Abren Pierre B.

Manalo BSED-ENGLISH III

Ms. Maria Theresa Ondoy EDUC 10:
T&SC

Directions: Reflect on and address the following:

1. Write your own definition of curriculum leadership.

Curriculum leadership is the process of taking charge or demonstrating the initiative towards significant
roles and activities associated with the planning, designing, implementation, and evaluation of curriculum for
the purpose of achieving its mission and vision. In order to carry out effective curriculum leadership, the tasks
of curriculum leaders are geared towards maximizing the teaching-learning process through rigorous
innovations and reformations related to both the interests and needs of the students. Curriculum leadership
activities shall help ensure academic goals and objectives are thoroughly met.

2. Identify roles of teachers as curriculum leaders that you observed from teachers in your school.

Curriculum leaders perform important tasks, such as:

 Broaden understanding of the teaching and learning process

 Evaluate curriculum materials and the implementation of the curriculum
 Facilitate activities to ensure public understanding of every reform
 Gather important data needed for curriculum planning
 Innovate curriculum and instruction
 Justify the need to innovate, evaluate, and develop curriculum
 Know every learner needs, issues, and interests
 Manage curriculum implementation and curriculum change
 Orient teachers, students, parents, and other stakeholders on the new curriculum
 Provide updated knowledge on the subject they teach
 Select appropriate instructional strategies, method, and approaches
 Train teachers who will implement the curriculum
 Yearn for quality education through a relevant and responsive curriculum

3. What are the challenges that K-12 teachers are currently facing in their school?

Teachers are the main implementers of the curriculum. However, various problems arise during the
process which are subject for evaluation. Aubrey Francisco (2015) identified four main challenges in K-12
Education:

1. Creating opportunities for authentic learning. Students find complexity in learning how to solve
problems that address relevant, real-world matters. This is due to their difficulty in learning the process
for problem-solving which requires a number of steps before reaching to solutions.

2. Supporting students’ non-cognitive and social-emotional skill development. Teachers find it

challenging to support the said aspect as it is heavily different from their view as content experts, as well
as students’ diversity when it comes to non-cognitive and social-emotional skills.

3. Fostering deeper learning. Same as the previous challenge, deeper learning revolves around
non-cognitive skills, which teachers find difficult to nurture as there is no specific “standard” on how to
deal with it.

4. Supporting students’ ability to solve real world math problems. Teachers find it hard to integrate
real-world problems to mathematics as it would require a redesign of it curriculum structure.
4. What leadership functions of teachers need strengthening?

All leadership functions of teachers are integral for maximizing students’ learning. However, some
areas need improvement more than the others. Here are some of the following:

 Advocate positive curricular reforms to ensure quality

 Conduct research to enhance curriculum content and improve teaching-learning

 Develop appropriate curriculum

 Reflect on different researches that influence the curriculum

 Understand implications of social issues

 Validate the contents of the curriculum

 Crossing out bureaucratic barriers to curriculum implementation

These leadership functions seem to be lacking due to the fact that these roles require the initiative
to be curriculum leaders rather than merely as curriculum implementers. A majority of teachers are still
evidently unready to assume leadership due to bureaucratic barriers.

5. Identify the important traits of teachers as curriculum leaders in 21st century learning.

Curriculum leaders are tasked to be in the forefront of improving the state of education. Therefore, one
must possess various necessary characteristics in order to carry out their roles. Maxwell (1999) identified
qualities required of teacher leaders. These include integrity, commitment, strong communication skills,
expertise, courage, discernment, focus, generosity, initiative, passion, positive attitude, problem-solving
abilities, and responsibility. These traits can also be utilized not only by teacher leaders, but also for curriculum
leaders in performing their functions; and are significant in inspiring other teachers to become curriculum
leaders as well.

6. How can a teacher influence other teachers to become curriculum leaders?

The whole process of becoming a curriculum leader is a meticulous path. However, aspirations to
become one may sprout from seeing another. To be able to inspire others, one must be able to produce results.
A curriculum leader who has effectively improved the status of education shall surely inspire some people to
follow their steps. Showing competence in the field shall attract others into a mindset that they too, can also do
it as their colleague has. Also, it is significant that a curriculum leader motivates others to also become one by
showing the need for more people to take the challenge of enhancing the teaching-learning process. By
providing them an idea of the various of areas of education that needs improvement, they may develop the
initiative to perform the roles of a curriculum leader.