Teacher Roles in Curriculum Innovation

A Strong Partner for Sustainable Development
Module
In
EDUC 109
THE TEACHER AND THE SCHOOL
CURRICULUM
College of Education
Bachelor of Physical Education - III
Module No. 4
Curriculum Innovation
and Leaders
2nd Semester, 2020-2021
Romelyn T. DACANAY
Assistant Professor II
WPU-QSF-ACAD-82A Rev. 00 (09.15.20)

Table of Contents
CONTENT PAGE
CURRICULUM INNOVATION
Standards- Based Curriculum
Multicultural Curriculum
Indigenous Curriculum
Brain-based Education
Gifted Education Curriculum
Differentiated Curriculum
Technology Integration in the Curriculum
Outcomes-Based Education
TEACHERS AS CURRICULUM LEADERS

Key Roles of Teachers as Leaders in Curriculum Processes
Teachers as Curriculum Leaders in Instructional
Planning Process
Teachers as Curriculum Leaders in Evaluating
Instruction
Teachers as Curriculum Leaders in the Kto12
Education Reform
Teachers as Curriculum Leaders of 21st Century
Learning
Exercising Curriculum Leadership in Selecting Textbooks
and other Instructional Materials
Developing Teachers as Curriculum Leaders

INSTRUCTION TO THE USER
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unhampered by health and other challenges. It covers the topic about The Curriculum
Design and Development.
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Chapter 1
Curriculum Innovation
Overview
This chapter discusses the concept of curriculum Innovation and presents different
examples of curriculum Innovations across different levels of education from preschool to
tertiary level.
Learning Outcomes
At the end of learning experience, the students can:

1. define curriculum innovation;
2. analyze the different types of curriculum innovations; and
3. appreciate the positive contribution of curriculum innovations in the education
system.
4. Discuss the key roles of teacher leaders in curriculum processes;
5. discuss the importance of teachers as curriculum leaders in planning and
evaluating instruction;
6. discuss the roles of teachers as curriculum leaders in the K-12 Education Program;
and,
7. identify ways to develop teacher leaders in curriculum.
Pre-test (To be posted separately)

Lesson 1
The Curriculum Innovation
A. Learning Outcomes

1. define curriculum innovation;
2. analyze the different types of curriculum innovations; and
3. appreciate the positive contribution of curriculum innovations in the education
system.
B. Time Allotment 3 Hours
C. Discussion
Curriculum Innovation in general, innovation may mean a new object, new idea, ideal
practice, or the process by which a new object, idea, or practice comes to be adopted by an
individual group or organization (Marsh & Willis, 2007). It may also mean the planned
application of ends or means, new to the adopting educational system, and intended to
improve the effectiveness and efficiency of the system (Henderson, 1985). Curriculum
innovations are new knowledge about curriculum, new curriculum theories, outstanding
curricular practices, new curriculum, or new curriculum designs that are sometimes developed
out of a research in education or other studies from other disciplines and academic fields.
Oftentimes, curriculum innovation is associated with curriculum change. A term in

curriculum studies which means any changes in the curriculum that is either planned or
unplanned. Curriculum innovations, therefore, are positive changes or improvements that are
happening in the education system particularly in the area of curriculum. Michael Fullan
(1989) identified four core changes in educational context that shape the definition of
curriculum innovation. These core changes in schools include:
1. some forms of regrouping or new grouping (structure);

2. new curriculum materials;
3. changes in some aspects of teaching practices (new activities, skills, __ behavior);
and
4. a change in beliefs or understandings vis-a-vis curriculum and learning.
At the heart of any curriculum innovation are educators committed as change agents
facilitating a smooth implementation of any curriculum innovation. They are professionals
with expertise in various disciplines and with extensive knowledge in pedagogy: They
understand the school system and other variables that may influence it. They developed
curriculum innovations that are designed to bring about positive changes and holistic
development for the learners. Curriculum innovations may focus on the classroom or school
level, or they could be changes specific to a particular discipline. In this book, curriculum
innovations are clustered into several ideas that continue to shape curriculum and education
systems in general.

A. Standards-based Curriculum
A standards-based curriculum is designed based on content standards ay

explicated by experts in the field (Glatthorn et al., 1998). Curriculum standards include
general statements of knowledge, skills, and attitudes that students should learn and master
as a result of schooling (Marzano, 1996; Glatthorn et al., 1998). They are statements of what
students should know and be able to do. Standards generally include three different aspects:
knowledge, skills, and dispositions.
1. Knowledge or Content Standards describe what students should know. These include
themes or conceptual strands that should be nurtured throughout the students’ education.
2. Skills Standards include thinking and process skills and strategies that students
should acquire.
3. Dispositions are attitudes and values that should be developed and nurtured in
students.
Curriculum standards are different from competencies: Standards are broader while
competencies are more specific and prescriptive in terms of the scope of knowledge, skills, and
values that students should learn. Curriculum standards provide more creativity and freedom
for educators to explore various learning opportunities and better forms of assessing students’
achievement (Morrison, 2006).
Literatures offer many reasons or positive benefits for developing curriculum

standards. For instance, curriculum standards provide a structure that allows students to
Jearn common knowledge, skills, and values. They give direction or framework in designing a
course. VanTassel-Baska (2008) identified varieties of benefits of using curriculum standards
to education:
1. Ensure that students learn what they need to know for high-level functioning in the
21st century.
2. Ensure educational quality across school districts and educational institutions.
3. Provide educators with guideposts to mark the way to providing students with
meaningful outcomes to work on.
4. Provide a curriculum template within which teachers and candidates are able to
focus on instructional delivery techniques that work.
In a in a standards-based curriculum, these curriculum standards serve as bases for

designing the content of a curriculum. As a curriculum innovation, it gave birth to the
development of core curriculum and state standards. In the Philippines, for example,
curriculum standards are useful in developing and organizing the curriculum for K-12,
A standards-based curriculum involves teachers in the process of curriculum planning

and design. A standards-based curriculum empowers the teachers to take an active role in
planning for the implementation of the curriculum standards prescribed by the government.

B. Multicultural Curriculum
A multicultural curriculum aims to promote cultural literacy and cultural

understanding. Schools use different strategies and approaches to develop cultural literacy
and promote cultural understanding. Usually, this is done through cultural awareness
activities by knowing the different costumes, songs, literatures, foods, and introducing them
to different historical places of different countries as part of daily lessons. However, cultural
awareness alone is not sufficient to develop cultural understanding. All material culture has a
context and a story to share. Hence there is a need for a more realistic or concrete program
that will enable the learners and teachers to experience and understand these aspects of
culture in the classroom.
Banks (1994) identified five dimensions that schools could adopt when trying to
implement multicultural curriculum. These dimensions are very useful in developing cultural
literacy and in promoting cultural understanding in schools.
1. Content Integration deals with the extent to which teachers use examples and
content from a variety of cultures and groups to illustrate key concepts, principles,
generalizations, and theories in their subject area or discipline.
2. The Knowledge Construction Process consists of methods, activities, and

questions teachers use to help students to understand, investigate, and determine how implicit
cultural assumptions, frames of reference, perspectives, and biases within a discipline
influence the ways in which knowledge is constructed.
3. Prejudice Reduction describes the characteristics of students’ attitudes and

strategies that can be used to help them develop more democratic attitudes and values.
4. Equity Pedagogy exists when teachers modify their teaching in ways that will
facilitate the academic achievement of students from diverse racial, cultural, ethnic, and
gender groups.
5. An Empowering School Culture and Social Structure involves the

restructuring of the culture and organization of the school so the students from diverse racial,
ethnic, and gender groups will experience quality.
There are many ways in which a multicultural curriculum can be developed and
implemented. Bennett (1999) proposed a multicultural curriculum focusing on six goals: (1)
develop multiple historical perspectives; (2) strengthen cultural consciousness; (3) strengthen
intercultural competence; (4) combat racism, sexism, and other forms of prejudice and
discrimination; (5) increase awareness of the state of the planet and global dynamics; and (6)
build social action skills. Following these ideas, it is important to develop teaching strategies
and instructional materials that Promote the development of cultural literacy and cultural
understanding among teachers and learners.

C. Indigenous Curriculum
The idea of an indigenous curriculum was a product of a vision to make curriculum

relevant and responsive to the needs and context of indigenous people. It links the curriculum
with the society’s culture and history. it values the importance of integrating indigenous
knowledge systems of the people to the existing curriculum. The Author’s earlier studies on
indigenous curriculum provided a framework for linking indigenous knowledge with the
curriculum and provided several dimensions that serve as a framework for the development
of an indigenous curriculum:
1. Construct knowledge so that young children understand how experiences,

personal views, and other peoples’ ideas influence the development of scientific concepts and
scientific knowledge.
2. Use instructional strategies that promote academic success for children of

different cultures.
3. Integrate contents and activities that reflect the learners’ culture, history,
‘traditions, and indigenous knowledge in the curriculum.
4. Utilize community’s cultural, material, and human resources in the

development and implementation of the curriculum.
Specifically, indigenous curriculum may consider using and implementing the

following strategies at the school level:
1. Integrating contents and activities that reflect the learners’ culture, history,
traditions, and indigenous knowledge in the curriculum
2. Using the local language as the medium of instruction for several subjects ’ like Math,
Science, Social Studies, Physical Education, Music, Values Education, and Home Economics
and Livelihood Education
3. Involving community folks and local teachers in the development of the curriculum’
4. Developing local instructional materials and learning outside the classroom by
utilizing various community resources that are available for conducting observations and
investigations.
5. Using instructional strategies that are relevant to indigenous learning system
As a form of innovation, an indigenous curriculum is founded on the way of life,

traditions, worldview, culture, and spirituality of the people, and it is a pathway of education
that recognizes wisdom embedded in indigenous knowledge. This indigenous knowledge is
very influential to the development of young children. It is embedded in their daily life since
the time they were born. They grow up into a social and cultural setting—family, community,
social class, language, and religion. An indigenous curriculum, therefore, is a noble way of
responding to the needs of indigenous people. In an indigenous curriculum, the first frame of
reference for developing a curriculum must be the community, its environment, its history,
and its people (Pawilen, 2006, 2013).

D. Brain-based Education
Prominent advocates in brain-based education, Caine and Caine (1997) considered

curriculum and instruction from a brain-based approach. They begin with brain-mind
learning principles derived from brain research findings and apply these principles in the
classroom and in designing a curriculum. These principles are:
1. The brain is a whole system and includes physiology, emotions, imagination, and
predisposition. These must all be considered as a whole.
2. The brain develops in relationship to interactions with the environment and with
others.
3. A quality of being human is the search for personal meaning.
4. People create meaning through perceiving certain patterns of understanding.
5. Emotions are critical to the patterns people perceive.
6. The brain processes information into both parts and wholes at the same time.
7. Learning includes both focused attention and peripheral input.
8. Learning is both unconscious and conscious.
9. Information (meaningful and fragmented) is organized differently in memory.
10. Learning is developmental.
11. The brain makes an optimal number of connections in a supportive but challenging
environment; however, when there are perceptions of threat, the brain may inhibit learning.
12. Every brain is unique in its organization.
Another advocate of brain-based education, Resnick (1987), theorized that learners

learn more if they are given several ways to look at a problem and if they are asked to give
more than one way of solving it. Caine and Caine (1991) also cited studies showing that the
brain learns best when it works to solve problems or accomplishes specific tasks instead of
merely absorbing isolated bits of information and that the brain’s primary function is to seek
patterns in new learning. In addition, Sylwester (1995) pointed out that classrooms in the
future may focus more on drawing out existing abilities rather than on precisely measuring
one’s success with imposed skills, encouraging the personal construction of categories rather
than imposed categorical systems, and emphasizing the individual, personal solutions of an
environmental challenge over the efficient group manipulation of the symbols that merely
represent the solution.
Brain-based education has some direct implications in the development of curriculum.

It postulates that brains do not exist in isolation. The brain exists in bodies, which in turn exist
in a culture; the culture in which one happens to live becomes an important determinant of
the brain’s structure and organization (Gardner, 2000). This offers an immense possibility for
including social concerns and cultural matters in the curriculum.
E. Gifted Education Curriculum
Gifted Education Curriculum \s designed to respond to the needs of a growing number

of gifted learners and to develop gifted potentials. There are several examples of gifted
curriculum models presented as follows:

1. Schoolwide Enrichment Model
The Schoolwide Enrichment Model (SEM) (Renzulli & Reis, 2009, 1997) is widely
implemented as an enrichment program used with academically gifted and talented students
and a magnet theme/enrichment approach for all schools interested in highend learning and
developing the strengths and talents of all students (Davis, Rimm, and Siegle, 2011). The major
goal of the SEM is the application of gifted education pedagogy to total school improvement.
The SEM provides enriched learning experiences and higher learning standards for all
the children through three goals: (1) developing talents in all children, (2) providing a broad
range of advanced level enrichment experiences for all students, and (3) providing advanced
follow-up opportunities for young people based on their strengths and interests. The SEM
focuses on enrichment for all students through high levels of engagement and the use of
enjoyable and challenging learning experiences that are constructed around students’
interests, learning styles, and preferred modes of expression.
2. Parallel Curriculum Model
The Parallel Curriculum Model (PCM) evolved from a National Association for Gifted
Children curriculum in 1998. A group of scholars (Tomlinson, Kaplan, Renzulli, Purcell,
Leppien, & Burns) collaboratively developed this model. It is based on the premise that every
learner is somewhere on a path toward expertise in a content area. It promotes a curriculum
model for developing the abilities of all students and extending the abilities of students who
perform at advanced levels. The PCM offers four curriculum parallels that incorporate the
element of ascending intellectual demand to help teachers determine current student
performance levels and develop intellectual challenges to move learners along a continuum
toward expertise (Tomlinson et al., 2002). The four curriculum parallels in this model are:
a. Core Curriculum focuses on the nature of knowledge that is embedded in the

discipline. This includes the core concepts, skills, and values that are unique for each
discipline.
b. Curriculum of Connection focuses on the integration or interconnectedness of
knowledge across different disciplines.
c. Curriculum of Practice involves the application of knowledge to different real-life
situations and the methodology of a practitioner.
d. Curriculum of Identity fits the learner’s values and goals and those that characterize
practicing professionals.
The beauty of this model lies in its framework of helping the learners to xperience the
nature of the disciplines rather than just accumulating information
It is designed to engage the learners to the core of knowledge development In each

discipline.

3. Autonomous Learner Model
Betts (2004) pointed out that curricular offerings typically fall into three levels. Level
1 is a prescribed curriculum and instruction that focuses on state standards, Level II involves
differentiation of curriculum based on individual differences. Level III features learner-
differentiated options where students are self-directed and teachers provide opportunities for
the learners to be in charge of their learning.
This model focuses on the third level. The Autonomous Learner Model is divided into
five major dimensions:
a. Orientation acquaints students, teachers, and administrators with the

central concept in gifted education and the specifics of this model. At this level, gifted students
work together in doing self-understanding exercises that will help them be familiarized with
each other. The students are expected to develop an Advanced Learning Plan as part of their
orientation experience that includes information about their giftedness, various personal and
academic needs, learning experiences they might need, and other things that will help them
succeed in school.
b. Individual Development focuses more clearly on developing skills,

concepts, and attitudes that promote lifelong learning and self-directed learning.
c. Enrichment Activities involve two kinds of differentiation of curriculum, namely

(1) differentiation of curriculum by the teacher and (2) differentiation by the student. Students
are exposed to various activities to develop their passion for learning.
d. Seminars are designed to give each person in a small group the opportunity to
research a topic and present it in seminar format to other people or to a group.
e. In-depth Study is one in which students pursue areas of interest in long term
individual or small group studies. The students will decide what will be learned, the process of
doing it, the product, how content will be presented, and how the entire learning process will
be evaluated.
4. Integrated Curriculum Model
This model is a popular way of organizing or designing different kinds of curriculum,

The Center for Gifted Education at the College of William and Mary developed its curriculum
based on this model and has trained many teachers around the world in using their curriculum
materials (Davis et al., 2011). The model presented three dimensions based on the model of
VanTassel-Baska (1987) that guide the development of the curriculum.
a. Advanced Content Dimension meets the needs of gifted students for

acceleration by providing content earlier and faster than same-age peers would normally
receive it. Content area experts and educators work collaboratively to develop the content, and
they align key topics, concepts, and habits of mind within a domain to content area standards.

b. Process/Product Dimension incorporates direct instruction and embedded
activities that promote higher-order thinking skills and create opportunities for independent
pursuit in areas of student interest.
c. Issues/Themes Dimension is where learning experiences are organized. In

doing so, students are able to develop deeper ideas and philosophies that ultimately promote
understanding of the structure of knowledge learned.
5. Kids Academia Model
Kids Academia is a program for young Japanese children ages 5~8, which was
developed by Dr. Manabu Sumida in 2010. The program is designed to provide excellent
science experiences for gifted children in Japan. The kids who participated in the program
were rigorously selected using a checklist adopted from the Gifted Behavior Checklist in
Science for Primary Children. Faustino, Hiwatig, and Sumida (2011) identified three major
phases that are followed in the development of the curriculum.
a. Group Meeting and Brainstorming Activities. The teachers and teaching

assistants hold several meetings and brainstorming activities to decide on the
themes that will be included in the program. A general orientation of the program
is also done during this phase.
b. Selection of Contents for Each Theme. The teachers and teaching assistants
carefully select the lessons and topics that are included in the theme. A rigorous
study of the topic is done in this phase.
c. Designing Lessons. This phase includes the careful preparation of lesson plans
and other instructional materials needed for implementing each lesson.
The activities for each lesson were selected based ‘on the following guidelines
developed by Dr. Sumida:
a. Stimulates the interest of the children
b. Allows children to express their own ideas and findings
c. Uses cheap and easy-to-find materials
d. Teaches the correct use of scientific terms
e. Uses simple laboratory equipment
f. Allows individual or group activities
g. Encourages socio-emotional development
h. Connects to other subjects and to everyday life experiences
i. Includes topics related to family and community
j. Uses materials connected to family and community
k. Applies what children learned to their families and society
In addition, the program adapted the Wheel of Scientific Investigation and reasoning
as a guide for developing skills of gifted children. This model was adopted from the Scientific
Wheel Model of the Center for Gifted Education of the College of William and Mary to develop
scientific habits of mind for independent research Investigation.
The Kids Academia Model is a form of curriculum innovation that shows how experts
in tertiary education could help strengthen teaching and learning in basic education. It is a
form of collaboration between the university, the home, and the school. It is a kind of

partnership among professors, parents, and basic education teachers. This model is now
reaping various awards In Japan.
F. Differentiated Curriculum
Differentiation is a philosophy that enables teachers to plan strategically in order to

reach the needs of the diverse learners in classrooms today. A differentiated curriculum,
therefore, is a curriculum that considers the unique characteristic, learning styles, thinking
preferences, intelligence, need, cultural backgrounds, interests, gender, and other unique
characteristics of the learners. It is a curriculum that enhances learning, making it learner-
centered and dynamic. Differentiated curriculum enables teachers to plan the curriculum
based on the nature and needs of learners. it enables fast learners and slow learners to have
equal opportunity to master the lesson and to develop holistically.
As a curriculum innovation, differentiated curriculum is designed to help learners

experience learning and to be engaged in doing several meaningful classroom activities. In
differentiated curriculum, the lessons are carefully selected, learning experiences are carefully
designed based on the learning styles of the learners, and the assessment tools are varied.
According to Gayle Gregory and Carolyn Chapman (2002), there are six steps in planning
differentiated learning: (1) set standards; (2) define content; (3) activate prior knowledge; (4)
acquire new knowledge; (5) apply and adjust the learning; and (6) assess learning.
These procedures are useful in developing differentiated classrooms that respond to

different types of learners. Gregory and Chapman (2002) also suggested a framework for
selecting learning experiences for differentiated learning. . This framework can help teachers
select instructional strategies; suggest strategies for grouping students; and reflect on what
type of assessment tools can be used for a particular lesson.
Framework for Selecting Activities for Differentiated Instruction
Climate Knowing the Assessment Learning Instructional

Learners Tasks Strategies
• Nurturing • Learning • Traditional • Total • Brain-based
• Inclusive Styles Assessment Group • Constructivist
• Multi • Thinking • Authentic • Alone • Cooperative
sensory Styles Assessment • Paired Learning
• Stimulating • Small • Responsive to
• Complex Group learning styles of
• Challenging (TAPS) the learners
• Questioning • Developmentally
• Appropriate
Culturally
Relevant and
Responsive
The diversity of learners coming to school to learn requires a curriculum and a learning
environment that are more inclusive and learner-centered. Differentiation can also improve
the quality of instructional materials used in schools. Several Curriculum issues related to

gender sensitivity, cultural sensitivity, and other issues may also be resolved by differentiated
curriculum. It is, therefore, important to provide teacher orientation and training on the use
of differentiated learning strategies and approaches.
G. Technology Integration in the Curriculum
Technology offers multiple opportunities to improve teaching and learning and in

the total education system: The Internet, for example, provides vast information that people
may need to know. The Internet is more than just a collection of knowledge. it also offers
different ways and opportunities for discovering and sharing information. Nowadays,
everything is almost possible with a single click of the computer mouse and by using any search
engine.
Technology Integration is breaking the geographical barriers in education. It is
creating a new space for meaningful learning. With technology, it is now possible to connect
and interact with other schools, educators, and other institutions from different parts of the
world. There are several innovations from basic education to graduate education that are
associated or influenced by technology integration. Some of these innovations are:
 distance education;
 computer-assisted instruction;
 online learning; e teleconferencing;
 online libraries; e webinars;
 online journals; and
 e-books.
ICT literacy is now fast-becoming an important form of literacy that is essential for
each learner to learn and master. It also requires all teachers to be ICT literate ' to be able to
utilize technology to enhance or improve the way they teach. It is also important for teachers
to teach students how to use technology responsibly, especially with the current popularity of
social networking and other technological innovations.
H. Outcomes-based Education
Outcomes-based education (OBE) is one of the dominant curriculum innovations

in higher education today. it came out as a curricular requirement for specific fields of study
in engineering, nursing, and tourism education, among others. ASEAN education framework
for higher education requires all colleges, universities, and institutes to transform all their
educational programs to OBE.
OBE is defined as a curriculum design that ensures coherent, logical, and systematic
alignment between and among the different levels of outcomes. OBE also ensures connection
among the essential elements of the curriculum: intent, content, learning experiences, and
evaluation. As a curriculum design, it seeks to ensure that the necessary instructional support
system, learning environment, and administrative Support system are in place based on the
desired outcomes developed by a HEI. It Supports the quality assurance system.
Basically, an educational outcome is a culminating demonstration of learning (Spady,

1993). It includes what the student should be able to do at the end of a Course (Davis, 2003).
Outcomes are clear learning results that we want students to demonstrate at the end of

significant learning experiences and are actions and performances that embody and reflect
learner competence in using content, information, ideas, and tools successfully (Spady, 1994),
Figure 18 shows the different levels of outcomes in OBE. At the Institutional! level, this
Includes the philosophy, vision, mission, and aims of the institution. They are statements of
what a HEI hopes to contribute to the society. At the program level, these are the goals,
program competencies, and course outcomes that all students should master and internalize,
At the instructional level, outcomes include the learning objectives for every course in higher
education. At any level, outcomes should be mission-driven, evidence-based, and learning
focused.
Institutional Level Program Level Course Level
 Philosophy  Course
 Program Goals
 Vision Objectives
 Program
 Mission  Instructional
Competencies
 Aims Objectives
Figure 18. Different Levels and Types of Outcomes
OBE as a curriculum design enables higher education institutions to develop various

Curricula based on the needs of students and the demands of society. tt encourages
educational institutions to clearly focus and organize the learning environment that supports
the development of students and the implementation of the curriculum. This means starting
with a clear picture of what is important for students to be able to do, then organizing the
curriculum, instruction, and assessment to make sure this learning ultimately happens. OBE
is an approach to planning, delivering, and evaluating instruction that requires
administrators, teachers, and students to focus their attention and efforts on the desired
results of education (Spady, 1994). Hence, it is a process that involves the restructuring of
curriculum, assessment, and reporting practices in education to reflect the achievement of
high order learning and mastery rather than accumulation of course credit. It is important that
when designing a curriculum for OBE, the competencies and standards should be clearly
articulated. Writing the learning outcomes in OBE closely resembles Robert Mager’s
guidelines (1984) that include expected performance, the conditions under which it is
attained, and the standards for assessing quality.
According to Spady (1994), there are two common approaches to an OBE curriculum,
namely:
1. Traditional/Transitional Approach emphasizes student mastery of traditional
subject-related academic outcomes (usually with a strong focus on subject-specific content)
and cross-discipline outcomes (such as the ability to solve problems or to work cooperatively).
2. Transformational Approach emphasizes long-term cross-curricular outcomes
that are related directly to students’ future life roles (such as being a productive worker or a
responsible citizen or a parent).

Spady (1994) also identified four essential principles of OBE. These are as follows:
1. Clarity of focus means that everything teachers do must be clearly focused on what they
want learners to ultimately be able to do successfully.
2. Designing back means that the starting point for all curriculum design must be a clear
definition of the significant learning that students are to achieve by the end of their formal
education.
3. High expectations for all students.
4. Expanded opportunities for all learners.
Designing curriculum based on OBE principles is a noble process of making

curriculum relevant and responsive to the students’ needs and requires a paradigm shift in
teaching and learning. Malan (2000) identified several features of outcomes-based learning.
 It is needs-driven. Curricula are designed in terms of the knowledge, skills, and

attitudes expected from graduates and aim to equip students for lifelong learning.
 It is outcomes-driven. The model has a line that runs from taking cognizance of
training needs to setting an aim (purpose) for the program, goals for syllabus themes,
learning outcomes, and finally assessing the learning outcomes in terms of the set learning
objectives.
 It has a design-down approach. Linked to the needs and the purpose of the program,
learning content is only selected after the desired outcomes have been specified. Content
becomes a vehicle to achieve the desired learning outcomes, which are aimed at
inculcating a basis for lifelong learning.
 It specifies outcomes and levels of outcomes. Learning objectives are described in

terms of Benjamin Bloom’s cognitive, affective, and psychomotor domains and set
according to Robert Mager’s guidelines for formulating objectives.
 The focus shifts from teaching to learning. The model has a student-centered
learning approach where lecturers act as facilitators. Study guides help the learners to
organize their learning activities and group work, continuous - assessment, and self-
assessment are major features.
 The framework is holistic in its outcomes’ focus. Although the learning objectives
are aimed at learning at grassroots level, they are linked to goals and aims at higher levels.
Attaining learning objectives is, therefore, not an end in itself; it provides building blocks
for achieving higher-level outcomes.
As a curriculum innovation, OBE is a complete paradigm shift in higher education. It

calls for an education that is more focused and purposive. An OBE curriculum Is Mission-
driven that requires all institutions to anchor all their curricular offerings to . the curricutum
and to the vision, mission, and philosophy of the institution. Outcomesbased Education
follows a logical and systematic process that Is linear, starting with the institutional outcomes.
The interrelated processes and the expected outputs are Clearly stated,

Figure 19 shows the entire process for designing outcomes-based education for any
college or university. There are three major phases involved in planning for OBE at the
program level.
Phase 1 Phase 2 Phase 3
Vision and Mission
Charter (For State Institutional Program Course Learning

University and Outcomes Outcomes Outcomes
College)
Needs and Demands

of Society • Goals • Objectives
• Compe- • Content
tencies • Learning
• Experiences
• Evaluation
Figure 19. OBE Planning Process at Program Level Phase
Phase 1. Developing Institutional Outcomes — the first phase of OBE is conducting

needs analysis to analyze the vision and mission of the HEI, analyze the charter of the HEI if
it is a state college or university, and examine the needs and demands of the society. The result
of the needs analysis will serve as the basis for developing the institutional outcomes. The
institutional outcome clearly defines the ideal type of graduate that the HEI aims to develop
to contribute to the society. The institutional outcome defines the identity of the HEI, which
enables them to design the different academic programs and develop the institutional culture
that includes the core values of the HEI.
Phase 2. Developing Program Outcomes — the second phase of OBE is to design the
program. At this level, it is important to identify the desired attributes, knowledge, skills, and
values that an ideal graduate of the HEI aims to develop. Development of program outcomes
is assigned to different colleges or academic units. The program outcomes reflect the necessary
competencies that an ideal graduate of the academic program should possess. It is important
that the program outcomes directly reflect the institutional outcome of HEI.
Phase 3. Developing Course Learning Outcomes — the third phase is to develop the
learning outcomes for different courses. It is important that these learning outcomes reflect
the program outcomes set by the college for a particular degree program from undergraduate
to graduate and postgraduate levels. Examples of these include BS Biology, BS Mathematics,
BS Nursing, BS HRM, Bachelor in Elementary Education (BEED), MD, MA, MS, PhD, and
other academic programs offered in the university or college. There are three steps that should
be followed in developing learning outcomes:

For example, as shown in Figure 20, if the institutional outcome Is to develop
responsible leaders, the program outcome specific for the College of Science is to develop
responsible leaders who are scientists that are critical thinkers, nationalists, innovators, and
effective communicators, among others. The next step for developing program outcomes ts for
the college involved to develop program outcomes. These program outcomes are statements
of the knowledge, skills, values, and professional attitudes that the college wishes to produce
for all its graduates. Harden, Crosby, and Davis (1999) also suggested three categories of
outcomes that are essential for OBE: tasks, attitudes, and professionalism.
Step 1 Step 2 (Graduate Step 3

(Ideal Graduate) Attributes) (Identify Program
Outcomes)
Critical Thinkers Program Outcomes

And Creatives
• Develop critical
thinking skills
Scientist Nationalism and creativity
• Procedure
Innovators scientific
research on
Philippine issued
Effective and problems
Communicators • Communicate
research findings
in various forms
to the academe
and to the public.
Figure 20. Process for Developing Program Outcomes
Step 1. Developing Course Competencies. Each set of competencies should reflect the
nature of the courses, embody the course description, and focus on the learner and learning.
Costa and Kallick (2009) encouraged educators to Include habits of mind in the course
outcomes or competencies. These habits of mind are essential for students to accomplish the
desired learning tasks or outcomes. These are behaviors such as striving for accuracy,
metacognition, persistence, creating, innovating, taking responsible risks, remaining open to
continuous learning, and applying past knowledge to new situations, among others.
Step 2. Developing a Curriculum Map. in this process, it is important for the college
faculty to develop a curriculum map (see Figure 21) to plot the program outcomes with the
specific courses for a particular degree program. in the curriculum map, the contribution made
by each course to achieve the expected learning outcomes should be clear. It is necessary to
see that each set of course competencies be logically organized in a spiral progression
considering two architectonics of curriculum: the vertical organization (sequence) and
horizontal organization (scope and integration).

Program Courses
Outcomes Course 1 Course 2 Course 3 Course 4 Course 5
Program Competencies Competencies Competencies Competencies Competencies
Outcomes
Outcomes
Outcomes
Figure 21. Sample Curriculum Map Template
Step 3. Developing the Syllabus. In this process, the faculty will develop the syllabus for
each course. This includes identifying course content, learning activities, and course
requirements or assessment tools. OBE requires all teachers to focus on the outcomes
prescribed for each course. Contrary to many information and lectures that there is a
prescribed syllabus template, OBE does not prescribe any template of syllabus. It simply
directs teachers that the teaching and learning experiences as reflected in the syllabus should
be aligned perfectly with the course competencies.
Every faculty member in HEls is required td prepare syllabus for the courses they will
teach. Figure 22 shows a sample of a syllabus template that can be used for a class. In OBE, it
is important to ensure perfect alignment between and among the four elements of instruction:
objectives, contents, learning experiences, and assessment. tools. It is also imperative that all
these elements contribute to the realization of the program outcomes and institutional
outcomes.
Course Title
Course Description
Course Credit Unit
Course Schedule
Schedule Objectives Contents Learning Assessment
Experiences Tools
References
Class Requirements
Evaluation Criteria
Figure 22. Sample Syllabus Template
In this step, it is imperative that the objectives are in behavioral terms. They should be
specific, measurable, attainable, realistic, and time bound. Objectives should contribute to the
realization of the course competencies for a particular course. They should also contribute to
the attainment of the program outcomes.
The content is based on the course competencies. Contents could be concepts, themes,
topics, issues, procedures, processes, projects, or problems that students will learn in relation
to the course. The learning experiences should be learner-centered and learning focused. The
teacher should use constructivist teaching approaches that will help the students attain the
desired course outcomes and contribute to the development of life-long learning skills. It is
also desirable to focus on activities that develop 21st century skills, such as communication
skills, collaboration, critical thinking skills, and creativity and innovation skills.

In OBE, it is also highly desirable that the assessment tools are the best tools that will
truly measure students’ performance. It should be constructively aligned to the achievement
of the expected learning outcomes. Criterion-referenced assessment is encouraged in OBE;
therefore, a clear description of the assessment tool, methods of assessment, and rubrics are
included. The references should be updated and useful for understanding the course. The class
requirements and the evaluation criteria should be clear and based on the competencies of the
course. If a HEI prescribes standard evaluation criteria, then it should be reflected in the
syllabus.
I. Transition Curriculum
The transition program Is designed for special learners that are intellectually disabled
and those that are physically handicapped. It is designed to meet their special needs and
respond to their specific interests. It is like a care package that will empower the learners in
their transition from home to school, or from post-elementary or post-secondary to the world
of work. In the transition program, the learners will also enjoy an education that will enable
them to become functional in their everyday lives.
In the Philippines, Quijano (2007) presented the Philippine Model of Transition that
focuses’ on enabling every special learner for community involvement and employment. The
model envisions full participation, empowerment, and productivity, of those enrolled in the
program. The transition program includes three curriculum domains: (1) daily living skills, (2)
personal and social skills, and (3) occupational guidance and preparation. This model
necessitates the need for support from professionals and other key people in the community
in order for the individual with special needs to attain independent living. According to Gomez
(2010), this model of transition program can also be used for children in conflict with the law
(CICL).
The Transition Program in the Philippines could be expanded to many different

possible points of entry that will extend the scope of transition program from young children
to adults. These may include the following examples:
1. Transition to school life – may include children and adult special learners who
would like to attend or who have been assessed to be ready for regular school under the
inclusion program. This may also include students who would like to learn basic literacy
programs under the Alternative Learning System.
2. Transition after post-secondary schooling — includes programs that will

prepare special learners for vocational courses and on-the-job trainings. It may also include
programs that will help students move to higher education if possible.
3. Transition from school to entrepreneurship — includes programs that will

allow special learners to become entrepreneurs in their respective communities.
4. Transition from school to adult life — includes programs that will allow
Students to adjust and adapt to adult life.
5. Transition to functional life — includes learning of life skills that will allow the
special learners to learn how to take care of themselves and develop some special skills that
they can use every day.

These entry points for students are important for planning an effective and efficient
transition program that is truly relevant and responsive to the needs, interests, abilities, and
aspirations of special learners. Transition at any point is an important program to empower
special learners to experience normal lives.
The transition program aims to realize the aim of the K to 12 basic education program
of producing holistically developed and functionally literate Filipino learners in the context of
special education. This qualifies it as an organic part of the K to 12 curriculum by providing
both academic and extra-curricular support systems to alf special learners.
Reflections on Curriculum Innovation
Educators and curriculum workers are always encouraged to innovate in the curriculum.
Curriculum innovations are essential changes in the curriculum that have positive results for
the school and for the students.
In proposing curriculum innovations, the curriculum worker should study the nature of the
innovation in relation to the social context of the learners and the school.
Curriculum innovations could be new ideas and theories, new subjects or courses, educational
tools, new curriculum design, a curriculum product, or a new process.
Many curriculum innovations that were introduced in the country are solutions to the different
problems and issues in Philippine education. They are also aimed to make the curriculum
relevant and responsive to every Filipino learner.
Curriculum innovations could be introduced in any level of education — from the national
level down to the school level.
Teachers and administrators play an important role in introducing and implementing

curriculum innovations.
The success of any curriculum innovation is based on the support of stakeholders and the
government. Curricular innovations at the local school level are encouraged.
D. Activities/Exercises
Answer the following questions:

1. What are the necessary requirements for teachers and administrators to implement a
standards-based curriculum?
2. How can curriculum standards influence assessment of learning?
3. Identify different strategies and approaches done by teachers in designing a
curriculum that is culturally relevant and responsive to the learners.
4. What are the possible benefits of a multicultural curriculum?

Lesson 2
Teacher as Curriculum Leaders
A. Learning Outcomes

1. Discuss the key roles of teacher leaders in curriculum processes;
2. discuss the importance of teachers as curriculum leaders in planning and evaluating
instruction;
3. discuss the roles of teachers as curriculum leaders in the K-12 Education Program; and,
4. identify ways to develop teacher leaders in curriculum.
B. Time Allotment 3 Hours
C. Discussion
Key Roles of Teachers as Leaders in Curriculum Processes
Teachers play an important role in almost all activities related to curriculum processes.
They are the chief implementers of the curriculum as they are directly involved in the teaching
and learning process. They are catalysts of the development of individuals and societies. They
have a strong passion for mission to make a positive difference in the lives of students. They
see themselves as key sources of knowledge and developers of skills and values that are
imperative for human life. Teachers are curriculum leaders in the education system.
Curriculum leadership can be simply defined as set of important roles and

activities that each teacher does in relation to curriculum planning, curriculum design,
Curriculum implementation, and curriculum evaluation. In curriculum leadership, teachers
are expected to innovate and develop curriculum that are relevant and responsive to the needs
and context of the learners. They serve as education ambassadors to different stakeholders
and they are advocates of various curricular reforms.
Teachers as curriculum leaders share the vision and mission of the whole
country on education. They are shapers of positive educational environment and they are
guardians of education values. They are visionaries and effective problem-solvers. They
develop visions of a great society and use education as a tool for accomplishing this vision.
They study social issues, needs, and demands; they respond carefully to the needs and
interests of the students; and they creatively solve problems related to teaching and learning.
As curriculum leaders, they are professionals working with different social agencies
and various stakeholders to improve quality of education and to make the curriculum more
relevant and responsive and to ensure effective and efficient implementation of curriculum,
curriculum reforms, and curriculum policies. Teachers as curriculum leaders ensure that the
rights of every learner in education are protected.
Some teachers, however, have difficulties seeing themselves as curriculum leaders. In

a highly bureaucratic school organization in the Philippines, most teachers see themselves as
implementers of the curriculum rather than leaders of curriculum processes. The Department

of Education tried to explore the idea of principal and teacher empowerment but it seems that
the teachers are still not ready to assume leadership roles. Hence, there is a need for a
paradigm shift in the role of teachers in schools and classrooms. They need to be equipped and
empowered to assume their roles as curriculum leaders.
In many literatures, instruction is included in curriculum; many teachers assume

instructional leadership in school especially in the subject they teach. The following are some
of the specific roles of teachers as instructional leaders in the local school context:
• Designing instructional plans

• Selecting and developing instructional materials
• Assessing and reporting students’ progress
• Designing learning environment appropriate for the students
• Selecting appropriate teaching strategies and approaches
• Preparing reports and accomplishing official forms
• Guiding students in their school life
• Teaching subjects assigned to them
These roles are important in the education processes; however, teachers must see
themselves as curriculum leaders. The idea of curriculum leadership goes beyond the concept
of instructional leadership. Being a curriculum leader allows every teacher to see themselves
as prime movers and advocates of educational reforms at any level from local school, district,
division, region, and national level.
The following are the A to Z roles and functions of teachers as curriculum leaders in
their own schools, district, division, or regional level:
A – Advocate positive curricular reforms to ensure quality of education.
B — Broaden understanding of the teaching and learning process.
C – Conduct research to enhance curriculum content and improve teaching and learning.
D — Develop appropriate curriculum for students.
E — Evaluate curriculum materials and the implementation of the curriculum.
F — Facilitate activities to ensure public understanding of every single curriculum reform.
G — Gather important data needed for curriculum planning.
H — Harness community resources in curriculum development.
I – Innovate curriculum and instruction.
J—Justify the need to innovate, evaluate, and develop curriculum.
K – Know every learner needs, Issues, and interests.
L—Lobby congressional support for bills that are needed for curriculum reforms.
M — Manage curriculum implementation and curriculum change.
N — Nurture creativity and critical thinking in the curriculum.
O – Orient teachers, students, parents, and other stakeholders on the new curriculum.
P — Provide updated knowledge on the subject they teach.
Q – Qualify acceptable curriculum ideas and theories.
R — Reflect on different researches that influence the curriculum.
S — Select appropriate instructional strategies, methods, and approaches.
T – Train teachers who will implement the curriculum.
U — Understand implications of social issues and social changes in the curriculum.
V – Validate the contents of the curriculum.
W— Win support from stakeholders and government on needed curriculum reforms.

X — X-ing (crossing) out bureaucratic barriers to curriculum implementation.
Y — Yearn for quality education through a relevant and responsive curriculum.
Z – Zero out irrelevant and erroneous curriculum contents and materials.
The tasks of teachers as curriculum leaders may seem to be very ideal and
overwhelming, considering the fact that teacher education in this country needs major reform.
However, time is changing fast and schools cannot wait and simply respond to the needs of
the society. To prepare would be inappropriate and too late. The proper response is to create
the kind of citizens and society we need. This means that teachers have no choice but to assume
their roles as curriculum leaders.
Teachers as Curriculum Leaders in Instructional Planning Process
Instructional leadership is always associated with school administrators particularly

school principals. Oliva (2005) and Ornstein and Hunkins (1993) defined curriculum to
include instruction. Accordingly, curriculum and instruction re inseparable. Part of
curriculum processes Is instruction that deals with the implementation of the curriculum.
Curriculum leadership, therefore, is broader in scope and has more functions compared to
instructional leadership. Thus, instructional leadership is one of the functions of curriculum
leaders.
McEwan (2003) pointed out that instructional leaders must be knowledgeable about
learning theory, effective instruction, and curriculum, which she recognized as the power
within the educational force. Consequently, curriculum leaders perform their instructional
leadership function when they are able to represent the school philosophy, vision, mission,
core values, curriculum, and plans to the learners, teachers, parents, and other stakeholders.
Instructional leadership as one of the functions of curriculum leaders may need to do

the following functions:
Supervise the implementation of curriculum and academic standards

Promote a school culture and climate conducive to teaching and learning °
Communicate the philosophy, vision, and mission of the school
Train teachers and school staff
Lead in the development or purchase of instructional materials
Prepare the school budget for instruction
Observe classes of teachers
Check assessment tools (exams and authentic assessment)
Curriculum leaders fulfill these instructional leadership functions in dynamic and

democratic ways. They inspire teachers and students to commit themselves to excellent
teaching and learning. They create efficient systems to ensure smooth implementation of
instruction.
Planning effective instruction is an important task of teachers as curriculum leaders.

Reiser and Dick (1996) developed an instructional planning model that presents a very logical
sequence of instructional planning.

In Reiser and Dick’s model, the teachers, as curriculum leaders, need to ensure that
the curriculum standards and competencies as reflected in the instructional goals are
implemented carefully. This model emphasizes the importance of analyzing the content and
the learners’ characteristics while teachers select the lesson objectives. The model also puts
emphasis on the development of assessment tools after identifying the objectives of the lesson.
This will ensure that proper assessment tools, aligned with the objectives of the lesson, will be
utilized to assess students’ learning.
Analyze
Content
Identify Develop Plan Choose

Identify
Instructional Assessment Instructional Instructional
Objectives
Goals Tools Activities Media
Analyze
Learners Implement
Characteristics Instruction
Revise Instruction
Figure 23. Reiser and Dick’s Instructional Planning Model
Planning instruction in Reiser and Dick’s model includes the following instructional
procedures:
1. Motivation
2. Presentation of objectives
3. Recalling prerequisite skills and knowledge
4. Presentation of information and examples
5. Practice and feedback
6. Summary
7. Assessment
Teachers may use several teaching strategies and learning activities in each procedure
to ensure the success of instruction. Teachers need to respond to the learning needs of the
students and align their teaching styles with the learning styles of every student. Thus,
planning is necessary.
Instructional media and other instructional materials also play an important role in
instruction. Teachers need to select the instructional media that can be used to help effectively
implement the objectives of the lesson. Technology and other forms of instructional media are
parts of the interests of millennial students. Millennial students almost always rely on
technology, especially internet, in getting information about their lessons. They use
technology in almost all aspects of their studies.

Implementing instruction includes actual teaching and learning process. In this part
of instruction, the teacher’s skill in effectively carrying out the lesson is needed. Effective
classroom management, utilization of appropriate activities, and assessment tools are also
needed.
The last part of the process is revision of instruction. In this process, the teacher will
use the result of students’ assessment in revising instruction. Teachers as curriculum leaders
need to know how to utilize the result of assessment in improving classroom instruction.
Teachers as Curriculum Leaders in Evaluating Instruction
Evaluating instruction is also an important function of teachers as curriculum leaders.

tt is necessary for teachers to ensure that the curriculum is implemented as it was planned. It
ensures that the curriculum standards and competencies are taught effectively to every
learner. Evaluating instruction also measures the effectiveness of - how the curriculum is
implemented.
In evaluating instruction, teachers need to look at the following procedures:
1. Planning for the Evaluation

a. Develop the purposes and objectives of the evaluation
b. Determine the data and other information needed
c. Set the timeline for the evaluation
2. Determine instructional evaluation design — just like in doing curriculum

evaluation, in instructional evaluation the teachers will need to describe the following:
a. Types of information needed for the evaluation
b. Sources of information
c. Methods for collecting the needed information
d. Methods for analyzing the data gathered
e. Timeline for conducting evaluation
3. Develop Instructional evaluation instruments

a. Class observation guide
b. Checklists
c. Questionnaires
d. Survey forms
e. Interview guide
4. Collect data — the teachers will collect or gather necessary data needed for the
Instructional evaluation.
a. Focus group discussion
b. Interview with the students and teachers
c. Actual class observation
d. Examining samples of students’ output
e Examining assessment tools used in the classes
f. Checking the facilities and other instructional materials
g. Checking of lesson plans
h. interview with principals and supervisors
5. Analyze data - the teachers will analyze the data gathered and interpret results.

6. Report findings or the results of the instructional evaluation
During the actual observation of classes, instructional evaluation could focus on the
following aspects;
• Appropriateness of the activities and strategies to the students and to the
topic
• Active participation of students in performing learning tasks
• Usefulness of instructional materials in meeting the desired objectives of
the lesson
• Conduciveness of classroom environment for learning
• Pedagogical Content Knowledge (PCK) level of teachers
• Classroom management
• Development of positive relationship between students and teachers
• Effective presentation of concepts
• Effectiveness of the teacher in carrying out the instructional procedures
The result of instructional evaluation is important In planning how to improve the

curriculum and its implementation, The result Is also useful for designing a mentoring *
Program for new teachers.
Teachers as Curriculum Leaders in the K-12 Education Reform
The Republic Act 10533, otherwise known as the Enhanced Basic Education Act of the
Philippines includes specific provisions for teachers and principals to exercise leadership roles
not only in instruction but also in curriculum. Republic Act 9155, otherwise known as
Governance of Basic Education Act of 2001 also specifies important provisions wherein
teachers play important roles to promote and protect the rights of every citizen to quality basic
education.
Teacher empowerment is at the heart of K-12 Education. With all the reforms and
innovations in the K-12 Education Program, teachers need to view themselves as curriculum
leaders performing the following functions:
• Ensure effective implementation of curriculum standards and competencies.

• Develop and evaluate curriculum materials that are appropriate for the students.
• Develop assessment and evaluation tools to assess learning.
• Plan and evaluate curriculum.
• Plan activities that will help implement the curriculum.
• Solicit support from parents and other stakeholders.
• Make curricular decisions at the school level.
• Conduct research to improve learning and improve content.
Since the K-12 Curriculum is a standards-based curriculum reform, all teachers are
compelled to focus their attention on the following:
1. Clarity of the standards — teachers should know the essential standards that
every student should learn in the curriculum. These standards are contents, skills, and values
or attitudes that students need to learn and master.
2. Visibility of performance measure — teachers need to’ ensure that each
curriculum standard shows visible outcome or performance.

3. Consistency of communication — teachers should effectively communicate the
standards to all students.
All teachers need to share the vision of K-12 Education. They need to continuously
improve their mastery of the subjects and disciplines that they teach. They also need - to
significantly improve their pedagogical skills. The K-12 Program needs teachers who are
creatively innovative; they need to develop new ways of responding to the needs and interests
of the learners; and they need to effectively devise reliable ways to assess and evaluate the
learning of students.
A. Teachers as Curriculum Leaders in Preschool
Republic Act 10157, otherwise known as The Kindergarten Education Act Integrates
kindergarten education in the formal education system of the country. Before the school year
2011-2012, kindergarten education was not a prerequisite to Grade 1; it was more of a privilege
for learners whose parents can afford kindergarten, education for them. It was desirable but
not mandatory. The Kindergarten Education Act now mandates all children aged 5 to enroll
in kindergarten. A diploma in kindergarten is now a prerequisite to enroll in Grade I.
The Department of Education issued a curriculum to be implemented by aj

kindergarten schools in the country. This curriculum includes several domains that need to be
developed among young children. The Kindergarten Curriculum includes the following areas:
Values Education
Physical Health and Motor Development
Social and Emotional Development
Cognitive Development
Sensory-Perceptual Motor Development
Mathematics
Understanding of the Physical and Natural Environment
Understanding of the Social Environment
Language, Literacy, and Communication
The new Kindergarten Curriculum needs teachers who are highly trained in handling
young children’s behavior and in guiding them toward learning. It will need teachers who are
not only implementers of the curriculum but curriculum leaders who will make decisions
about the selection of content, materials, and assessment tools to be used. It will need teachers
who advocate children’s education, rights, and protection.
Considering cultural diversity in the country, there is a need for teachers to develop
new curriculum materials that are relevant and responsive to the context and culture of the
learners and to integrate multicultural literacy and cultural competencies in the curriculum.
The ASEAN standards for global teachers necessitate all teachers to address the needs of
culturally diverse schools.
With the implementation of Mother Tongue-based Multilingual Education starting in

kindergarten, there is a need for teachers to study new ways of learning, new pedagogy, and
new curriculum designs for indigenizing and contextualizing ‘curriculum and instruction.

There is a need for teachers to study more on the language of the people and develop new
methods and techniques in teaching local languages.
The inclusion of kindergarten in the formal education curriculum of the country

necessitate} all educators to restudy the child-centered philosophy in the context of
standardization of curriculum and modernization of pedagogy. There is a need for teachers to
review the curriculum standards to ensure that the learners’ needs and nature are reflected;
they need to develop new ways of assessing learners’ progress; and they need to find ways on
how play and other progressive approaches will fit in the new rules of standards-based
education. ‘
B. Teachers as Curriculum Leaders In the Elementary Grades
Primary or elementary education Is always regarded as the laboratory of life as such,

its primary goal is to develop the basic skills, literacies and life kills that as learners need to be
prepared for life. The subjects are designed to provide necessary information to help learners
understand the world and their roles, and develop necessary skills that they need in everyday
life.
The elementary curriculum is essential in helping every learner learn how to learn,
become Creative and critical thinkers, and to become builders of the society. The subjects
include important knowledge, skills, and values that all must learn to become useful citizens
and effective leaders in the society.
Specifically, the elementary curriculum will expose learners to the knowledge

embedded in each subject. This knowledge contains history of people and society, culture and
values, life-skills, communication through language and other forms, thinking skills,
quantitative reasoning, and basic understanding of the natural and physical world.
Teachers as curriculum leaders in elementary level are starting to mold the minds and
character of the future leaders and citizens of the world. Their role as curriculum leaders
requires them to develop curriculum that will facilitate the development of the mind, body,
and character of the students. Teachers will need to present knowledge in the classroom or
through alternative learning in dynamic and innovative ways requiring new types of
instructional materials, new technology, and new pedagogies.
Teachers as curriculum leaders are researchers. They study carefully how children
learn, discover new ways of teaching and learning, and discover new relevant information
related to the subject they teach. They also explore various ways of how to effectively assess
learning. Teachers expose their students to integrative learning in the elementary grades. They
teach students to see the connection between and among subjects and see their application to
everyday life.
Teachers as curriculum leaders are empowered to design a new learning environment

that celebrates diverse ideas and learning styles. They utilize technology effectively in teaching,
and they make decisions on curriculum content.

C. Teachers as Curriculum Leaders in Junior High School
The Junior High School program of K-12 includes Grade VII to Grade X of the
Secondary level. It is the entry point of students to the rigors of various disciplines in the areas
of science, social sciences, mathematics, humanities, and applied disciplines, such as Home
Economics and Vocational Technology. The curriculum for Junior High School follows the
spiral curriculum designed enabling the learners to see the seamless connection of one topic
to another at the horizontal and vertical levels. This means that spiral progression of content
is observed in the scope and sequence of the curriculum. The teachers as curriculum leaders
will need to master their disciplines and allow every learner to experience and examine the
beauty of each discipline.
In the Junior High School, students are exposed to higher levels of learning. This is
their first encounter to study the disciplines as disciplines and not as subjects. They will be
exposed to higher mathematics such as algebra, trigonometry, calculus, and geometry. They
will be introduced to Asian history, world history, economics, and deeper learning of
Philippine history. They will discover world and Philippine literatures, and experience more
of the applied disciplines that they will need in everyday life. in Junior High School, the natural
sciences are also presented in a spiral curriculum integrating physics, chemistry, biology, earth
science, and general sciences.
In Junior High School, teachers will assume leadership roles by sharing their
disciplinary expertise to the students. They are content experts and effective facilitators of
teaching and learning process. They plan effective lessons, select contents, and identify
strategies that are relevant to their students. They understand the complexity of learners’
behavior in this stage of life, and they serve as behavior compass for students to emulate.
D. Teachers as Curriculum Leaders in Senior High School
The Senior High School is something new in the educational program for basic
education in the Philippines. It was added basically to prepare the Filipino for global demands.
It is part of the commitment of the country to make its educational system at par with global
standards.
The Senior High School program is a two-year education program added to the 10 years
of basic education in the Philippines. In Senior High School, students will choose their own
track from academic track, technical and vocational track, and arts and sports track. The
academic track has four specializations: Humanities and Social Sciences, Business, STEM, and
General Academic. These tracks aim to develop the following:
• Life and Career Skills
• Learning and Innovation Skills
• Information and Media Skills
• Communication Skills
The Senior High School teachers will need to develop and implement lessons that are:
• Learner-centered, inclusive, and developmentally appropriate;
• Relevant, responsive, and research-based;
• Culture-sensitive, contextualized, and global

• Pedagogical approaches that are constructivist, inquiry-based, reflective,
collaborative, and integrative;
The Senior High School teachers are experts in their own field. They will teach ‘courses
that will prepare the students for the profession they will choose and provide them necessary
skills that they need to become entrepreneurs and productive in everyday life. in Senior High
School, students are exposed to several specialized courses. They will need to apply what they
learned in Junior High School to understand better the lessons and develop higher
competencies.
In the Senior High School program, teachers play crucial role In developing the
professional skills and attitudes of their students. Teachers as curriculum leaders will plan,
design, develop, and implement curriculum appropriate for the students and aligned to the K-
12 Education Program. They are expected to innovate and take the lead in ensuring that
students will master the core standards and competencies prescribed by the Department of
Education for the Senior High School Curriculum.
Teacher as Curriculum Leaders of 21st Century Learning
The 21st century is marked with various changes and challenges brought by forces like
globalization, changing individual and social values system, economic situation, political
issues, cultural diversity factors, massive influx of information made available to the public.
These factors demand that education must innovate and reshape itself to meet the needs and
challenges of the people and the society.
Teachers as curriculum leaders play an important role in this endeavor. They need to
develop new curriculum, new curriculum materials, and new instructional designs that will
prepare the learners to meet the needs and demands of 21st century learning. Teachers need
a lot of professional and personal updating. Learning in the 21st century will need teachers
who possess a high degree of technological-pedagogical-content knowledge (TPCK).
Teachers will teach millennial learners, who were born in an era where information
technology is leading and shaping the renaissance of the society. It is an era where internet
and highly technological gadgets are making all information accessible to the learners. The
millennial learners are exposed to all kinds of information anq experience alternative learning
conditions.
Middlewood and Burton (2001) noted that the 21st century teaching and learning
would need a completely new paradigm of learning. This new paradigm of learning focuses on
developing:
• Critical thinking
• Creativity
• Communication skills
• Collaboration
Law and Glover (2000) also identified new features of education focusing on:
• Learning how to learn
• Learning as a process; a journey
• Learning as a life-long process

• Teacher as a learner
There are several developments, which have significantly influenced curriculum

development and teaching and learning in the 21st century:
• Increasing discoveries on how the human brain works
• Idea of learning styles and thinking preferences
• ICT integration in education
• Development of learning organizations
As these and more are likely to occur, so will the role of teachers as curriculum leaders
continue to evolve. The role of teachers as curriculum leaders will continue to remain crucial
in ensuring the success of the education system and in making the curriculum relevant and
responsive to the needs of the learners and the society.
One of the challenges of the 21st century learning to curriculum leaders is to develop
habits of mind among the learners. Costa and Kallick (2009) identified the following habits of
mind:
• Be independent thinkers; think before they act.
• Be more self-motivated.
• Be more inquisitive.
• Pay attention to detail; take pride in work.
• Be more diligent and persistent.
• Enjoy working through the work.
• Think for themselves; not always follow another's lead.
• Generate their own thoughts.
• Be self-directed: use Strategies of problem-solving.
• Transfer knowledge and apply to new situations.
• Have confidence; be able to take risks.
• Support answers so that they can show evidence of their thinking.
• Communicate with each other; work it out together.
Teachers as curriculum leaders need to play an important role in shaping the society
and individuals. They need to develop curriculum that will instill human values and critical
thinking to the learners. This means that education, especially curriculum, needs to go back to
learner-centeredness putting emphasis on the development of learners to become leaders and
citizens of a rapidly changing world. . Activity 38. Identify the important traits of teachers as
curriculum leaders in 21st century learning. Write your answer below. Share your answer to
the class.
Exercising Curriculum Leadership in Selecting Textbooks and Other

Instructional Materials
Teachers should be empowered to select the textbooks and other instructional

materials that they use in their classes. In some schools, teachers are enjoined to participate
in the textbook selection process; however, in many schools; administrators are the ones
selecting the textbooks for the school. It is logical and proper to include teachers in the process
since teachers are the ones teaching the subject and they know better about the needs and
nature of their students. Thus, they must be given freedom to decide on what textbooks they
are going to use and what instructional materials they need for their classes.

In 2015, the Department of Education developed a framework for developing and
selecting textbooks and other instructional materials. The framework prescribes that all
textbooks and instructional materials are:
Aligned to the K-12 Curriculum — the textbooks and other instructional materials
should follow the curriculum standards and competencies prescribed by the K-12 curriculum.
Contain expert system of knowledge – authors that are experts in their fields
should write the textbooks and other instructional materials. It is also important that the
contents of the instructional materials are accurate and up-to-date.
Have provision for differentiated instruction — it is important to provide

activities and assessment strategies that are relevant to the learning styles and thinking
preferences of the learners. The needs of slow learners and fast learners should also be
considered.
Provision for reflective thinking — the instructional materials and textbooks

should engage the learners to develop deeper understanding of the lessons, develop critical
and creative thinking, and encourage reflective thinking.
Provision for parental and community involvement — the textbooks and

instructional materials should encourage parental and community involvement. This means
that service learning, real-life integration, and parental support are encouraged.
Teachers as curriculum leaders make sure that all the necessary instructional materials
they need to implement the curriculum are provided. They also ensure that these instructional
materials are relevant and responsive to the needs of the learners. At all times, teachers are
encouraged to develop their own instructional materials from objects and materials that are
available in their locality. They are expected to be innovative and creative in developing
relevant instructional materials for their classes.
Developing Teachers as Curriculum Leaders
Curriculum leaders are trained and developed. They are products of different in-
service and pre-service teacher education programs. They also develop their skills from their
teaching experiences and encounter with great teachers. They are products of mentors and
they are formed by supportive professional work environments.
There are few important factors that need to be considered in the development of
teachers as curriculum leaders:
1. Teacher Empowerment — teachers need to be empowered to make important
decisions, solve problems, take actions, and innovate in their own schools and classes.
2. Efficient System — teachers need to work in an efficient working environment.
They need to be part of a system that is collaborative, professional, and effective.
3. Mentoring System — teachers, especially the neophyte teachers, need mentoring
from effective and model mentors.

4. Administrative Support — at any level, teachers will need full support from the
administration especially when they want to innovate or develop good Programs for the school
and for their students.
5. Learning Community — teachers must experience to work in a learning
community where all behave as professionals avoiding any forms of professional jealousies
and free from insecurities. Teachers need to learn from and share best curricular and
instructional practices to each other.
Finally, continuing professional development Is needed to ensure the development of

teachers to perform leadership roles in the total curriculum processes. Like any leaders, they
need support from various individuals and groups, especially in their schools.
Educators today are being challenged to promote a culture of excellence in — schools.

Inventing an educational system that can deal with the many paradoxes embedded in this
challenge is surely a daunting task. Teachers need to be engaged in improving curriculum and
instruction. Doing all the necessary tasks related to it is not easy. It requires all teachers to
shift from a culture of compliance to a culture of commitment and engagement to pursue noble
activities in education in spite of all limitations and difficulties — even in the absence of
extrinsic reward.
Reflections on Teachers as Curriculum Leaders
• Teachers are considered curriculum and instructional leaders In various levels of

education. As curriculum leaders, they perform different roles and functions that are
essential in planning, design, development, implementation, and evaluation of the
curriculum.
a. They provide technical support in curriculum planning.
b. They design curriculum from basic education to higher education.
c. They help develop the curriculum content and activities including assessment tools.
d. They implement the curriculum in various capacities as administrators or as
classroom teachers.
e. They help evaluate the curriculum.
f. They introduce curriculum innovations
• Instructional leadership is one of the functions of teachers as curriculum leaders.

a. Supervise the implementation of curriculum and academic standards.
b. Promote a school culture and climate conducive to teaching and learning.
c. Communicate the philosophy, vision, and mission of the school.
d. Train teachers and school staff.
e. Lead in the development or purchase of instructional materials.
f. Prepare the school budget for instruction.
g. Observe classes of teachers.
h. Check assessment tools (exams and authentic assessment).

D. Activities/Exercises
Answer the following:

1. What are the challenges that Kto12 teachers are currently facing in their
schools?
2. What leadership functions of teachers need strengthening?
3. Identify the important traits of teachers as curriculum leaders in 21st century

learning.
Evaluation/Post Test (To be posted separately)

References
Pawilen, Greg T. The Teacher and the School Curriculum A guide to Curriculum Development
Practice, First Edition
REFERENCES (Lesson 1)
Banks, J. 1996. Multiethnic education: Theory and practice. Boston: Allyn and Bacon.
Bennett, C. 1999, Multicultural education: Theory and practice. 4th Ed. Boston: Allyn. and
Bacon.
Betts, G. T. 2004. “Fostering autonomous learning through levels of differentiation” Roeper

Review, 26, 190-191.
Caine, R. & G. Caine. 1997. Education on the age of possibility. Alexandria: ASCD.
Caine, R. & G. Caine. 1991. Making connections: Teaching and the human brain. Alexandria,
VA: Association for Supervision and Curriculum Development.
Davis, G., S. Rimm, and D. Siegle. 2011. Education of the gifted and talented. 6th Ed. Upper
Saddle River, N.J.: Pearson.
Davis, M. 2003. Outcome-based education. Strategies. JMVE. 30. 3. 227-232.
Faustino, J., A. Hiwatig, & M. Sumida. 2011. “Kids Academia Science Program: Enriching
exceptional needs and characteristics of gifted young children.” Bulletin of the Faculty of
Education Ehime University. 58. 125-135.
Gardner, H. 2000. The disciplined mind: Beyond facts and standard tests, the K-12 education
that every child deserves. Cambridge, Massachusetts: Penguin Books.
Glatthorn, A. A., F. Boschee, and B. M. Whitehead. 2006. Curriculum leadership, development

and implementation. Thousand Oaks: SAGE Publications.
Glatthorn, B. A. 1998. Performance assessment and standards-based curricula: The

achievement cycle. N.Y.: Eye on Education.
Gomez, M.G. A. 2010. Career Planning for Children in Conflict with the Law. Alipato Journal
for Basic Education. 89-103.
Gregory, G.H. and Chapman, C. (2002). Differentiated instructional strategies: One size
doesn’t fit all. Thousand Oaks: Corwin Press.
Henderson, J. C. 1985. Organization, development, and the implementation of planned

change. Unpublished doctoral dissertation. Perth, Western’ Australia: Murdoch University.
Mager, R. F. 1984. Preparing instructional objectives. 2nd Ed. Belmont, California: David S.
Lake Publishers.
Malan, B. 2000. The ‘new paradigm’ of outcomes-based education in perspective. Tydskrif vir
Gesinsekologie en Verbruikerswetenskappe, Vol 28, 2000. pp.22-—-28.
Marsh, C. 2004. Key concepts for understanding curriculum. London: Routledge Falmer.

Marsh, C. & G. Willis. 2007. Curriculum: Alternative approaches, ongoing issues. Upper
Saddle River, New Jersey: Merrill Prentice Hall.
Marzano, R. J. & S. J. Kendall. 1996. A comprehensive guide to designing standardsbased

district, school, or classroom. Alexandria, VA: Association for Supervision and Curriculum
Development.
Pawilen, G. T. 2013. “Integrating indigenous knowledge in the elementary science

curriculum.” Harris Journal of Education. 1.21-31.
Pawilen, G. T. 2006. Developing an indigenous science curriculum for kindergarten in the

Philippines. Unpublished thesis at Ehime University, Japan.
Quijano, Y. 2007. Transition program: A Philippine model. Proceedings of the 18th Asian
Conference on Mental Retardation, November 18-23, 2007, Taipei, Taiwan.
Renzulli, J. S. & S. M. Reis. 1997. The schoolwide enrichment model: A how-to guide for
educational excellence. Mansfield Center, CT: Creative Learning Press.
Spady, W, G. 1994. Outcome-based education: Critical issues and answers. Arlington.

American Association of School Administrators.
Spady W. G. 1993. Outcome-Based Education. ACSA report no 5. Belconnen: pii Australian

Curriculum Studies Association.
Sumida, M. 2010. “Identifying twice-exceptional children and three gifted styles in the
Japanese primary science classroom.” international Journal of Science Education. 32.15.1.
2097-2111.
Sylwester, R. 1995. A celebration of neurons: An educator’s guide to the human brain.

Alexandria, VA: ASCD.
Tomlinson, C. A., S. N. Kaplan, J. S. Renzulli, J. Purcell, J, Lepplen, & D. Burns. 2002. The
parallel curriculum: A design to develop high potential and challenge high-ability learners.
Washington, DC: Corwin Press.
REFERENCES (Lesson 2)
Costa, A.L. & Kallick, B. 2009. Habits of mind across the curriculum. Practical and creative
strategies for teachers. Alexandria, VA: ASCD.
Department of Education Instructional Design Framework (2015).

Law, S. & Glover, D. 2000. Educational leadership and learning. Buckingham: Open
University Press.
McEwan, E. 2003. 7 steps to effective instructional leadership. Thousand Oaks, CA: Corwin
Press.
Middlewood, D. & Burton, N. 2001. Managing the curriculum. London: Paul Chapman
Publishing.

Oliva, P. 2005. Developing the curriculum. 6th Ed. Boston: Allyn & Bacon.
Ornstein, A. & Hunkins, F. 1993. Curriculum foundations, principles, and theory. 2nd Ed.
Boston: Allyn & Bacon.
Reiser, Robert A. & Dick, Walter. 1996. Instructional Planning: A guide for teachers. Boston:
Allyn & Bacon.
Republic Act 10533. Enhanced Basic Education Act of the Philippines.
Republic Act 10157. The Kindergarten Education Act.
Republic Act 9155. Governance of Basic Education Act of 2001.

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A Strong Partner for Sustainable Development

2nd Semester, 2020-2021

WPU-QSF-ACAD-82A Rev. 00 (09.15.20)

TEACHERS AS CURRICULUM LEADERS

WPU-QSF-ACAD-82A Rev. 00 (09.15.20)

This module would provide you an educational experience while independently

Reminders in using this module:

1. Keep this material neat and intact.

Hi! I’m Blue Bee, your WPU Mascot.

Welcome to Western Philippines University!

STAY SAFE AND HEALTHY!

WPU-QSF-ACAD-82A Rev. 00 (09.15.20)

At the end of learning experience, the students can:

Pre-test (To be posted separately)

WPU-QSF-ACAD-82A Rev. 00 (09.15.20)

The Curriculum Innovation

At the end of learning experience, the students can:

B. Time Allotment 3 Hours

Oftentimes, curriculum innovation is associated with curriculum change. A term in

1. some forms of regrouping or new grouping (structure);

WPU-QSF-ACAD-82A Rev. 00 (09.15.20)

A standards-based curriculum is designed based on content standards ay

Literatures offer many reasons or positive benefits for developing curriculum

In a in a standards-based curriculum, these curriculum standards serve as bases for

A standards-based curriculum involves teachers in the process of curriculum planning

WPU-QSF-ACAD-82A Rev. 00 (09.15.20)

A multicultural curriculum aims to promote cultural literacy and cultural

2. The Knowledge Construction Process consists of methods, activities, and

3. Prejudice Reduction describes the characteristics of students’ attitudes and

5. An Empowering School Culture and Social Structure involves the

WPU-QSF-ACAD-82A Rev. 00 (09.15.20)

The idea of an indigenous curriculum was a product of a vision to make curriculum

1. Construct knowledge so that young children understand how experiences,

2. Use instructional strategies that promote academic success for children of

4. Utilize community’s cultural, material, and human resources in the

Specifically, indigenous curriculum may consider using and implementing the

As a form of innovation, an indigenous curriculum is founded on the way of life,

WPU-QSF-ACAD-82A Rev. 00 (09.15.20)

Prominent advocates in brain-based education, Caine and Caine (1997) considered

Another advocate of brain-based education, Resnick (1987), theorized that learners

Brain-based education has some direct implications in the development of curriculum.

E. Gifted Education Curriculum

Gifted Education Curriculum \s designed to respond to the needs of a growing number

WPU-QSF-ACAD-82A Rev. 00 (09.15.20)

2. Parallel Curriculum Model

a. Core Curriculum focuses on the nature of knowledge that is embedded in the

It is designed to engage the learners to the core of knowledge development In each

WPU-QSF-ACAD-82A Rev. 00 (09.15.20)

a. Orientation acquaints students, teachers, and administrators with the

b. Individual Development focuses more clearly on developing skills,

c. Enrichment Activities involve two kinds of differentiation of curriculum, namely

4. Integrated Curriculum Model

This model is a popular way of organizing or designing different kinds of curriculum,

a. Advanced Content Dimension meets the needs of gifted students for

WPU-QSF-ACAD-82A Rev. 00 (09.15.20)

c. Issues/Themes Dimension is where learning experiences are organized. In

5. Kids Academia Model

a. Group Meeting and Brainstorming Activities. The teachers and teaching

WPU-QSF-ACAD-82A Rev. 00 (09.15.20)

Differentiation is a philosophy that enables teachers to plan strategically in order to

As a curriculum innovation, differentiated curriculum is designed to help learners

These procedures are useful in developing differentiated classrooms that respond to