Session Eight. Implementing The Curriculum Once you decided on your goals, chose your content organized I, determined your assessments, selected your:

Session Eight

Implementing The Curriculum

• Once you decided on your goals, chose your content organized I, determined your assessments, selected your:– Materials– Activities– Instructional approaches

–It is time to implement it


• Many great curricula that are well planned, never get used because the lack a Plan to implement them

• Some argue that educators are not trained or equipped, they lack the managerial skills necessary


• Before you can implement, you need to have the teachers ready- Readiness is determined inmost cases by Planning

• Millions of federal project money were wasted on developing new curriculum that were never implemented properly- and nothing changed- used same old practices- the money was wasted


• When planning for the implementation, the planner needs to understand– Organizational Change- how information and ideas

fit into a real world context– Understand the cultural context of the educational

organization- how will this affect the social context– How will the power brokers see it?– How will it affect relationships– What work will it create?


• If you take a technical view, you feel that you can plan every step- very linear- feel you can plan and anticipate how people will react

• A non technical view is more fluent- you deal with things as they come up

• In reality you need both,well planned but able to listen and divert to

deal with concerns


• Could look to persuade-– If you use this, it will be easier, kids will do better

an you will look better, the parents will love you and shower you with gifts

• Could look to coerce– If you do not do this, you will be out of

compliance- you could be sued- you might lose your job

• Could motivate

What is successful change

• Change is successful when it becomes institutionalized, when it is built into the budget and regulatory portions of a school

• Change is often carried on the back of the initiator, Thematic self contained classrooms,

• It can die when the forces move or is no longer there, because not institutionalized

Acceptance

• Teaches are slow to accept change with anything, especially the curriculum

• Use to being autonomous in a classroom• Need time to reflect on it• Like to stay with proven methodology• Will slowly make it their own• Younger teachers seem to adjust better???

Communication

• Communication needs to go in both directions

• Vertical. From administration to teacher and back

• Horizontal from teacher to teacher and back• Horizontal communication flows best

Communication

• Communication can be through: – Emails– Meetings– Letters books– Bulletins– Articles– Memos– Research reports– Speeches

Support

• What type of support do you think is needed for successful curriculum implementation

• Meet in your local groups and come up with five types of support

Support

• In-service-/ staff development– Training in what is different about the new

curriculum– Why– How to use it– Demonstration on components– Time to share with other teachers

Support

– FINACIAL SUPPORT• MATERIALS/ equipment• Training time• Experts• Long term support of materials• Accessories for curriculum

Support

– Time• Convenient for teacher• Enough time• Time to share• Time to play

Support

– Freedom to fail• There has to be a trust that if a teacher tries the new

program, they are not going to be hammered if they make a mistake or get it wrong• Trust that what is said by a teacher as a concern is not

taken negatively, even if it was- freedom to vent

Change

• Teachers do not like change as a whole

• They are use to working in a set somewhat isolated environment (classroom)

• It is difficult to mandate change and expect motivated compliance

• Unveiling change may be your most important decision in the process

Change Considerations

• Teachers Need:– Clear expectations- what

is expected, how do they fit in, what are the responsibilities

– How does it effect the future. Does it effect their security?

– How will it change social interactions, some school feasibility studies have been driven by the need for teachers to stay together

– Control over work environment

Change

• The plan needs to understand change– There are different types of change and sources of

change– Understanding these allows a person to

determine if the demand for change has educational value or just political expediency

Change

• Today, Change is often managed rather than done for educational reasons

• Change is done to stay in compliance, rather than for educational reasons

Change

• Slow change is made with minor adjustments– Can be done with one grade at a time– Can be done with one person at a school at a

time-pilot

• Rapid change- such as you see today with technology- everything changes quickly- sometimes with new leadership- sometimes by rapid changes in population force changes

Changefive guidelines for curriculum change– Innovation designed– Change the structure- of how teachers and

students interact with each other– The change must be manageable and feasible-

cannot ask kids to do algebra if they cannot add– Change should be organic rather than

bureaucratic- tough to force a change down someone's throat

– Change should be focused and rational- not for the sake of doing something

Types of Change

• Planned- - people have equal power, everybody knows what is next- great process• Coercion- one groups excludes the others and forces

the change• Interaction change- people agree on the goals, but little

of the nuts and bolts are set and therefore interpretation varies

Types of Change

• Substitution change- when parts are replaced for other parts, but there was not a process, different books, or different goals but nothing else changes

• Alteration- the majority stays the same and a unit or some new thing is added

• Perturbation- a disruptive change that takes some adjustment, but in a short amount of time people adjust and it works better

• Restructuring- roles change, staffing changes sequence of courses change

• Value orientation changes- participations values or philosophies of curriculum orientation- must be accepted by the powerbrokers of the school

Change Facilitators Style• Responders

– Respond to the concerns of the teachers. Before a decision is made, get input from teachers to keep things running smoothly

• Managers-Managers respond but also initiate actions to support the change. Defend and protect teachers. Do not look to initiate more than what Central office wants done

• Initiators- Have strong long range plans for what schooling should be. Decisions are based on these goals. Input is solicited but decision based solely on their goals for the school, not the central office

Resistance to Change

• People are the biggest obstacle of change• Sometimes they do not realize it• Comfort-Often people are aware of their

resistance and do it because it is easier to not change- it is comfortable

• Lack of technical knowledge- often teachers do not stay up on research and

• See it as more work

Resistance to Change

• Uncertainty fosters insecurity• Teachers do not support change that is

perceived as short lived• Research is often contradictory- teachers

focus on the contradiction

Thomas Harvey’s Researchon why teachers resist change

• Lack of belief• Lack of benefit• Increased burdens• Lack of administrative support• Loneliness (want to collaborate with someone)

• Insecurity• Norm incongruence- the underlying principles of

the change differs from the staff ( WC Math)

Thomas Harvey’s Researchon why teachers resist change

• Boredom- does not seem interesting• Chaos- if perceived that it lessens control for

teachers, they will resist• Sudden wholesale changes-• Unique points of resistance- something

unexpected happens that diverts attention or blocks the change

Stages of change

• Initiation– Sets the stage for the change- gets people to be

receptive

• Implementation– Present it, get people to try it, provide support

• Maintenance– Monitors it to make sure it does not fade away

Models

• Overcoming Resistance to Change– Gains advocates for the new curriculum by

addressing fears and doubts– Takes teachers values and perspectives into

account– Gives school Administrators and Teachers equal

Power– When teachers feel involved in developing the

curriculum they are committed to the change

Models

• Overcoming Resistance to Change• Four stages in this model– Unrelated to concern- some teachers initially are

unconcerned because they see no relationship to them

– Personal concerns-the teacher react how a curriculum change will affect him personally

Models

• Overcoming Resistance to Change• Four stages in this model– Task related- the concern is based on the teachers

feelings about specific parts of the new curriculum, how much time it will take, specific activities of the program or specific activities it will eliminate

– Impact related concerns- the teacher is concerned on how the program will affect students. Will it help the students learn science better?

Models• Overcoming Resistance to Change• Four stages in this model• The person charged with implemented the

curriculum, must determine where teachers are in this process and deal with this concern

• Must especially do this with those resistant to the change

Organizational –Development Model

Treats the implementation process as an on-going interactive process

Assumes implementation is never finished

• Stopped


• Emphasis on teamwork on addressing issues• Emphasis on group and intergroup processes• Use action research• Emphasis on collaboration with the

organization• Realization that the organization must be

perceived as part of the total system


• Realization that those in charge of the organization and serves as consultants/ facilitators

• Appreciation of the organization’s ongoing dynamics within continually changing environment

Concern-Based Adoption Model

• Like other models this model focuses on change of the individual teacher

• However, it focuses on teachers that were not part of the development process

• Gathers data about the teachers concerns


• Like other models this model focuses on change of the individual teacher

• However, it focuses on teachers that were not part of the development process

• Gathers data about the teachers concerns• Feels these teachers have common sequence

of concerns


• Teachers have common sequence of concerns– Become aware of the change– Have interest in learning about the change, but

not aware how it will affect them– Concern if they have the ability and skill to

implement the change– Concerns about how to manage time and

resources related to the change – Concerned about it affect on students


• Once you have addressed these concerns, you can implement the curriculum

• Often teachers do not feel comfortable till after they have used it

• Even when all of the steps have been taken, many teachers would still prefer to stay with old curriculum

Change in general

• Clarity- – make sure people understand the goals of the

change and – are clear how it is different

• Complexity – for some the change is very challenging and scary

• Quality, Worth, Practicality– Teachers need to understand and perceive its

value

Key Players

• Students• Teachers• Supervisors• Principals• Curriculum Directors• Curriculum Consultants

Students

• Traditionally not involved• Lately have become involved in shaping the

curriculum and • Can help spread the word about how the

change will take place

Teachers

• Key to the process• The central player– Involve in development– Involve in the unveiling – Provide training– Deal with fears– Provide support

Supervisors

• Oversee process• Give experienced teachers more responsibility• Keep an eye out for the new teachers

Principals

• Watch the organizational climate• Provide support• Develop orientation for teachers• Develop clear goals• Encourage communication• Deal with controversial problems with parents

relating to the curriculum• Plan staff development

Curriculum Directors

• Focus on the overall district curriculum• Should be familiar with latest research• Conduct curriculum surveys• Work with local business work with board• Obtain funds• Coordinate staff development

Curriculum Consultant

• Should be there for more than a day or two• Provide support• Does not judge, just helps

Documents

Session Eight. Implementing The Curriculum Once you decided on your goals, chose your content organized I, determined your assessments, selected your: