Curriculum & Syllabus Design

Curriculum Management Planning (CMP) in TESL

Dr. Azadeh Asgari

How Districts Improve Programs

Professional accreditation is sought. District rely on expert opinion by
having consultants survey the district.

District chooses to conduct an internal

needs assessment.

Three Methods of Assessing School Conditions

(1) Accreditation
Organization

CHARACTERISTICS (2) Survey

Administrative

(3) Needs Assessment

Programmatic

orientation orientation Concern with structure Concern with and management structure organization Analysis of what actually Analysis of what exists (descriptive) actually exists Self-contained (descriptive) Quasi-comprehensive Scheduled Judgmental Comprehensive Validation emphasis

orientation Concern with clients and corresponding programs Assessment of what should be in existence (prescriptive) Ties to remediation Focused on client needs Objective with design

Three Methods of Assessing School Conditions

(1) Accreditation
Pupil-teacher ratio Number

DATA (2) Survey

Community

(3) Needs Assessment

School

of library

books Statement of purpose Quality of buildings Financial patterns Pupil-personnel services Standards External Post evaluation

background Administration and organization Instructional patterns Finance Extracurricular

Standards
External Post

community

evaluation

history Achievement patterns Attitudes toward school Motivation, self-concepts Student interests Teacher perception Problems Internal Pre evaluation

Comprehensive Curriculum Development

The curriculum development cycle include the following components: will

Study the latest research and trends surrounding the subject area Analyze student assessment data Align objectives (horizontal and vertical) Select resources for high-level alignment District templates will be used

Piloting the Curriculum

Provide

training for teachers Evaluate and revise curriculum and assessments as needed
Implement the Curriculum
Monitor

implementation

7 Steps of Curriculum Development

1. 2. 3. 4. 5. 6. 7.
Diagnosis of needs Formulation of objectives Selection of content Organization of content Selection of learning experiences Organization of learning experiences Determination of what to evaluate and means of doing it.
(Taba,1962)

Various Stages

Curriculum developers set goals, plan experiences, select content, and assess outcomes of school programs through analysis, design, implementation and evaluation. Traditional cycle of development reveals some of most common problems in the Curriculum developers.

Analysis Stage
Reason of many districts fail to fully engage in a dissection of the current program:
The existing program has no design and cant be analyzed. Leaders fear that analysis will reveal weakness or problems that will reflect on them in their leadership role. The analysis never gets beyond words (jargon), and true assessments arent made. Leaders enhance the assessment because they feel it is expected.

Design Stages
Numerous possible failures that will sabotage the process:
The design is blue sky (unreal) in nature or follows a bandwagon (everyone else has it). The design is unachievable because of existing conditions ($, academic). Challenges bedrock values of those who must implement it. Couched in terms that are vague and wordy (unclear).

Implementation Stages
Regular conditions that undermine successful efforts :
The primary supporter of the design (school board or superintendent) changes or leaves. The change is too complex, and the purpose is obscured (hidden). Time frames for changing are unrealistic, and the design is abandoned. Training to implement the design is not sufficient to carry the change.

Evaluation Stage
Common failure conditions while assess the completion:
No baseline data were secured for a comparison
to the completion. Evaluation is not in a form to be useful in redirecting efforts. Those involved in the process dont trust those evaluating the process or believe the reported outcomes.

Purpose of Curriculum Management Plan (CMP)

The Board recognizes the need and value of a systematic, ongoing program of curriculum review and development. The Board shall encourage and support the professional staff in its efforts to investigate new curricular ideas, develop and improve programs, and evaluate results. In order to ensure quality control of the curriculum and to be responsive to the school community and state requirements, the Board sets forth this policy to be followed by the Superintendent and professional staff.

Curriculum Management Plan (CMP)

IMPORTANT: CMP provides a way in which the

philosophy of education desired by planners can intersect the development process over a long period.
The role of the school curriculum is to ensure the holistic development of the individual, mentally, physically, spiritually and emotionally through imparting general knowledge and skills, cultivating, instilling and fostering healthy attitudes and accepted moral values. The curriculum is to bring forth the Malaysian citizen who is balanced and well rounded individual trained, skilful and cherishes the national aspiration.

Curriculum Development Center (CDC)

CDC is fully responsible in developing schools curriculum to improve the education performance and quality in line with National Philosophy of Education.
IMPORTANT: CDC also provided the role of
curriculum leaders in each level. It includes state, district and school level.

National Philosophy of Education (NPE)

Education in Malaysia is an on going effort towards further developing the potential of individuals who are intellectually, spiritually, emotionally and physically balanced and harmonious based on a firm belief in and devotion to God.

Wiles-Bondi CMP Model

Management team initiates action, communicates upward and downward for logistical purposes, and help define political reality in districts or schools.

Analysis Stage
To clarify purpose and goals.
Management team under Wiles-Bondi CMP model plays a crucial role in this stage:
This team is divided into two main category which are Coordinating Committee and Evaluation Committee.

Coordinating Committee: a group of all

powerful individuals and organizations outside of the management team.
Teachers union, parents, political action groups and so on. No hidden agendas.

Evaluation Committee: a group of lay persons

inside of the management team.
Board. To review and report on progress.

Under the two main category committee there are another three ad hoc group which are include Design Committee, Program Development and Staff Development.
Design Committee: (program design) to provide more definition.

Program Development: emerge certain task

within the design parameters.

Staff Development: help to emerge certain task

completion.

The following criteria can be applied to any set of goals as a measure of their usefulness to the organization in this analysis stage:
Are the goals realistic? Are the goals specific?

Are the goals related to performance?

Are the goals suggestive of involvement?

Are the goals observable?

Design Stages

To define the goals. Wiles-Bondi CMP model at this stage define the goals for the school or district in broad strokes that establish a framework for subsequent curriculum work. The committee must be visionary and work within the parameters (endorsed philosophy and realistic data gathered).

Implementation Stages

To coordinate and implement programs. Wiles-Bondi CMP model at this stage coordinate the many efforts needed to implement such programs. The collection of all action plans would form the bulk of the implementation plan.

Evaluation Stage

To review and report on progress. Wiles-Bondi CMP model at this stage is to conduct and develop on reviewing and reporting on progress. The CMP evaluation is used in at least 5 ways:
1. To make explicit the rationale of the instructional program as a basis for deciding which aspects of the program should be evaluated for effectiveness and what types of data should gathered. 2. To collect data upon which judgments about effectiveness can be formulated. 3. To analyze data and draw conclusions. 4. To make decisions based on the data. 5. To implement the decisions to improve the instructional program.

These Questions Need To Be Asked Prior To Setting Up An Evaluation Design To Monitor Curriculum Development:

What are the criteria for evaluating the program? What type of evaluation do we want to conduct? What constitutes good research?

Criteria for Evaluating Instructional Programs

The evaluation of a good instructional programs must be:
Purposes Provide for continuity of learning experiences Promote individual development in students rather than making
them conform to a hypothetical standard. Clear focus Organized around life problems, content topics, interests, or experiences Examined to see which topics are emphasized, which details are relevant, and which relationships are significant Well planned Decision-making (DM) by Phi Delta Kappa National Study Committee on Evaluation

Assessing Educational Research

Research will be conducted externally or will be in-house. Curriculum specialist should be able to identify good research and be able to assess research reports.

The review of a good research:

The problem should be clearly stated, be limited and have contemporary significance.
Previous and related studies should be reported to show the relationship to the present study. The variables, those which are controlled and those to be manipulated, should be identified.

A description procedures to be used should be clear enough to be replicated.

Conclusion

Comprehensive school planning is a system.

System must begin with a clear conception of purposes.

Various technical aids can assist the curriculum leader in managing the variety variables.
CMP is the bridge between theory and practice.

The four main stages (analysis, design, implementation and evaluation) play a crucial role in developing curriculum development and CMP.