Servano, Joseph T.

Valles, Nikka M.

Zambrano, Marian

2023-2024 AY

EDUC109 THE TEACHER AND THE CURRICULUM

Third Year- English Major

TEACHERS AS CURRICULUM LEADERS

OBJECTIVES:

 discuss the key roles of teacher leaders in curriculum processes;

 discuss the importance of teachers as curriculum leaders in planning and evaluating
instruction;
 discuss the roles of teachers as curriculum leaders in the K-12 Education Program;
and
 identify ways to develop teacher leaders in curriculum.
INTRODUCTION

According to the Cambridge dictionary, teacher is a person who instructs or trains

others, especially in a school. Meaning, teachers directly influence the students in a way that
they become a globally competitive student.

Moreover, RI Department of Education defines curriculum as a standards-based

sequence of planned experiences where students practice and achieve proficiency in content
and applied learning skills. On the contrary, according to Meriam Webster, a leader is the
one in the charge or the person who convinces other people to follow. With that, teachers are
responsible for delivering the central guide for all educators as to what is essential for
teaching and learning, so that every student has access to rigorous and quality academic
experiences.

Furthermore, teachers as curriculum leaders lead the way to ensure students

understand and develop professionalism anchored to the standards set by the curriculum.
They are the primary movers of goals within a curriculum and must include the breadth and
depth to which a student is expected to learn.

Looking back into the past, teachers are not just giving instructions and teaching.
Their lectures always come with quality that must be met to produce an excellent
professional in the long run. By that, to be an effective leader, it is their responsibility to
ensure that everyone in the classroom has access and learn from their teachings. Hence,
teachers as curriculum leaders are expected to provide explicit instruction and guidance to
their students. They should be well-grounded in their field to teach effectively because they
cannot teach what they don’t know.

DISCUSSION

Key Roles of Teachers as Leaders in Curriculum Processes

In the lives of students, 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. Mainly, they are the ones having a
direct impact in the lives of the learners. Other than that, 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.

Moreover, 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. Oftentimes, they see themselves as key sources
of knowledge and developers of skills and values that are imperative for human life. To have
a deeper understanding towards certain things, people must understand the cruciality of
teachers. Thus, teachers are curriculum leaders in the education system. Without teachers,
education is not possible.

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. With that said, a curriculum leader has to take
charge of making sure that the curriculum goals are achieved. They serve as education
ambassadors to different stakeholders, and they are advocates of various curricular reforms.
Meaning, failure to deliver an effective learning experience to the learners denotes that the
curriculum leader itself fails to uphold the standards of being a leader. Moreover, that
ultimate goal is to maximize student learning by providing quality in the content of learning
as they are expected to innovate and develop curriculum that are relevant and responsive to
the needs and context of the learners. In fact, curriculum leadership focuses on what is
learned (the curriculum) and how it is taught (the instruction).

Teachers as curriculum leaders share the vision and mission of the whole country on
education and it makes them accountable and responsible for the success of the school’s
curriculum. They are shapers of positive educational environment, and they are guardians of
education values. They are visionaries and effective problem-solvers to develop a community
that is capable of building cutting-edge solutions in response to the needs and challenges
that our nation is facing. 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 in curriculum leaders ensure that the
rights of every learner in education are protected. It is important to note that the safety and
security of the learners are their utmost priority and concern. Teachers in curriculum leaders
are not just a sole teacher but a leader, protector, and guardian of the learners.

Some teachers, however, have difficulties seeing themselves as curriculum leaders. As

curriculum leaders work is to give pupils the best possible curriculum experiences, they face
challenges. These include diverse pupil prior knowledge, varying teacher subject expertise,
and finding the right balance between generic and subject-specific approaches. However, 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.
Although she doesn't use the term empowerment, according to Bateman (1999) asserted that
leadership within the school shapes the structure of work and belief systems that integrates
individuals into the structure of the school. Bateman implied that teacher empowerment
creates a dynamic transformational process for principals regarding decision making,
enthusiasm, and overall communication. Teacher empowerment is considered by some to be
a basic element of school reform and is seen as an element of effective leadership. In
addition, Lintner (2007) stated, "Research informs us that when principals set the stage for
teacher empowerment, teachers tend to be more effective, and student achievement,
responsiveness to student conflict, teacher satisfaction, and the school environment tend to
improve" (p. 14).

From a broader perspective, teacher empowerment has become the focus of several
educational organizations, as Blasé & Blasé (2001) identified that teacher empowerment as a
local, state, and national goal is supported by the National Education Association, The
American Federation of Teachers, and The United Federation of Teachers. A teacher's sense
of empowerment represents an important variable in comprehensive school improvement
efforts of today's effective schools movement.

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 lifeTeaching 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. According to King 2022, by focusing on learning,
teaching and monitoring progress, curriculum leaders help educators improve their
instructional practices and ensure student achievement improves as a result of meaningful,
supportive decisions about pedagogy, coursework, and instructional materials. Hence, 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 are 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. Therefore, curriculum leadership involves working with multiple people to
ensure that the curriculum is aligned both horizontally and vertically.

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.

Instructional planning includes not only planning what students will learn, but how
they will learn it. Basically speaking, effective teachers focus on selecting texts, activities, and
assessments that fit the diverse needs of their students. Moreover, planning should include
both short-term and long-term goals.
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

This model helps us to conceptualize representations of reality. A model is a simple

representation of more complex forms, processes, and functions of physical phenomena or
ideas and serves as a guide for teachers to design the best instruction so that the learning can
take place.

However, 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.
 Digital technology and its derivatives are rapidly developing to bridge the gap
between space and time in distance learning activities between learners and teachers. Digital
technology in teaching and learning activities at universities has long been widely used in the
21st century. This technology-based education is highly relevant to the characteristics of the
younger generation whose learning styles are different from previous generations. Moreover,
today’s computer revolution provides cheaper and better home computers that allow
students to practice what they have learned at school (Stock and Fishman, 2010). Although
there is an agreement among researchers that computers are useful for learning
opportunities, Becker (2000) found that students are more likely to use home computers for
entertainment than for school related purposes. There are countless things that can be done
with computer applications, and some of these applications might have latent impacts on
children’s development. Moreover, using computers can also improve children’s visual
attention because some applications require users to keep track of or control many activities
at the same time. Hence, instructional media or technology in general helps the learning
process of the learners.

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.

The measurement of student learning through assessment is important because it

provides useful feedback to both instructors and students about the extent to which students
are successfully meeting course learning objectives. In their book Understanding by Design,
Grant Wiggins and Jay McTighe offer a framework for classroom instruction—what they call
“Backward Design”—that emphasizes the critical role of assessment. For Wiggens and
McTighe, assessment enables instructors to determine the metrics of measurement for
student understanding of and proficiency in course learning objectives. Moreover, revision
of instruction is essential in the curriculum of education. Also, assessment is an integral part
of their pedagogical design that their approach “encourages teachers and curriculum
planners to first ‘think like an assessor’ before designing specific units and lessons, and thus
to consider up front how they will determine if students have attained the desired
understandings.” (Wiggins and McTighe, 2005, pg. 18)
Teachers As Curriculum Leaders in Evaluating Instruction

Evaluating instruction measures the effectiveness of how the curriculum is implemented. It

ensures that the curriculum standards and competencies are taught effectively to learner.

Procedures included in Evaluating Instruction

1. Planning for the evaluation

2. Determine instructional evaluation design
3. Develop evaluation instruments
4. Collect data
5. Analyze the data
6. Report findings of the instructional evaluation

Teachers as Curriculum Leaders in the K-12 Education Reform

 RA 10533 Enhanced Basic Education Act of the Philippines-specific

provisions for teachers and principals to exercise leadership roles not only in
instruction but also in curriculum.
 RA 9155 Governance of Basic Education Act of 2001-important provisions
wherein teachers play important roles to promote and protect the rights of every
citizen to quality basic education.

Functions of Teachers as Curriculum Leaders

 Ensure effective implementation of curriculum standards and competencies.

 Develop and evaluate curriculum materials.
 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 content.
Teachers focus:

1. Clarity of the standards– teachers should know the essential standards that every
student should learn in the curriculum. These standards are contents, skills, values,
or attitudes.
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.

A. Teachers as Curriculum Leaders in Preschool

RA 10157 Kindergarten Education Act- integration of kindergarten education in the

formal education system of the country. It mandates all children aged 5 to enroll
kindergarten. A diploma in kindergarten is a prerequisite to enroll in Grade 1.

Before 2011-2012- kindergarten was not a prerequisite to Grade 1. It is not mandatory.

Domains needed to be developed among young Children

 Values education
 Physical health and motor development
 Cognitive development
- Sensory- Perceptual Motor Development
- Mathematics
- Understanding Of the Physical and Natural Environment
- Understanding Of the Social Environment
- Language, Literacy, and Communication

B. Teachers as Curriculum Leaders in the Elementary Grades

1. Always regarded as the laboratory of life.
2. Its primary goal is to develop basic skills, literacies, and life skills that all
learners need to be prepared for life.

C. Teachers as Curriculum Leaders in Junior High School

1. Includes Grade VII- X of the secondary level.
 2. Entry points of students to the rigors of various disciplines in areas of
science, social sciences, mathematics, humanities, and applied disciplines
such as home economics and vocational technology.
3. Teachers are content experts and effective facilitators of teaching and
learning process.
4. Spiral Curriculum design- is a type of curriculum design used in Junior
High School which enables the learners to see the seamless connection of
one topic to another.

Areas of disciplines

 Mathematics (Algebra, Trigonometry, Calculus, And Geometry).

 Philippine History, Asian History, World History, Economics.
 World And Philippine Literatures
 Natural Sciences, Physics, Chemistry, Biology, Earth Science, And General
Sciences.

D. Teachers as Curriculum Leaders in Senior High School

1. A two-year education program added to 10 years basic education in the
Philippines.
2. Students will choose their own track (Academic Track: Specializations;
HUMMS-Humanities and Social Sciences, ABM, STEM, AND General
Academic), Technical and Vocational track, Arts and Sports track).
3. Teachers play crucial role in developing the professional skills and attitudes
of their students.

Tracks aim to develop the following:

 Life and Career Skills

 Learning and Innovation Skills
 Information and Media Skills
 Communication Skills

Lessons that must be implemented and developed

 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.

Teachers 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. 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 and 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.
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).
REFLECTION

Upon reflecting on the discussion, it becomes evident that teachers constitute an

essential component of a thriving and efficient education system. While some may believe
that the primary duty of a teacher is to educate and engage in discourse on specific subjects,
what goes unnoticed is their utilization of diverse strategies to accommodate students'
various learning styles, promote better learning outcomes, and facilitate instruction. In other
words, teacher is the backbone of education.

Nonetheless, teachers bring their expertise, experience, and knowledge of their

students to shape the curriculum. They provide valuable input in identifying learning
objectives, selecting content, and designing appropriate instructional strategies for their
students. Indeed, curriculum needs teachers and the other way around.

As would be teachers, it is important for us to understand how teachers are

considered as curriculum leaders in evaluating instruction used in the classroom. Some of us
may apply in DepEd and these lessons would greatly help us and guide us on how we will
conduct evaluation. We will know how to create tools for evaluation, things that should be
considered in preparing for the evaluation of instruction and what is the purpose of it.
According to the book, evaluation is implemented for the teacher to know or measure if the
instruction and the curriculum is effective. There, we will also know if it must be improved,
revised, or customized to fit the needs of the students. As we observe in our everyday
situation in the class, teachers always tell us the outcome that we must attain in our lesson
and all the discussions and activities are all aligned in the Course Syllabus, and it is in
accordance with the curriculum.

All of these changes and enhancement in the curriculum we have now is the product
of the evaluation of the curriculum that happened also because of the changing needs of the
students every generation. Along with this is the upgrading of the education system here in
our country which is also beneficial for the higher quality education.

Finally, teachers clearly play an important role as curriculum leaders in guiding and
shaping their students' educational experiences. They not only deliver the content, but also
have the ability to adapt, innovate, and improve the curriculum to meet their students'
diverse needs. Teachers, as curriculum leaders, can inspire and empower their students to
become critical thinkers, problem solvers, and lifelong learners. Teachers must constantly
reflect on their practices, collaborate with colleagues, and stay current on educational trends
in order to effectively lead the curriculum and provide meaningful learning experiences for
their students.

EVALUATION

1. Curriculum leadership can be simply defined as:

a) Set of important roles and activities that each teacher does in relation to curriculum
planning, curriculum design, curriculum implementation, and curriculum evaluation.
b) Set of important objectives and goals that each teacher does to ensure the students’
learning success.
c) Set of needs and solutions to bridge the gap between the learners and curriculum.
d) Set of different strategies that allows teachers to explore the curriculum.

2. Why is it important to revise the instruction?

a) To improve classroom instruction.

b) To improve classroom performance
c) To make the students globally competitive
d) To ensure that students can learn from their peers

3. Curriculum leaders refers to:

a) Professionals working with different social agencies and various stakeholders to

improve quality of education and to make the curriculum more relevant and
responsive.
b) Professionals working with the higher officials in the educational sector to help
students learn and understand certain topic.
c) Professionals that deals with different learning environments to deliver quality
education
 d) Professionals working with fellow professionals to improve the students experience

4. Why is technology plays a major role in today’s education process?

a) Because millennial students almost always rely on technology, especially Internet, in

getting information about their lessons.
b) Because millennials always want an easy way to access information and learn
c) Because millennials want to maximize the presence of technology in education
d) Because millennials want to depend on technology

5. Why do teachers as Curriculum Leaders need to evaluation the instruction used in the
teaching and learning process?
a. It is to ensure that the curriculum is good.
b. It is to evaluate the content of the lesson.
c. It is to measure the time spent in teaching.
d. It is to make sure that curriculum standards and competencies are taught
effectively.

6. All are considered as the focus of Teachers’ attention in K-12 Standards-based

Curriculum EXCEPT.
a. Clarity of standards
b. Visibility of performance measure
c. Consistency of communication
d. Standardized testing

7. It is a type of curriculum design used in Junior High School which enables the learners to
see the seamless connection of one topic to another.
a. Systematic curriculum design
b. Two-way curriculum design
c. Spiral curriculum design
d. Scientific curriculum design

8. It is the need of a teachers to be empowered to make important decisions, solve problems,

take actions, and innovate in their own schools and classes.

a. Efficient System
b. Mentoring System
c. Teacher Empowerment
d. Administrative Support
9. All of these are important factors that need to be considered in the development of
teachers as curriculum leaders, EXCEPT.

a. Mentoring System
b. Teacher Improvement
c. Efficient System
d. Administrative Support

10. It is that teachers must experience to work in a learning community where all behave as
professionals avoiding any forms of professional jealousies and free from insecurities.

a. Mentoring System
b. Administrative Support
c. Efficient System
d. Learning Community

REFERENCES

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leadership.html?m=1
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Mohammad Syukran Kamal Ruzzaman P-QM0015/10 Lecturer: Dr. Balakrishnan
Muniandy QIM 501 –. https://slideplayer.com/amp/2748078/
Curriculum Definition | RI Department of Education. (n.d.). https://ride.ri.gov/instruction-
assessment/curriculum/curriculum-definition
Curriculum Leadership.
(2019). ECRA. https://ecragroup.com/wp-content/uploads/dlm_uploads/
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%20and%20subject%2Dspecific%20approaches.
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TECHNOLOGY AND THEIR ACHIEVEMENT IN SCIENCE AND MATH. TOJET:
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Children. https://exceptionalchildren.org/topics/instructional-planning
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In Vocabulary.com. https://www.vocabulary.com/dictionary/leader
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