Curriculum
implementation is such a process that 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 an institutionalized
curriculum (Print, 1993, p. 217).
Curriculum
implementation is about putting change in content into practice and the process
by which change comes out. The content includes knowledge, skills, concepts,
ideas, and values while the process of change includes the strategies and techniques
through which new content will be provided to the learners in the classroom. One of
the important aspects of curriculum implementation is the need for change and
developing beliefs, perceptions, and practices by teachers relevant to the
change (Lavot & Smith, 2003).
Role of the
teacher in the implementation process
The
teacher controls what is actually going to be implemented in the classroom.
Creation of conditions to promote actual implementation, the teachers need to
put their autonomy aside to develop a sense of cooperatively working 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. A teacher is a professional person who
learns about the implementation process from other fellow teachers and external
resource persons (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 gatekeeper of change. The principal provides effective assistance in the implementation process. This assistance involves planning for implementation at the 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 the principal is the mediator between
curriculum documents 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 the process of implementation, initiation,
implementation, and revision or institutionalization.
Initiation phase
This
phase is concerned with planning for implementation by a large or small-scale
change in curriculum guidelines. Sometimes 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 program and what happened over a
period of time. If the implementation was done successfully the curriculum
guidelines be revised and institutionalized.
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