Curriculum
implementation is a process which involves the change of current condition by
accepting and utilizing a newly created curriculum or a part of it. It is a
process of putting a newly developed curriculum into practice. If it is
accepted and utilized successfully, it is said to be institutionalized
curriculum (Print, 1993, p. 217).
Curriculum
implementation involves putting into practice the change in content and the
process by which change comes. The content includes knowledge, skills,
concepts, ideas and values while process of change includes the strategies and
techniques through which new content will be provided to the learners in classroom.
One of the important aspects of implementation is need of change and developing
beliefs, perceptions, and practices by teachers relevant to the change (Lavot
& Smith, 2003).
Role of the teacher in
implementation process
The
teacher controls what is actually going to be implemented in classroom.
Creation of conditions to promote actual implementation, the teachers need to
put their autonomy aside to develop a sense of cooperatively work for effective
instruction. The teacher takes time to understand the importance of adopting a
new program attending in-service training and implementing a particular program
(Fullan & Park, n.d, pp. 56-57).
The teacher assists other change agents such
as parents, board members and community workers in form of informal groups and
problem solving in developing support groups from the society to implement a
new program. He/she works out the meaning of implementation in practice. The
teacher is a professional person who learns about the implementation process
from other fellow teachers and external resource person (pp. 29-30). Effective
implementation requires some ongoing, systematic, face to face small scale
interaction among the teachers and between the teachers and others (Fullan
& Park, n.d, and p.23).
Role of the principal in
implementation
The
principal is a facilitator of implementing curriculum guidelines. The principal
is a gate keeper of change. The principal provides effective assistance in
implementation process. This assistance involves planning for implementation at
school level to manage resources and address those factors associated with the
change. He/she is a critical person for better or worse, when implementation
comes to school planning. The key role of principal is mediator between
curriculum document and teachers (Fullan & Park, n.d, p. 30).
The
principal monitors access, resources and decision making. He/she may empower
teachers and provides opportunities for teacher participation in problem
solving, especially in activities related to instruction. The Principal needs
to spend more time interacting with teachers concerning clarifications of instruction
and to develop collaborative work relationships.
Stages of implementation
Fullan
(n.d) has given three stages or phases of process of implementation, initiation,
implementation and revision or institutionalization.
Initiation phase
This
phase is concerned about planning for implementation by a large or small scale
change in curriculum guidelines. Some times it involves a need assessment,
getting a policy direction established, mobilizing resources, having in-service
works and so on. This is the starting point of implementation.
Implementation phase
At
this stage plans for implementation are put into practice by the teachers by
modifying the methodologies, materials and beliefs about provided guidelines. The
principals are gatekeepers for successful implementation. They can facilitate
teachers to successfully implement the guidelines. It may be on a large or partial
scale, but it is the doing part.
Revision/institutionalization phase
This
stage relates to the evaluation of the programme that what happened over a
period of time. If the implementation was done successfully the curriculum
guidelines are revised and institutionalize it.