for their students. Teachers as Curriculum Leaders in the K-12 Education Reform Teachers as Curriculum Leaders in Senior High School The Senior High School is something new in the educational program for basic education in the Philippines. It was added basically to prepare the Filipino for global demands. It is part of the commitment of the country to make its educational system at par with global standards. The Senior High School program is a two-year education program added to the 10 years of basic education in the Philippines. In Senior High School, students will choose their own track from academic track, technical and vocational track, and arts and sports track. The academic track has four specializations: Humanities and Social Sciences Business STEM, and General Academic  These tracks aim to develop the following: Life and Career Skills Learning and Innovation Skills Information and Media Skills Communication Skills The Senior High School teachers will need to develop and implement lessons that are: Learner-centered, inclusive, and developmentally appropriate; Relevant, responsive, and research-based; Culture-sensitive, contextualized, and global Pedagogical approaches that are constructivist, inquiry-based, reflective, collaborative, and integrative; Teachers as Curriculum Leaders of 21st Century Learning The 21st century presents a range of changes and challenges, including globalization, shifts in social values, economic fluctuations, political issues, cultural diversity, the rise of information technology, and environmental concerns. These factors require a transformation in education to effectively address societal needs. Teachers, as curriculum leaders, play a crucial role in this process by designing innovative curricula and instructional strategies tailored to the demands of contemporary learning. To successfully educate millennial learners, who are accustomed to immediate access to information via technology, teachers must enhance their professional development, particularly in technological pedagogical- content knowledge (TPCK). Overall, the educational landscape must evolve to equip both educators and students for success in an increasingly complex and digital world. Middlewood and Burton (2001) noted that the 21st century teaching and learning would need a completely new paradigm of learning. This new paradigm of learning focuses on developing: Critical thinking Creativity Communication skills Collaboration Law and Glover (2000) also identified new features of education focusing on: Learning how to learn Learning as a process; a journey Learning as a life-long process Teacher as a learner There are several developments, which have significantly influenced curriculum development and teaching and learning in the 21st century: Increasing discoveries on how the human brain works Idea of learning styles and thinking preferences ICT integration in education Development of learning organizations One of the challenges of the 21st century learning to curriculum leaders is to develop habits of mind among the learners. Costa and Kallick (2009) identified the following habits of mind: Be independent thinkers; think before they act. Be more self-motivated. Be more inquisitive. Pay attention to detail; take pride in work. Be more diligent and persistent. Enjoy working through the work. Think for themselves; not always follow another's lead. Generate their own thoughts. Be self-directed; use strategies of problem-solving. Transfer knowledge and apply to new situations. Have confidence; be able to take risks. Support answers so that they can show evidence of their thinking. Communicate with each other; work it out together. Exercising Curriculum Leadership in Selecting Textbooks and Other Instructional Materials Teachers should be allowed to choose the textbooks and instructional materials for their classes. While some schools involve teachers in the selection process, often it is the administrators who decide. Given that teachers have firsthand knowledge of their subjects and understand their students' needs, it is essential to empower them to make these decisions independently. In 2015, the Department of Education developed a framework for developing and selecting textbooks and other instructional materials. The framework prescribes that all textbooks and instructional materials are: Aligned to the K-12 Curriculum - the textbooks and other instructional materials should follow the curriculum standards and competencies prescribed by the K-12 curriculum. Contain expert system of knowledge - authors that are experts in their fields should write the textbooks and other instructional materials. It is also important that the contents of the instructional materials are accurate and up-to-date. Have provision for differentiated instruction - it is important to provide activities and assessment strategies that are relevant to the learning styles and thinking preferences of the learners. The needs of slow learners and fast learners should also be considered. Provision for reflective thinking -the instructional materials and textbooks should engage the learners to develop deeper understanding of the lessons, develop critical and creative thinking, and encourage reflective thinking. Provision for parental and community involvement - the textbooks and instructional materials should encourage parental and community involvement. This means that service learning, real life integration, and parental support are encouraged. Developing Teachers as Curriculum Leaders Curriculum leaders are trained and developed. They are products of different in-service and pre service teacher education programs. They also develop their skills from their teaching experiences and encounter with great teachers. They are products of mentors and they are formed by supportive professional work environments.  There are few important factors that need to be considered in the development of teachers as curriculum leaders: 1. Teacher Empowerment – teachers need to be empowered to make important decisions, solve problems, take actions, and innovate in their teachers need to be empowered to make own schools and classes. 2. Efficient System - teachers need to work in an efficient working environment. They need to be part of a system that is collaborative, professional, and effective. 3. Mentoring System - teachers, especially the neophyte teachers, need mentoring from effective and model mentors. 4. Administrative Support - at any level, teachers will need full support from the administration especially when they want to innovate or develop good programs for the school and for their students. 5. Learning Community - teachers must experience to work in a learning community where all behave as professionals avoiding any forms of professional jealousies and free from insecurities. Teachers need to learn from and share best curricular and instructional practices to each other. Planning instruction in Reiser and Dick's model includes the following instructional procedures: DANO, JENELYN GARDER, ARSELYN MAJID, ANIZA OBRERO, ARSALYN PADON, KAIZEN JOYCE VILLA, JON MIKHAIL “Your attitude, not your aptitude, will determine your altitude.” -Zig Ziglar Thank you for listening, have a great day! THE TEACHER AND THE SCHOOL CURRICULUM