Curriculum Implementation and Evaluation When it comes to implementing a curriculum everyone has an opinion. Whether it is the organization of the curriculum or the evaluation of the curriculum, everyone from administers, teachers, and parents will have their opinions on the new curriculum. The curriculum development group has many difficult decisions to make. They have to decide when and how to implement, who will be in charge, what data will be collected, and how will the curriculum be evaluated. The group needs to keep the communication open to all the people involved. For the implementation of the curriculum to be successful there needs to be careful planning, communication, listening to people, and organization. Every school is different and therefore every curriculum is different. What works for one school may not work for every school. Implementing Change According to Ornstein and Hunkins (2013), there are three factors that help make a curriculum implementation successful: people, programs, and process. The one factor that keeps the three factors together is communication. Communication is essential to making a curriculum change. Communication can be spoken, written, or seen. Leaders need to communicate with teachers and society to implement the curriculum. Along with communication there are five guidelines of change (Ornstein & Hunkins, 2013): 1. Innovations designed to improve student achievement must be technically sound. Leaders must look at how Montessori works. Is Montessori successful at other charter schools? How was the curriculum implemented at other charter schools? The curriculum development team needs to observe other Montessori schools and research their data to make sure the curriculum w... ... middle of paper ... ...s must be held for accountability for the success of the program. Staff and parents must communicate on a regular basis to keep the program running smooth. Resources Chattin-McNichols, J. (2013). Work in society and Montessori classrooms. In Montessori Life, 25(3), pp. 18-25. Retrieved from http://ehis.ebscohost.com/eds/pdfviewer/pdfviewer?sid=a90618ce-8e70-4fd5-a049- dc2ef33bbdca%40sessionmgr4001&vid=3&hid=4108 Hunkins, F.P. & Ornstein A. C. (2013). Curriculum development. Boston, MA: Pearson, In Curriculum Foundations, Principals, and Issues (217-275). Murray, A. & Payton, V. (2008). Public Montessori elementary schools: A delicate debate. In Montessori Life, 20(4), pp. 26-30. Retrieved from http://ehis.ebscohost.com/eds/detail?vid=7&sid=1dd8fe31-8e3e-4b8e-a8ad- 2e04db87b090%40sessionmgr4002&hid=102&bdata=JnNpdGU9ZWRzLWxpdmU%3d #db=eric&AN=EJ819578
What is more important than planning, designing, and implementing a comprehensive school counseling program? To ensure the program is aligned with the ASCA’s National Model for School Counseling Program. How is that accomplished? By implementing a program audit during the early stages of the designing phase of the program and then annually thereafter. The program audit guides future program actions and ensures student needs are met (ASCA, 2005).
It is about management, motivation, and instruction. Teachers need to know how to design their classroom so that the children are going to get the most efficient learning environment for them. For example, students who are visual learners or have attention problems, should sit near the front. Teachers must be experts in motivation. Students will be open to learning and want to learn if they are excited, happy, feel safe, and have confidence. Teachers must be instructional experts. Not all children learn the same way, teachers need to have the skill to give the same instruction in different ways so that all students
In the case study with Principal Miller, he had to make a decision to change the instruction program or to keep it. There was a group of parents that wanted students grouped by their ability. The other group of parents wanted the instruction to stay the same. Principal Miller was new to the school and had very little knowledge of the school. This leaves some critical issues that Principal Miller has to think about while he made his choice. He needed to make sure that the children were getting the best education that he can provide as the leader in the school. He also needs to think about the other educators in the building and how they would feel about the grouping. If Mr. Miller changes any instruction it needs to be understood by all of the teachers and staff in the building. Mr. Miller should consider all of the parents, keep an open dialogue with them, and report data for and against the change and finally make the decision.
Different theories present own opinion of the most effective way through curriculum models. ‘Curriculum models are approaches or procedures for implementing a curriculum’. (Wilson, 2009: 522) Commonly curriculum are described as product, process and praxis. While curriculum as a product depends on the objectives as the learning goals and the measured means, a process model focuses on learning and relationship between learner and teacher. Chosen curriculum model depends on teaching and assessment strategies in some cases determinate by awarding bodies, organisational constrains, funding body and political initiatives. The dominant modes of describing and managing education are today couched in the productive form. Objectives are set, a plan drawn up, then applied, and the outcomes (products) measured. It is a way of thinking about education that has grown in influence in the United Kingdom since the late 1970s with the rise of ‘vocationalism’ and the concern of competencies. In the late 1980s and the 1990s many of the debates about the National Curriculum for schools did not so much concern how the curriculum was thought about as to what its objectives and content might be. (Wilson, 2009)
The initial guiding question from the Curriculum Needs assessment required administrators to answer the following: Does their district have a curriculum coordinator in charge? In response, “The assistant superintendent and I split the duties of overseeing the curriculum. The district had an Assistant Supe...
as cited in Doktor (2010, p.9) Strategies to Promote Inclusive Practices Collaboration Friend and Bursuck (1999/1996) as cited in Carolyn H. Wilson, Ed. D.; Keisha L. Ellerbee, M.Ed, Silas H. Christian, Ph. D (2011), states that Coordinated effort is, most importantly, a fundamental piece of the consideration procedure. A general instruction instructor will interface with various types of experts in the custom curriculum field. These incorporate custom curriculum educators, school analysts, advisors, discourse/dialect specialists, social laborers, physical and word related specialists, attendants, chairmen, paraprofessionals, and other experts. Custom curriculum educators will probably be in contact with the general training educator frequently.
This essay examines the components that contribute to being an effective early childhood educator. Effective early childhood education has been shown to be an evolving and complex process, and is influenced by many factors. These factors include a deep understanding of the theories and philosophies of many pioneering and contemporary pedagogues, such as Piaget, Montessori and Vygotsky and studies emerging from Reggio Emilia in Italy. Researchers have found, that unless the educator is working in a specific theory based environment, for example, a Montessori school, or a school where Piagetian practice is implemented, the contemporary pedagogy will base lesson plans on a selection of these theorists idea's and concepts rather than the entire philosophy ( Edwards & Hammer, 2006).
Prior to conducting the Curriculum Based Measurement test on my tutee, I asked her how she felt she did in school and did some prior activities to see where I felt I needed to test her at. The student knew that she had trouble in mathematics and when I did some activities with her to assess her level, she seemed to still have trouble with division, some subtraction, and some multiplication. That being said, she excelled at addition, most multiplication, and was a verily quick worker. Due to her what I had perceived her level to be, I tested her with the 3rd grade CBM test rather than the 4th grade. My tutee’s median of digits correct was 41 and her median of problems correct was 23. She got 100% of the addition correct, but lacked in division, subtraction, and multiplication. During normal circumstances, most people would boost my student’s testing to the 4th grade level and I do believe that she is smart enough to complete a 4th grade
This article discusses the difference between direct instruction and the Montessori method, using the example of one school in Texas, which offers parents a choice of which instruction they would like for their child. The end of this article tells that test results from each classroom turn out about equal, despite the radically different teaching approach. This is because different children do well in different types of classrooms.
Morrison, G. S. (1976). Chapter 6: Early Childhood Programs APPLYING THEORIES TO PRACTICE. In Early childhood education today (10th ed., pp. 5-31). Columbus, Ohio: Merrill.
The Montessori Method has been and is very popular around the world with early childhood practitioners and parents. The Montessori approach is designed to support the natural development of children in a well-prepared environment. Some of the principles and philosophy are respect for the child, sensitive periods, the prepared environment, absorbent mind, and observations. (hardy, 2013) (Notes, 2013)
Since then, Basic Principles of Curriculum and Instruction has been a standard reference for anyone working with curriculum development. Although not a strict how-to guide, the book shows how educators can critically approach curriculum planning, studying progress and retooling when needed. Its four sections focus on setting objectives, selecting learning experiences, organizing instruction, and evaluating progress. Readers will come away with a firm understanding of how to formulate educational objectives and how to analyze and adjust their plans so that students meet the objectives. Tyler also explains that curriculum planning is a continuous, cyclical process, an instrument of education that needs to be fine-tuned.
Implementing an effective educational curriculum establishes a classroom environment of trust and respect, help to influence healthy behaviors and attitudes providing young people the tools to flourish and contribute significantly to society. An equitable formula is essential to developing future generations of healthy learners. My commitment to facilitating a suitable curriculum for all learners is important.
A curriculum can be evaluated by the results that it claims to achieve and the teachings that it inculcates in the students. You can look at the following factors while evaluating a curriculum:
Designing curriculum, instruction, and assessments are steps teachers use to help them make sense of the concepts they teach and helps drive instruction. These steps can take on many different forms and drive a classroom in a plethora of ways. These steps, when developed properly, can help a teacher utilize each moment in the classroom and help students gain more insight to the standards they need to become proficient.