CURRICULUM IMPLEMENTATION
Curriculum Workers
 Teachers
 Principals
 Curriculum consultants
 District supervisors
 Education supervisors
 Division superintendents
 Regional directors
 Education programs specialists
 Technical Panels and Technical Committees
Curriculum Workers: Curriculum workers are individuals
who are responsible for developing, implementing, and
evaluating educational curricula. They work closely with
teachers, administrators, and curriculum consultants to
ensure that the curriculum meets the needs of students
and aligns with educational standards and goals.
Teachers: Teachers are educators who work directly
with students in a classroom setting. They develop
lesson plans, deliver instruction, assess student
learning, and provide support and guidance to help
students achieve academic success. Teachers play a vital
role in implementing the curriculum and adapting it to
meet the diverse needs of their students.
Principals: Principals are the leaders of schools. They are
responsible for managing the overall operations of the
school, including overseeing curriculum
implementation, evaluating teachers, maintaining a
positive school culture, and ensuring the safety and
well-being of students. Principals collaborate with
teachers, district supervisors, and other educational
professionals to support effective teaching and learning.
Curriculum Consultants: Curriculum consultants are
experts in educational curriculum design and
development. They provide guidance and support to
teachers and administrators in aligning curriculum with
educational standards, incorporating best practices, and
integrating new instructional approaches and
technologies. Curriculum consultants often work closely
with district supervisors and principals to ensure that
curriculum goals are met.
District Supervisors: District supervisors, also known as
instructional supervisors or curriculum coordinators, are
responsible for overseeing curriculum implementation
within a school district. They work closely with
principals and teachers to provide support, guidance,
and professional development opportunities related to
curriculum, instruction, and assessment. District
supervisors also collaborate with curriculum consultants
and education supervisors to ensure consistency and
alignment across schools within the district.
Education Supervisors: Education supervisors are
educational leaders who oversee multiple schools or
educational programs within a specific jurisdiction. They
work closely with district supervisors and principals to
provide guidance, support, and resources related to
curriculum, instruction, and assessment. Education
supervisors often play a role in implementing
educational policies and initiatives at the district level.
Division Superintendents: Division superintendents, also
known as superintendents of education or school
superintendents, are the top administrators in a school
division or district. They are responsible for the overall
management and leadership of the district, including
overseeing curriculum development, instructional
programs, budgeting, personnel management, and
community relations. Division superintendents work
closely with regional directors, education supervisors,
and other educational professionals to ensure the
success of schools within their jurisdiction.
Regional Directors: Regional directors, also known as
regional education directors or superintendents,
oversee multiple school divisions or districts within a
specific geographic region. They provide leadership,
support, and guidance to division superintendents and
school administrators within their region. Regional
directors often collaborate with division
superintendents, education supervisors, and other
stakeholders to implement educational policies, share
best practices, and ensure high-quality education across
the region.
Education Programs Specialists: Education programs
specialists are experts in specific content areas or
educational programs. They work closely with teachers
and administrators to develop and implement
specialized curricula, provide professional development,
and support the integration of instructional resources
and technologies. Education programs specialists
collaborate with curriculum workers, district
supervisors, and principals to ensure that educational
programs are effectively implemented and meet the
needs of students.
Technical Panels and Technical Committees: Technical
panels and technical committees are groups of experts
in specialized fields or subjects who provide guidance
and expertise in the development and evaluation of
educational curricula and programs. They review and
analyze research, identify best practices, and make
recommendations for curriculum improvement and
alignment with standards and goals. Technical panels
and committees often include educators, researchers,
industry professionals, and other stakeholders with
specific knowledge and expertise relevant to the subject
matter being addressed.
Levels of Implementation
 National Level
 Regional Level
 Division Level
 District Level
 Local School Level
(based on RA 9155 of 2001)
National Level: The national level refers to the policies,
standards, and guidelines set by the Department of
Education (DepEd) at the national level. This includes
the development of national curriculum frameworks,
standards, and guidelines for various aspects of basic
education, such as curriculum content, assessment,
teacher training, and school facilities. The national level
is responsible for setting the overall direction and goals
for basic education in the country.
Regional Level: The regional level refers to the
administrative divisions of the Department of Education
at the regional level. The Philippines is divided into
several regions, and each region has a Regional Office of
the Department of Education. The regional level is
responsible for implementing national policies and
guidelines within the region, monitoring and evaluating
the performance of schools, providing support and
resources to schools and divisions within the region,
and coordinating with other government agencies and
stakeholders at the regional level.
Division Level: The division level refers to the
administrative divisions of the Department of Education
at the division level. Each region is further divided into
divisions, which are led by Division Superintendents.
The division level is responsible for implementing
national and regional policies and guidelines within the
division, monitoring and supervising schools within the
division, providing support and professional
development to teachers and school administrators,
and ensuring the effective implementation of the
curriculum and educational programs within the
division.
District Level: The district level refers to the
administrative divisions within a division. Each division
is divided into districts, which are led by District
Supervisors. The district level is responsible for
coordinating and supporting schools within the district,
ensuring the effective implementation of the
curriculum, providing professional development
opportunities for teachers and school administrators,
and addressing the specific needs and challenges of
schools within the district.
Local School Level: The local school level refers to
individual schools within a district. Each school has a
school head or principal who is responsible for the day-
to-day administration of the school. At the local school
level, the curriculum and educational programs are
implemented, teachers deliver instruction, students
learn, and various school activities and initiatives take
place. The local school level is where the educational
experience directly impacts the students.
 level, adhere to CHED's standards and provide tertiary
education to students. Together, these levels of
For Tertiary Education
implementation contribute to the governance and
CHED quality assurance of tertiary education in the
Philippines.
 National Level
 CHEDRO Things to consider
 HEIs 1. Government Requirement s
National Level: At the national level, CHED formulates 2. School Philosophy, Vision, Mission, Core Values
policies, standards, and guidelines for higher education 3. Learning Environment
institutions (HEIs) in the country. This includes the 4. Needs and Demands of Society
development of national curriculum frameworks, 5. Needs of Students
quality assurance mechanisms, accreditation processes, 6. Faculty Expertise
and regulations related to admission, academic 7. The Changing nature of knowledge
programs, faculty qualifications, and student services. Curriculum Evaluation
CHED sets the overall direction and goals for higher
education in the Philippines. The broad and continuous effort to inquire into the
effects of utilizing content and processes to meet clearly
defined goals (Doll 1992)
CHED Regional Offices (CHEDRO): CHED has regional The means of determining whether the program is
offices located in different regions of the Philippines. meeting its goals (Tuckman 1985)
These CHEDROs are responsible for implementing
CHED's policies and guidelines at the regional level.
They coordinate with HEIs, local government units, and
Curriculum Evaluation Models
other stakeholders within their respective regions.
CHEDROs provide support and guidance to HEIs,
monitor their compliance with CHED's regulations,
 Tyler’s model
facilitate accreditation processes, and address regional
issues and concerns related to higher education.

 CIPP model
Higher Education Institutions (HEIs): HEIs are
educational institutions that provide tertiary education,
such as universities, colleges, and technical and  Stake’s model
vocational institutions. HEIs operate at the local level
and offer various academic programs and courses. They
implement the national curriculum frameworks and  Roger’s model
standards set by CHED. HEIs are responsible for
delivering quality education, ensuring the alignment of
their programs with CHED's guidelines, providing  Scriven’s model
student support services, and fostering an environment
conducive to learning and research.
MODES OF EVALUATION

In summary, CHED operates at the national level,

formulating policies and guidelines for higher  DIAGNOSTIC
education. CHEDROs work at the regional level,
ensuring the implementation of these policies within
their respective regions. HEIs, operating at the local
  FORMATIVE Level of Evaluation

 Classroom based (teacher-made tests)

 SUMMATIVE

 National/Division (standardized tests)

Diagnostic Evaluation: Diagnostic evaluation is
conducted at the beginning of a learning process to
TRADITIONAL ASSESSMENT
assess students' prior knowledge, skills, strengths, and
weaknesses. Its purpose is to identify students' (PAPER AND PENCIL TEST-OBJECTIVE)
individual needs and inform instructional planning.
Diagnostic assessments help teachers understand what  Alternative (True/False)
students already know and can do, allowing them to  Simple recall
tailor their instruction to meet students at their current  Multiple Choice Question (MCQ)
level and provide targeted support where necessary.  Analogy
Examples of diagnostic assessments include pre-tests,  Matching Type
readiness assessments, and diagnostic interviews. (PAPER AND PENCIL TEST-SUBJECTIVE)

 Short Answer
Formative Evaluation: Formative evaluation occurs  Essay
throughout the learning process and is designed to
PERFORMANCE-BASED ASSESSMENT
monitor students' progress and provide ongoing
feedback to improve learning. The primary focus of  PROCESS AND PRODUCT ASSESSMENT
formative assessments is to assess students'  Rubric assessment
understanding and inform instruction in real-time. It  Portfolio
helps teachers identify areas where students may be  Alternative
struggling and adjust their teaching strategies
Four Core Changes (Fullan, 1989)
accordingly. Formative assessment methods include
quizzes, class discussions, observations, feedback on 1. Forms of Regrouping or New Grouping
assignments, and peer or self-assessments. The (Structure);
feedback provided during formative evaluation allows 2. New curriculum materials
students to reflect on their learning and make 3. Changes in some aspects of teaching practices
improvements. (new activities, skills, behavior);
4. A change in beliefs or understandings vis-a-vis
curriculum and learning
Summative Evaluation: Summative evaluation takes
Clusters of innovations
place at the end of a learning period or unit to assess
students' overall achievement and determine their level  Standards –based curriculum
of mastery of the intended learning outcomes.  Multicultural curriculum
Summative assessments are typically used to assign  Indigenous curriculum
grades, evaluate the effectiveness of instruction, and  Brain-based education
make judgments about students' readiness to progress  Gifted education curriculum
to the next level. Examples of summative assessments  Differentiated curriculum
include final exams, end-of-unit assessments, projects,  Technology integration in the curriculum
and standardized tests. Summative evaluations provide
 Outcome-based education
a summary or conclusion of what students have learned
over a specific period. STEPS IN TRYING OUT INNOVATIONS

1. PILOT-TESTING
2. MONITORING
 3. EVALUATION

Waldorf?