Mrs. Vet and Mrs. New are teachers with different backgrounds, in terms of experience and the socio-economic status of the schools in which they have taught. Mrs. New has transferred to an urban school at which Mrs. Vet Teaches. The conflict regarding whether or not the curriculum should undergo a redesign is based on the performance of the previous year. While Mrs. Vet holds that the average of 76th percentile attained the previous is high enough, hence no need for a curriculum redesign. However, Mrs. New says that the score is low based on the demographics of the area. According to her, 90th percentile is the correct average for the area.
Resolving the Conflict
From administrative point of view, it is fundamental to study the claims of both teachers carefully. For instance, Mrs. Vet makes a valid claim that because she follows every instruction in implementing the curriculum including time requirements, there is no need to change. On the other hand, Mrs. New makes a valid point that the average grade was not in line with the standards for an area of such socio-economic status. According to Mrs. Vet, she implements a highly structured textbook series for her classes. She implements the text plan using the company-written worksheets, tests and quizzes. She adheres strictly to the prescribed lesson plans, follows the recommended timing of the lessons.
In addition, she implements the systematic, timed, drill and practice activities. The implication is that the problem is not the instructor, but the curriculum in place. Therefore, a new curriculum should be developed to create a curriculum that is more suited to the needs of the learners. However, looking the number of years of using the curriculum, there is need for a new one. Solving this conflict requires inquiring into the existing curriculum, with a view to developing a new curriculum while explaining to both teachers the decisions taken.
Planning, Designing and implementing the curriculum
The approach to developing the curriculum follows a four-step sequence based on the famous Tyler’s questions including (1) identifying purpose and objectives, (2) defining means of attainment of the objectives, (3) organizing the educational experiences, and (4) evaluating the student outcomes.
1.0 Identification of Instructional Objectives – 1 Week
Identification of objectives should utilize data collected from three areas including subject, students, and society. After identification of the objectives, they should be passed through the philosophy screen and psychology screen to give rise to instructional objectives. These are objectives that are measurable and observable.
2.0 Selection of Learning Experiences – 1 Week
The next procedure involves the selection of experiences that will enable attainment of the objectives. Identification of these experiences will be based on knowledge of human learning and human development.
3.0 Organization of Learning Experiences – 1 Week
The next step involves organizing and sequencing of the learning experiences. They should be organized to enhance learning based on concept, values, ideas, and skills. These elements will serve as organizers linking content within a specific subject and determining the method of instruction to be used to deliver the content.
4.0 Evaluation- 1 Week
As the final procedure, evaluation is fundamental part of curriculum development process. It is essential for educators to understand whether the identified learning experiences produce the desired result. For instance, if the objective is to enhance critical thinking among students, do the learning experiences selected foster the development of critical thinking skills? Through the evaluation process, it would be possible to determine whether the curriculum was effective or ineffective.
Wiles, J. & Bond, J. (2004), Supervision: A guide to practice (6thed). Upper Saddle River, NJ: Pearson Education. ISBN: 1256641200