CURRICULUM

IMPLEMENTATION
pg 221-240
THE NATURE F IMPLEMENTATION
Requires restructuring and replacement.
Adjusting personal habits, ways of behaving,
program emphases, learning spaces and existing
curricula and schedules.
Implementation must appeal to participants not
only logically, but also emotionally and morally.
Successful curriculum implementation results
from careful planning, which focuses on three
factors: people, programs and processes.
Incrementalism: focusing on changing the
curriculum and the school culture gives
emphasis to the management of change.
Implementation of curriculum designed to
improve and not just change students
accomplishments requires some agreement
regarding what constitutes improvement.
Communication: Communication channel are
vertical (between people at different levels of
the school hierarchy) or horizontal (between
people at the same level of the hierarchy).

Support: In service training, staff development
and financial support are crucial.
IMPLEMENTATION AS A CHANGE PROCESS
For curriculum change to be successfully implemented,
5 guidelines to be followed:
- Innovations designed to improve student
achievement must be technically sound.
- Successful innovation requires change in the
structure of a traditional school.
- Innovation must be manageable and feasible for the
average teacher.
- Implementation of successful change efforts must be
organic rather than bureaucratic.
- avoid the do something, anything syndrome


TYPES OF CHANGE
Planned change: those involved have equal
power
Coercion: one group determine goals, retains
control and excludes other people from
participating.
Interaction change: there is a fairly equal
distribution of power among groups who
mutually set goals.
RESISTANCE TO CHANGE
Lack of ownership
Lack of benefits
Increased burdens
Lack of administrative support
Loneliness
Insecurity
Norm incongruence
Boredom
Chaos
Differential knowledge
Sudden wholesale change
Unique points of resistance.
STAGES OF CHANGES
Initiation
Implementation
Maintenance
CURRICULUM IMPLEMENTATION MODELS
Overcoming resistance to change (ORC)

Assumptions:
- Resistance to change is neutral.
- need to overcome resistance at outset of innovation activities.
- Must address concerns of staff.

Key Players
- Administrators
- Directors
- Teachers
- Supervisors
Organizational Development (OD)

Assumptions:
- Top-down approach
- Stress on the organizational cultures
- Implementation is an ongoing interactive process

Key Players
- Administrators
- Directors
- Supervisors

Concerns-based Adoption (CBA)

Assumptions:
- Change is personal
- Stress on school cultures

Key Players
- Teacher
System model

Assumptions:
- The organization is composed of parts, units and
departments.
- Linkages between people and group.
- Implementations consist of corrective actions.

Key Player
- Administrators
- Directors
- Teachers
- Supervisors

Educational Change

Assumptions:
- Successful changes involves need, clarity, some complexity
and quality programs.

Key Player
- Administrators
- Teachers
- Students
- School board
- Community
- Members
- Government