The world of education is a dynamic one, constantly changing alongside technological advancements, societal shifts, and workforce demands. This cyclical process often calls for new curriculum that addresses the changing needs of students and society at large.
A comprehensive approach to curriculum change is necessary, requiring that the school community be involved from the beginning stages of planning. It is important that the leadership of the school and all faculty be included in designing the goals of the curriculum, developing the methods of teaching, determining the appropriate learning experiences for students, selecting and defining the problems to be attained, and judging and evaluating the results. This grass-roots procedure often requires an investment of time and energy, but it provides the best opportunity for a successful curriculum change.
Management of Curriculum Change
Interview data from UMDNJ/SOM teachers revealed several management implications of adopting a new curriculum, including concerns about the amount of time needed for preparation and implementation of the curriculum. It is essential to provide time for faculty members to work with the new materials, preferably in groups to facilitate collaboration and discussion of instructional strategies. Teachers should also be provided with an opportunity to review assessment data on a regular basis, especially in year one of the curriculum, to identify instructional trends and successes.
Many of the respondents expressed concern that they would lose control over their instruction and student choice if the curriculum is fully implemented to its recommended extent. This can be addressed by providing sufficient professional learning opportunities to address the needs of faculty, including teacher modeling, peer class observations and co-teaching lessons.