Curriculum Implementation Process

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.