TEACHERS AS CURRICULUM LEADERS

Introduction
This chapter discusses significant literatures and various ideas that explore the
important role of teachers as curriculum leaders. In the previous chapter, teachers are
included in the list of curriculum workers that implement a curriculum is not limited to
curriculum implementation. It is also include various curriculum leadership roles.

(CHRISTAN MIKE MANRIQUE)

Key Roles of Teachers as Leaders in Curriculum Processes
(MAI DEE B. PERALTA)
Teachers as Curriculum Leaders in Instructional Planning Process

• Curriculum- refers to the lesson and academic content taught in a school or in a

specific course or program.
• Instruction- in education "purposeful direction of the learning process." It is the
transfer of learning from one person to another.
-Olivia (2005), Anstien and Hunkins (1993); they defined curriculum to include
instructions. Curriculum and instructions are inseparable. A part of the curriculum
process is instruction that deals with the Implementation of that curriculum.
• Instructional Leadership- is always associated with school administrators particularly
to school principals.
• Curriculum Leadership- is broader in scope and has more functions compared to
instructional leadership. Instructional leadership is one of the functions of curriculum
Leadership

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.

Functions of Curriculum Leaders

(1.) Supervise the Implementation of Curriculum and Academic Standard
- District and school leaders are faced with the task of adopting or developing
curriculum materials and then supporting teachers Implementation of these
materials through learning, coaching and supervision. (Bryk el al., 2010;
Pak&Desimore, 2019)
(2.) Promote a school Culture and Climate conducive to teaching and learning
- School Climate- are shared perceptions of norms that draws students and
teachers to love the school and make them want to be part of it.
- School Culture - refers to how the school and teachers work together and the
set of values, benefits and assumptions they share.
(3.) Communicate the philosophy, vision and mission of the school
- Communication is the key to curriculum success. People need to see the vision,
identity with it, and know that leaders are serious about it.
(4.) Train teachers and school stuffs
- Teaching and learning go hand in hand, teaching is truly lifelong which makes it
important for schools to invest immensely in the professional development of
staff to equip themselves and cater to 21st century learners.
(5.) Lead in the development or purchase of Instructional materials
- The Instructional materials used in K-12 curriculum provide the basis for what
students can learn and what teachers should teach. The process used to select
those materials is critical to providing students and teachers with a solid
foundation for achievements and successful teaching.
(6.) Prepare the school budget for Instructional materials
- A budget translated the vision and mission of school to annual plans by mapping
the resources against the yearly goals and comparing the income and expenses
trends of past, present and future.
(7.) Observe classes of teachers
- Teachers observation is one model of professional learning that "is key to
supporting a new vision for professional development." Teacher observing
teachers as a form of professional development improves teaching practices and
students performances.
(8.) Check assessment tools (exams and authentic assessment)
- Curriculum leaders should ensure that assessments engage students and
prepare them with the skills they'll need in future courses, particums and even in
their careers.

Moreover, Reiser & Dick's (1996) developed an instructional planning model that
presents a very logical sequence of Instructional Planning.

The purpose of Dick and Reiser (1996) model is to have analysis of learners needs and
context analysis, design a set of specifications and create an effective, efficient and
relevant learning environment, developed all learner and management materials,
implement the instructions and evaluate the results of the development process
( formative) and the process product (summative).

(DANICA LACANLALE)
Teacher as Curriculum Leaders in Evaluating Instructions

(REYMART BALIGNASAY)
Teacher as Curriculum Leader in the K-12 Educational Reform
(LEA M. VALDEZ)
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
technology, environmental issues and the increasing amount of information made
available to the public.
 Teachers as a curriculum leaders play an important role in 21st century learning.
 Teachers will teach millennial learners.
 Internet and highly technological gadgets are making all information accessible
of the learners.
Middlewood and Burton (2001)
 Noted that the 21st century teaching and learning would need a completely new
paradigm of learning.

Four New Paradigm of Learning

 Critical Thinking
 Creativity
 Communication Skills
 Collaboration

Law and Glover (2000)

 Also identified new features of education
Four New Features of Education
 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 style and thinking preferences
 ICT integration in education
 Development of learning organizations
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 habbits of mind.

16 Habbits of Mind
 Persisting
 Managing impulsivity
 Listening with understanding and empathy
 Managing impulsivity
 Thinking flexibility
 Thinking about your thinking(metacognition)
 Striving for accuracy and precision
 Questioning and Problem posing
 Applying past knowledge to new situations
 Thinking and communicating with clarity and precision
  Gathering data through all senses
 Creating, imagining and innovating
 Responding with wonderment and awe
 Taking responsible risks
 Finding humor
 Thinking interdependently
 Remaining open to continous learning

(JHALEINE E. MACABONTOC)
Exercising Curriculum Leadership in Selecting Textbooks & Other Instructional
Materials

Leadership- refers to the role you play in helping your school community to achieve
your goals.
Curriculum - refers to all the experiences that learners go through in a program of
education. The school takes responsibility for all these planned experiences.

In 2015, The Department of Education developed a framework for developing and

selecting textbooks and other instructional materials
Five Frameworks Pescribes in Selecting Textbooks and Instructional Materials
1. Aligned to the K-12 Curriculum
- The textbook and other instructional materials should follow the curriculum
standards and competencies prescribed to the k-12 curriculum.
2. Contain an 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.
3. Provision for reflective thinking
- The instructional materials and textbooks should engage the learners to develop
a deeper understanding of the lessons. Develop critical thinking Creative thinking
and encourage reflective thinking.
4. 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.
5. 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.

Developing teachers as curriculum leaders

- Curriculum Leaders are trained and developed. They are products of different
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 inventors and they are formed by a supportive known
professional work environment. 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

Instructional leadership is one of the functions of teachers as curriculum leaders

 Supervise - the implementation of curriculum and academic standards.
 Promote - school culture and climate conducive to teaching and learning.
 Communicate - the philosophy, vision, and mission of the school.
 Train - teachers and school stuff.
 Lead in - the development or purchase of instructional materials
 Prepare - the school budget for instruction.
 Observe - classes teachers
 Check - assessment tools (exam and authentic assessment)