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2 | The Teacher and the School Curriculum

UNIT 2: TEACHERS AS CURRICULUM LEADERS

 1.0 Intended Learning Outcomes

a. Describe the role of the teacher as a curicularist in the classroom and in the school;
b. Articulate the key roles of teacher leaders in curriculum processes;
c. Portray the roles of teachers as curriculum leaders in planning and evaluating
instruction and in the K-12 education program;
d. Create a teacher leaders within oneself.
 
1.1. Introduction
 
In the previous unit, we have learned that teachers play a vital role in
curriculum processes. In this chapter, the significant and multifaceted roles of
teachers as curricularists will be tackled. Part of this chapter will explain various ideas
that explore the important roles of teachers as curriculum leaders. The teachers role in
curriculum is not limited to curriculum implementation, it also includes various
curriculum leadership roles.

1.2 Topics/Discussion (with Assessment/Activities)

1.2.1 The Teacher as a Curricularist

Classroom teachers do multifaceted roles and are continuously involved with

curriculum. A person who is involved in curriculum knowing, writing,
planning, implementing, evaluating, innovating and initiating may be designated
as curricularist.

Bilbao, et.al (2020), describe the teacher as a curricularist who...

1. knows the curriculum - teacher has to master what are included in the curriculum
- it is acquiring academic knowledge both formal
(disciplines, logic) or informal (derived from experiences,
vicarious, and unintended)
- it is the mastery of the subject matter (KNOWER)
2. writes the curriculum – takes record of knowledge concepts, subject matter or
content. The teacher writes books, modules, laboratory manuals,

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instructional guides, and reference materials in paper or electronic

media as a curriculum writer or reviewer (WRITER)
3. plans the curriculum – it is the role of the teacher to make a yearly, monthly or
daily plan of the curriculum.
- the teacher takes into consideration several factors in planning
a curriculum such as the learners, the support material, time, subject
matter or content, the desired outcomes, the context of the learners
(PLANNER)
4. initiates the curriculum – implementation of a new curriculum requires the open
mindedness of the teacher, and the full belief that the curriculum will
enhance learning.
- a transformative teacher will never hesitate to try something
novel and relevant (INITIATOR)
5. innovates the curriculum – creativity and innovation are hallmarks of an excellent
teacher.
- a curriculum is always dynamic so it keeps on changing, from
the content, strategies, ways of doing, blocks of time, ways of
evaluating, etc , one cannot find a single eternal curriculum that would
perpetually fit.
- a good teacher innovates the curriculum and thus becomes an
(INNOVATOR)
6. implements the curriculum – a curriculum that remains recommended and
written will never serve its purpose if not implemented.
- it is the role of the teacher to implement the curriculum
to give life to the curriculum plan.
- it is in implementing the curriculum where teaching as
a science and as an art will be observed and where all elements of the
curriculum will come into play.
- the success of a recommended, well written and
planned curriculum depends on the implementation
(IMPLEMENTOR)
7. evaluates the curriculum – should the curriculum be modified, terminated or
continued? These are some few questions that need the help of a
curriculum evaluator (EVALUATOR)

Activity 1. Identify which role of the curricularist is presented in the case below.
Write your reflection on the case presented.

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From grade 7 to grade 10 of the K to 12 Enhanced Curriculum, Science as a subject is

presented, taught and learned in a spiral manner. This is part of the DepEd
implementing guidelines of the curriculum. I am a Biology major, and I have insufficient
knowledge about the other areas of Science such as Physics and Earth Science.
Because of this dilemma, I have to request the principal that we have team teaching.
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1.2.2 Key Roles of Teachers as Leaders in Curriculum Processes

Pawilen (2019) in his book “The Teacher and the School Curriculum A Guide to
Curriculum Development Practice”, mentioned that 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.
 They are catalyst of the development of individuals and societies.
 They have a strong passion for mission to make a positive difference in the
lives of students.
 They see themselves as key sources of knowledge and developments of skills
and values that are imperative for human life.
 Teachers are curriculum leaders in the education system.

What do teachers do as curriculum leaders?

Curriculum Leadership is 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
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In the book of Pawilen (2019) “The Teacher and the School Curriculum”, the author
stresses that in curriculum leadership, teachers are considered curriculum leaders and are
expected to:

 innovate and develop curriculum that are relevant and responsive to the
needs and context of the learners.
 they serve as education ambassadors to different stakeholders
they are advocates of various curricular reform
 teachers as curriculum leaders share the vision and mission of the whole
country on education.
 they are shapers of positive educational environment
 they are guardians of education values.
 they are visionaries and effective problem-solvers. 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 interest of the students; and
 they creatively solve problems related to teaching and learning
 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 as curriculum leaders ensure that the rights of every leader in
education are

Pawilen (2019), presents the A to Z roles and functions of teachers as curriculum

leaders in their own school, district, division, or regional level:

1. Advocate positive curricular reforms to quality of education.

2. Broaden understanding of the teaching and learning process.
3. Conduct research to enhance curriculum content and improve teaching and
learning.
4. Develop appropriate curriculum for student.

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5. Evaluate curriculum materials and the Implementation of the curriculum.

6. Facilitate activities to ensure public understanding of every single curriculum.
7. Gather important data needed for curriculum planning.
8. Harness community resources in curriculum development.
9. Innovate curriculum and instruction.
10. Justify the need to innovate, evaluate, and develop curriculum
11. Know every learner needs, issues, and interests.
12. Lobby congressional support for bills that are needed for curriculum reforms.
13. Manage curriculum Implementation and curriculum change.
14. Nurture creativity and critical thinking in the curriculum.
15. Orient teachers, students, parents, and other stakeholders on the new
curriculum.
16. Provide update knowledge on the subject they teach
17. Quality acceptable curriculum ideas and theories.
18. Reflect on different research that influence the curriculum.
19. Select appropriate instructional strategies, methods, and approaches.
20. Train teachers who will implement the curriculum.
21. Understand implications of social issues and social changes in the curriculum.
22. Validate the contents of the curriculum.
23. Win support from stakeholders and government on needed curriculum reform
24. X-ing (crossing) out bureaucratic barriers to curriculum implementation.
25. Yearn for quality education through a relevant and responsive curriculum
26. Zero out irrelevant and erroneous curriculum and materials.

Aside from being a curriculum leader, teachers also are considered as instructional
leaders. Let us not forget that teachers are implementers of the curriculum and the final
destination of implementation is in the classroom. For all we know, instruction is included
in curriculum, this is what most teachers do to conduct classes and assume instructional
leadership in the classroom particularly in the subject they teach. Pawilen (2019) identifies
some of the specific roles of teacher as instructional leaders in the local school context:
1. Designing instructional plans
2. Selecting and developing instructional materials
3. Assessing and reporting student’s progress

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4. Designing learning environment appropriate for the students

5. Selecting appropriate teaching strategies and approaches
6. Preparing reports and accomplishing official forms
7. Guiding students in their school life
8. Teaching subjects assigned to them

Activity 2:
Think about your favourite teacher/s in your elementary grades, identify roles of
teachers as curriculum leaders that you observed from them. Discuss these roles.
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1.2.3 Teachers as Curriculum Leaders in Instructional Planning Process

Curriculum and instruction are inseparable. In all curriculum processes part of it is
instruction. In our readings we can notice that curriculum leadership is much broader in
scope and teachers has more functions compared to instructional leadership. Therefore
instructional leadership is one of the functions of curriculum leaders.
Instructional leadership as one of the functions of curriculum leaders may need to
do the following functions (Pawilen; 2019):
1. Supervise the implementation of curriculum and academic standards
2. Promote a school culture and climate conducive to teaching and learning
3. Communicate the philosophy, vision, and mission of the school
4. Train teachers and school staff
5. Lead in the development or purchase of instructional materials
6. Prepare the school budget for instruction
7. Observe classes of teachers
8. Check assessment tools (exams and authentic assessment)

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For effective instruction it is an important task of teachers as curriculum leaders to

conduct planning. Reiser and Dick (1996) as cited by Pawilen (2019) developed an
instructional planning model that presents a very logical sequence of instructional
planning.

Analyze
Content

Identify Develop Plan Choose

Identify
Instructional Assessment Instructional Instructional
Objective
Goals Tools Activities Media

Analyze
Implement
Learners
Instruction
Characteristics

Revise Instruction

Figure 1. Reiser and Dick's Instructional Planning Model

(Source: Pawilen, G. (2019). The Teacher and the School Curriculum A Guide to Curriculum
Development Practice. Rex Book Store.)

In Reiser and Dick's model, as cited by Pawilen (2019), 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,
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

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4. Presentation of information and examples

5. Practice and feedback
6. Summary
7. Assessment

Activity 3:
In instructional leadership, the teachers play a big role in planning instruction.
Describe the roles of the teachers as well as the important things to consider to be an
effective leader.
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1.2.4 Teachers as Curriculum Leaders in Evaluating Instruction

Evaluating instruction is also an important function of teachers as curriculum

leaders. It is necessary for teachers to ensure that the curriculum is implemented as it was
planned. It ensures that the curriculum standards and competencies are taught effectively
to every learner. Evaluating instruction also measures the effectiveness of how the
curriculum is implemented (Pawilen; 2019).
In evaluating instruction, teachers need to look at the following procedures:
1. Planning for the Evaluation
a. Develop the purposes and objectives of the evaluation
b. Determine the data and other information needed
c. Set the timeline for the evaluation

2. Determine instructional evaluation design — just like in doing curriculum

evaluation, in instructional evaluation the teachers will need to describe the
following:
a. Types of information needed for the evaluation

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b. Sources of information
c. Methods for collecting the needed information
d. Methods for analyzing the data gathered
e. Timeline for conducting evaluation

3. Develop instructional evaluation instruments

a. Class observation guide
b. Checklist
c. Questioners
d. Survey forms
e. Interview guide

4. Collect data – the teachers will collect or gather necessary data needed for the
instructional evaluation.
a. Focus group discussion
b. Interview with the students and teachers
c. Actual class observation
d. Examining samples of students’ output
e. Examining assessment tools used in the classes
f. Checking the facilities and other instructional materials
g. Checking of lesson plans
h. Interview with principals and supervisors

5. Analyze data — the teachers will analyze the data gathered and interpret results.

6. Report findings or the results of the instructional evaluation

During the actual observation of classes, instructional evaluation could focus on

the following aspects:

 Appropriateness of the activities and strategies to the students and to the

topic
 Active participation of students in performing learning tasks

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 Usefulness of instructional materials in meeting the desired objectives of the

lesson
 Conduciveness of classroom environment for learning
 Pedagogical Content Knowledge (PCK) level of teachers
 Classroom management
 Development of positive relationship between students and teachers
 Effective presentation of concepts
 Effectiveness of the teacher in carrying out the instructional procedures

The result of instructional evaluation is important in planning how to improve

the curriculum and its implementation. The result is also useful for designing a
mentoring program for new teachers.

Activity 4:
Why is instructional evaluation important?
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1.2.4 Teachers as Curriculum Leaders in the K-12 Education Reform

Teacher empowerment is at the heart of K-12 Education. With all the reforms and
innovations in the K-12 Education Program, teachers need to view themselves as
curriculum leaders performing the following functions (Pawilen; 2019):

 Ensure effective implementation of curriculum standards and competencies.

 Develop and evaluate curriculum materials that are appropriate for the
students.

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 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 improve content.

Since the K-12 Curriculum is a standards-based curriculum reform, all teachers are
compelled to focus their attention on the following:
1. Clarity of the standards — teachers should know the essential standards that every
student should learn in the curriculum. These standards are contents, skills, and
values or attitudes that students need to learn and master.
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.

Teachers as Curriculum Leaders in Preschool, Elementary, Junior High School and

Senior High School
Grade Curriculum Primary Goal Role of Teachers as
Level Curriculum Leaders
Preschool The Kindergarten integrates kindergarten - highly trained in handling young
Curriculum includes the education in the formal children's behavior and in guiding
Republic Act following areas: education system of them toward learning.
10157 ( The - Values Education the country. - curriculum leaders who will make
Kindergarten - Physical Health and decisions about the selection of
Education Motor Development content, materials, and assessment
Act) - Social and Emotional tools to be used.
Development - teachers who advocate children's
Mandates all
- Cognitive Development education, rights, and protection.
children aged - Sensory-Perceptual - teachers who will study new ways of
5 to enroll in Motor Development learning, new pedagogy, and new
kindergarten. - Mathematics curriculum designs for indigenizing
A diploma in - Understanding of the and contextualizing curriculum and
kindergarten Physical and Natural instruction.
is now a Environment - teachers who will study more on the
prerequisite - Understanding of the language of the people and develop
to enroll in Social Environment new methods and techniques in
- Language, Literacy, and teaching local languages.
Grade l
Communication

Elementary The elementary curriculum To develop the basic - Teachers need to mold the minds
is essential in helping every skills, literacies, and life and character of the future leaders

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Grades learner learn how to learn, skills that all learners and citizens of the world.
become creative and need to be prepared for - It requires teachers to develop
laboratory critical thinkers, and to life. The subjects are curriculum that will facilitate the
of life become builders of the designed to provide development of the mind, body, and
society. necessary information to character of the students.
help learners understand - Teachers as curriculum leaders are
the world and their roles, researchers.
This knowledge contains: and develop necessary - Teachers as curriculum leaders are
- history of people and skills that they need in empowered to design a new learning
society, everyday life. environment that celebrates diverse
- culture and values, ideas and learning styles.
- life-skills, - They utilize technology effectively in
- communication through teaching, and they make decisions on
language and other forms, curriculum content
- thinking skills,
- quantitative reasoning,
- basic understanding of
the natural and physical
world.

Junior - follows the spiral It is the entry point of - teachers will assume leadership
curriculum design students to the rigors of roles by sharing their disciplinary
High enabling the learners to various disciplines in the expertise to the students.
School see the seamless areas of science, social - They are content experts and
connection of one topic sciences, mathematics, effective facilitators of teaching and
includes Grade to another at the humanities, and applied learning process.
VII to Grade X horizontal and vertical disciplines, such as Home - They plan effective lessons, select
of the levels. This means that Economics and Vocational contents, and identify strategies that
secondary spiral progression of Technology. are relevant to their students.
level content is observed in - They understand the complexity of
the scope-and sequence learners' behavior in this stage of life.
of the curriculum. - They serve as behavior compass for
students to emulate.
- This is their first
encounter to study the
disciplines as disciplines
and not as subjects,
such as:
- algebra,
- trigonometry,
- calculus,
- geometry,
- Asian history
- world history,
- economics,
- Philippine history
- world and Philippine
literatures,
- natural sciences are
also presented in a
spiral curriculum
integrating physics,
chemistry, biology,
earth science, and

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general sciences.

Senior  students will choose The Senior High School - The teachers are experts in their
their own track from program is a two-year own field.
High
- academic track, education program added - They will teach courses that will
School - Tech & vocational track, to the 10 years of basic prepare the students for the
- arts and sports track. education in the profession they will choose and
Philippines. provide them necessary skills that
 The academic track has they need to become entrepreneurs
four specializations: It was added basically to and productive everyday life.
- Humanities & Social prepare the Filipino for - Teachers play crucial role in
Sciences, global demands. It is part developing the professional skills and
- Business, of the commitment of the attitudes of their students.
- STEM, and country to make its - Teachers as curriculum leaders will
- General Academic educational system at par plan, design, develop, and implement
with global standards. curriculum appropriate for the
 These tracks aim to students and aligned to the K-12
develop the following: Education Program.
- Life and Career Skills - They are expected to innovate and
- Learning & Innovation take the lead in ensuring that
Skills students will master the core
- Information & Media standards and competencies
Skills prescribed by the Department of
- Communication Skills Education for the Senior High School
Curriculum.
 To develop & implement
lessons that are:
- 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;

Activity 5:

Identify and write down at least two challenges that K-12 teachers are
currently facing in their schools or in their practice of profession. Discuss how teachers as
curriculum leaders overcome such challenges.

Teachers in every Challenges Encountered Discuss how teachers as

Grade Level curriculum leaders overcome
challenges

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Primary

Secondary

Junior High School

Senior High School

1.2.6 Teachers as Curriculum Leaders of 21st Century Learning

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 are strong forces that brought changes and challenges in the 21 st century education
system. These forces requires education to innovate and reshape itself to meet the changes,
needs and challenges of the people and the society.

As mentioned by Pawilen (2019) in his book “The Teacher and the School
Curriculum A Guide to Curriculum Development Practice” teachers as curriculum leaders
play an important role in these challenges. Teachers 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;

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- have professional and personal updating, learning in the 21st century will need
teachers who possess a high degree— if technological-pedagogical-content knowledge
(TPCK).

Middlewood and Burton (2001) as cited by Pawilen (2019), noted that the 21st century
teaching and learning would need a completely new paradigm of learning, This new
paradigm of learning focuses on developing:

1. Critical thinking
2. Creativity
3. Communication skills
4. Collaboration

Law and Glover (2000) as cited by Pawilen (2019), also identified new features of education
focusing on:

1. Learning how to learn

2. Learning as a process; a journey
3. Learning as a life-long process
4. 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

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) as cited by Pawilen (2019),
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.

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- 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

Developing Teachers as Curriculum Leaders

Pawilen (2019) identified 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.

Assessment:

Make a group composed of 5, choose the members of the group you created. By
means of role playing, expert interview, panel discussion or video documentary portray the

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important key roles of teachers as curriculum leaders. Select only one mode of presentation
and send it on line.

1.3 References
 
Pawilen, G. (2019). The Teacher and the School Curriculum A Guide to Curriculum
Development Practice. REX Book Store.
Pawilen, G. (2015). Curriculum Development A Guide for Teachers and Students. Rex
Book Store.
Bilbao, P., et.al. (2015). Curriculum Development for Teachers. Lorimar Publishing
Inc.
Reyes, E., et.al. (2015). Curriculum Development. Adriana Publishing Co., Inc.
Bilbao, P., et.al. (2008). Curriculum Development. Lorimar Publishing Inc.

1.4 Acknowledgment
 
The images, tables, figures and information contained in this module were
taken from the references cited above.
 

C. M. D. Hamo-ay