Unit 9: Leadership, Curriculum

Evaluation,
& Building School Capacity

Reported by:
Iris Ann A. Balaba
Leadership
What is leadership in the
curriculum?
 Curriculum leadership involves a careful balance
of instructional and administrative leadership
responsibilities. Embedded not only in the formal
trappings of authority (as supervisor of faculty) but
also in functions that cut across a number of roles
affecting student achievement, including
professional development, professional
accountability, and curriculum development (Ogawa
& Bossert, 1995).
 Leadership in the field of curriculum
can take two basic forms. Leaders can
focus solely on maintaining the
existing program through scheduled
reviews, controlled activities, and
limited problem solving; or the leader
can broaden the work by providing
vision, organization, and motivation so
that others may participate in school
design.
 Roles of Curriculum
Leaders
Curriculum Leaders

Curriculum
Leadership
Management
 Most Effective Curriculum Leaders

Embrace the dynamic

Establish new
role and go beyond
directions
expectations

Motivate participants
Align people and
and aid school
resources
improvement process.
 Curriculum
Evaluation
The term “evaluation” generally applies to the process
of making a value judgment. In education, the term
“evaluation” is used in reference to operations
associated with curricula, programs, interventions,
methods of teaching and organizational factors.
Curriculum evaluations refers to an
ongoing of collecting, analyzing and
interpreting information to aid in
understanding what students know and can
do. It refers to the full range of information
gathered in the school district to evaluate
(make judgments about) student learning
and program effectiveness in each content
area.
 The superintendent is responsible for curriculum
evaluation and for determining the most effective way
of ensuring that assessment activities are integrated
into instructional practices as part of school
improvement with a particular focus on improving
teaching and learning. A curriculum framework will
describe the procedures that will be followed to
establish an evaluation process that can efficiently and
effectively evaluate the total curriculum.
Curriculum evaluation is a necessary and important aspect of
any national education system. It provides the basis for
curriculum policy decisions, for feedback on continuous
curriculum adjustments and processes of curriculum
implementation.
The fundamental concerns of curriculum evaluation relate to:
•Effectiveness and efficiency of translating government
education policy into educational practice;
•Status of curriculum contents and practices in the contexts of
global, national and local concerns;
•The achievement of the goals and aims of educational
programs.
Curriculum evaluation establishes:

•Specific strengths and weaknesses of a curriculum

and its implementation;
•Critical information for strategic changes and policy
decisions;
•Inputs needed for improved learning and teaching;
•Indicators for monitoring.
The ultimate goal of curriculum evaluation is to ensure that
the curriculum is effective in promoting improved quality of
student learning. Student assessment therefore connotes
assessment of student learning. Assessment of student
learning has always been a powerful influence on how and
what teachers teach and is thus an important source of
feedback on the appropriateness implementation of
curriculum content.
Fulfilling the diverse objectives of diagnosis, certification
and accountability requires different kinds of assessment
instruments and strategies selected to achieve specific
purposes. Assessment of student learning could be
summative or formative, and there are various types of
tests to address different needs such as standardized tests,
performance-based tests, ability tests, aptitude tests and
intelligence tests.
 Building School
Capacity
According to Beesley and Shebby, 2010, capacity
building in the educational setting is a process to assist a
school/college’s ability to accomplish its mission. The
process involves combining elements and resources
within a school to benefit all stakeholders.
Its purpose is to create and implement programs that will allow all
members to grow by way on enhancing their knowledge, skills and
abilities. It is aligned along performance –base and catalyst for
change. For example, schools that are experiencing difficulties
relating to low self-esteem, behavior issues, and lack of parent
involvement will require improvement, or in other words
compacity building within the schools. These issues are deemed
problematic and serve as obstacles to the long-term goals and
mission of the school.
The school’s culture should feature a positive, safe, and
trusting, working and learning environment that is conducive to
student learning and staff professional development, by way of
encouraging team-building, along with stimulating and
motivating the culture through incentives and innovative
changes. in order for changes in capacity building to remain
effective,  all faculty members, principals, teachers, school
leaders, district and all accountable stakeholders as a whole,
must buy-in and invest in schools' improvements.
Everyone must care about each other and help each other to
grow learn and lead together. Another important aspect of
compacity building involves mobilizing school and parent
relationships to enable parents to be included in this
emerging community. Schools need to include parents when
schools set goals and choose improvement strategies.
Schools should make it easier for parents to be informed and
to play a part in what goes on in the classroom. 
In terms of teaching and learning settings, I believe
schools should work as a team to work more like a
family. Distributive leadership should be the key in
enforcing structure and responsibility. Teachers and
students should work together effectively, yet are
able to use their own strengths and styles in the
classroom.