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Reconceptualizing School-based Curriculum Development, Conclusions, 16…

- - - - The political and geographical reality of Canada makes it difficult to describe one Canadian context related to school-based curriculum development.
      - Whire in some provinces SBCD is encouraged,in others it would be contrary to provincial legislation
      - There are approximately 900 such curricula currently registered
    - - Although the Canadian literature on SBCD is not extensive, two recent case studies of Ontario (Hannay and Seller, 1987) and Quebec (Butt,1981) are illustrative of key factors involved. Both studies stress the importance of reflection in the development process, the dual role of document production and teacher in-service education, and the teacher as the decision-maker with real alternatives
    - - Each teacher, then, becomes a curriculum interpreter and a developer
      - Provincial initiatives
      - School-based curriculum development has not been institutionalized into Canadian legislative reality
    - - SBCD in Canada exists within this constant pendulum-swing between centralization and decentralization
      - The Canadian literature on SBCD tends to focus on two limiting factors, namely the problem of centralization and the teachers' lack of skills, experience and motivation.
    - - Provincial Led (10)
      - Federal government provide specific grants but doesn't involved in policy making
      - Provincial school system
        
        minority language school
        
        public school
        
        church
      - Minister of Education has jurisprudence over Curriculum development. Committee comprised of teachers, teacher federation representatives, university faculty and, sometimes, members of the public or business representatives
    - - In the Canadian context, similar to the contexts mentioned in the literature from other countries, is the concern expressed by teachers that they do not have the jurisdiction to make the necessary decisions involved in SBCD.
      - In summary, SBCD is not the established means of developing curriculum in Canada although called for by the curriculum scholars within the country
      - teachers carry out their interpretation of an externally produced curriculum guide they act simultaneously as developer and implementor.
  - - - a new and imposed pay-structure and conditions of service for headteachers and teachers, including the five 'Baker' days ,which are explicit and legally binding, and the ending of the Burnham Committee (in which employers and employees met to determine, through negotiation, teachers' pay and conditions of service);
      - fundamental changes in the organization and funding of INSET;
      - fundamental changes in the roles and tasks of headteachers and teachers
      - fundamental changes in the governance and management of schools and teachers
      - the introduction of a national appraisal scheme, probably including classroom observation, which the Secretary of State has the legal power to enforce
    - - the increased intervention of central government into all aspects of schooling already, schools have been forced to under-take systematic SBCD as part of public accountability procedures
      - imposing financial 'penalities' where government guidelines are breached
      - SBCD offers what seems to be an ideal way forward. It appears to be cost effective
      - SBCD enables networks grow which already exist in schools
    - - the growth of SBCD may also limit its effectivenes
      - in short, where motives are suspect then teachers commitment to it may be limited
      - the intended reality of SBCD may become buried beneath a rhetoric of documentation
      - management of leadership in schools to encourage participation in significant decision-making, collaboration among staff, and collegiality in its approach to need identification
      - Planning for staff development must be both reactive and and proactive
      - new levels of research and human relating skills will often be required.
      - the sharing of ignorance or discipleship of some charismatic, influential individual
    - - A major feature in the educational landscape of England and Wales in the 1960s and 70s was the growth of national curriculum development projects
      - Exceptionally, projects were initiated by groups of teachers and gained major funding
        
        most of the projects were not school-based
        
        few of the projects had evaluation as a built-in feature
        
        teachers were rarely involved in their initiation or design
        
        most of the projects failed to take full account of the problems of impact and take up by teachers in schools
      - growth of the curriculum development movement itself began in the 1960s, when school populations were increasing
      - Government Initiatives
      - Non-Government Initiatives
    - - 5% non-government but monitored by HMI
      - Until relatively recently there has been an unspoken agreement that LEAs and schools should be left in relative peace to educate their students
      - There are 104 local education authorities (LEA) which have responsibility for education within the framework of a national legislation which determines teachers pay and conditions of service and the governance andgeneral curriculum of schools.
      - national system of assessment for the core subjects (English, mathematics and science) at 7,11, 14 and 16 years
    - - There is some evaluative evidence to support the development of SBCD as an effective means of growth in schools, though much of it is rooted in individual case studies and in the 'action research' literature
      - the ability of schools to carry out their ownneeds analysis
      - the causal relationship between INSET and the edification of teacher behaviour
      - the different perceptions and expectations of the extended consultant's and providing agency's role. (Bo larn, 1982)
  - - - Commonwealth Government provides general fundings to states
      - Compulsary education from the ages 5/6 to 17/18
      - Each state (8) actively promote and protect their mandate within their boundries. Each state education department is controlled by a minister of education who in turn is accountable to the state parliament.
      - Non-governments schools comprises of 25% of total schools
    - - 1972: Massive Spending on Education
      - 1960-Victoria-Centralised university dominated
      - After WW2 various Movement. Open Education.
      - SA-Freedom and Authority. School principals explains their own needs.
      - ACT-Currie Report 1967: Up to state government-Teacher submit their report
      - 1960,1954 (scholarship), 1969 (library extension), 1972 ((blue ribbon committee), 1973 (overcome inequality), 1977 (teacher training),
    - - Political freedom of State MoE
      - Heirarchy: State Director-General
      - Nationcl bodies such as CDC and the now defunct CommonwealthSchools Corimission have had a major impact upon SBCD develop-ments
      - Tertiary level academics through their research projects and con-sultant activities have been a considerable spur to SBCD
      - Academics have also been largely responsible for the publicizin of SBCD concepts and projects through their writings
      - Interested groups representing various community parent groups,ethnic and religious affiliations, have been active over recent years inseeking out more community participation in education
      - A small number of talented and enthusiastic school principals havedemonstrated that SBCD practices can work in their rspective schools and within their local regions they have had considerable influence upon other schools and local educators
      - Teaching staff operating in the various education systems are of course a key factor in that any real growth in SBCD
    - - The extent of SBCD activities as we approach the 1990s is far from clear
      - Commonwealth and state administrators who have initiated moves for devolution, rather than it being a groundswell of grassroot demands
      - Programs, although successful, can be terminated forth with, due to changes in the political climate
    - - education systems have not provided the support structures needed
      - Little information has been disseminated about decision-making models, professional development workshops have beenvery few in number, and no major increases in non-teaching timehae been allocated to teachers to enable them to undertake planningactivities.
      - to make SBCD a reality requires new levels of skills for participants and time to practise them
      - top-down edicts including legislative changes
      - Many might opt not to become involved in SBCD activitiesbecause they can not cope with all the additional demands and the lackof lead time to get adjusted to them
      - political dictates
      - The present system of staff appointments, transfers and promotions operating in most education systems in Australia is largely based on promotion by seniority
      - the decision-making andgroup process skills needed by participants in SBCD activities and thegeneral lack of them by most teachers, parents and students in Australia
    - - SBCD in Australia has been promulgated as a policy by senior officials from national education agencies, and more recently, by state education systems. The top-down enunciation of this policy may appear to be paradoxical for a concept which is typically associated with local initiatives and 'grass-roots' activities.
      - The evaluative studies that have been undertaken during the 1970s and 80s can be categorized as:
        
        Commonwealth Schools Commission case study reports
        
        reports/articles published by school principals
        
        research studies
        
        school level evaluations
      - postgraduate theses
      - comprehensive school-wide evaluations have been undertaken, especially by private schools, using the New England Association of Schools and Colleges Model (1972).
  - - - lay board, a superintendent and an assistant superintendent (with special responsibilities for curriculum) and centralstaff
      - The federal government does not have direct, national policies on education. Financial commitment has been reduced over recent years
      - many other agencies which influence curriculum development, directly or indirectly, and these include professional organizations who set guidelines and standards; educational publishers, who can have a major impact on what is taught, and in some subject areas, have given the country an unofficial national curriculum
      - district led. almost 15k districts
    - - Teachers, as the ultimate delivery agents, still have opportunities to adapt and change the curriculum, but the opportunities for them to have a major input into curriculum planning seems to have been reduced greatly.
      - Since inception, strong emphasis upon community participation in developing curricula. 'child-centered' approaches, 'progressive education', 'curriculum reform', 'school improvement' and 'school effective-ness'
    - - It is not possible to provide an overall judgment about current levels of SBCD occurring in the USA because of the enormous diversity occurring at district and state levels
      - California and Florida, do appear to be encouraging SBCD developments quite strongly
      - Professional associations are also active in promoting school-based school renewal
    - - teacher ownership and collegiality
      - the school culture
      - local problem-solving and action research
      - networks,
      - implementation strategies
      - review and evaluation process
    - - It has enabled much greater 'lay' input and less 'professional' input into educational policy-making
      - This downgrading of the role of professional educators has been accelerated still further in some states where certification and teacher tenure requirements are based on qualifying examinations and not professional education programmes.
      - state legislative controls.
    - - 'implementation is a "mutually adaptive process" between the user and the institutional setting. The goals and methods are made concrete over time by the participants themselves
      - Although the term SBCD has not figured prominently in the American literature some major evaluation studies have been undertaken over the last decade which relate to school-level curriculum development.
- - - - levels: whole school, multi-departmental, departmental, single teacher
      - type of activity: from minor changes to complete review
      - leadership roles: primary (principal has dominance), secondary (mainly head of departments)
      - planning
      - implementation and evaluation
  - - - Restraining Forces: Too much time involved, Chanced of Failure too great, No Perceived rewards or classroom pay-offs, likelihood of receiving critisism, not confident in small group planning situations
      - Drawing Forces: Group Pressure, Personal Ambition, Excitement of Being Involved, Identification with Group Goals, adequately covering studens' needs
  - - - UK Decentralised
      - Australia Centralised
      - Canada Check and Balanced
      - USA: State Control
  - - - STAGE 3: SEEKS OUT INFORMATION
        
        Finds out informally about tasks and expectations
        
        Does some independent searching out(eg.Resource Centres)
      - STAGE 4: PARTICIPATE WITH MINIMAL RESPONSIBILITIES
        
        Takes on roles which require limited leadership skills
        
        Prefers to adopt a 'low profile' in terms of participation
      - STAGE 2: EXCHANGES IDEAS
        
        Willing to 'swap recipes' informally
        
        Willing to try out other teachers ideas
      - STAGE 5: ACTIVE PARTICIPATION
        
        Is a major participant in the activity
        
        Is wining to organize and lead various activities
      - STAGE 1: INDIVIDUAL EXPERIMENTATION
        
        Not willing to share ideas
        
        Not confident in working with others
      - STAGE 6: UNDERTAKE MAJOR LEADERSHIP ROLES
        
        Is prepared to initiate and plan activities
        
        Monitors achievements and takes steps where
        needed to maintain group productivity and direction
    - - expertise in curriculum development practices
      - sound academic background in a number of subject areas
      - finely tuned administrative and organizational skills
    - - The building up of collegiality between participants is a fundamental process in any SBCD endeavour
      - Leaders of SBCD activities are obliged to work hard to break down individualism and to establish new organizational structures to allow group activities to develop and prosper
    - - extended morning tea and lunch breaks
      - early closing of the school once per week, fortnight, ormonths;
      - before school and after school meetings
      - workshop and planning activities at the beginning or end of a vacation period;
      - use of salary reserves to appoint relief teachers to enable regular staff members to engage in SBCD planning activities;
      - obtain project funds from external agencies to buy time for SBCD projects for regular staff members and for parents.
    - - Financial
      - Organizational
    - - Major area of needs
        
        Interpersonal
        
        Task oriented
        
        Subject Area Focus
      - Ways of servicing needs
        
        Within-School Activities
        
        Lesson demonstration
        
        Out of school activities
    - - The What: agreed upon
      - The Who: Principals, school community, parents, stake holders
      - The how: Check and balance, participant
      - The Why: Analisys
- - - - Issues
        
        curriculum development process itself
        
        Contextual Factors
        
        Contextual factors refer to conditions already in existence when the
        school-based development project was initiated
        
        curriculum orientations
        
        initiation source
        
        leadership
        
        availability of resources
      - Introduction
        
        where?
        
        Ontario, Canada.
        
        Why?
        
        They began the project because their Principal had mandated participation in the development process as a means of addressing newly-legislated policy and of fostering school improvement.
        
        What ?
        
        A case study that describes the actual process of how the curriculum should be developed
        
        Who?
        
        the experiences of two committees to illumivte the process of schoolbased curriculum development
        
        School Initiative
        
        Purpose
        
        i) to develop the courses of study legally required by the Ministry of Education
        
        ii) the Principal and Vice Principal also perceived that a reflective curriculum development process would provide an opportunity for teacher growth and school improvement.
        
        How?
        
        administration supported the development process in several 3 different ways
        
        i) budgeted for release time - so that most of the development work could be completed during regular school hours
        
        ii) financiaily supported the attendance of several Department Heads and teachers at out of district professional in-serVice sessions on curriculum developmen
        
        iii) they sought the support of the faculty from the Northwestern Centre, Ontario Institute for Studies in Education (OISE).
        
        What?
        
        The Principal at Timberline Secondary School' opted to view the new provincial curriculum initiatives as an opportunity for school improvement rather than as yet another administrative responsibility
        
        In the process of curriculum development
        
        a study on two subjects : History and Geography
        
        Each member of the committee plays their respective roles in developing and implementing the curriculum content changes
        
        Emphasis on the learning process and students acquire learning skills from content mastery.
        
        History Committee
        
        emphasized the process of learning and focussed on problem-solving or
        thinking skills as opposed to conten
        
        personal beliefs of the participants definitely influenced their
        concern with content
        
        History Committee did not explore any changes in pedagogy or philosophy that might be necessary for developing a new course of study based on the provincial guidelines.
        
        Result : The group curriculum development process
        ceased and the department failed to produce a common course of study
        
        Geography Committee
        
        Individual Committee members shared similar views regarding the importance of geography content over an emphasis on the problem-solving process
        
        the Geography Committee created a joint curriculum and through the development process modified their perceptions of curriculum development and their ideas or methods of teaching geography
        
        Result : they managed to make course changes to suit the needs of the school administration
        
        8 meetings- to make a decision the design curriculum
        
        Provincial Initiatives
        
        In 1984 the Ontario Ministry of Education initiated major reforms
        
        Ontario Schools: Intermediate and Senior Divisions (OSIS)- policy dokumen for secondary school curriculum.
        
        The policy document clearly emphasized the role of the school staff in developing schoolbased curricula: the principal and teachers.
        
        major change contained within OSIS required that a course of study be developed at three distinct levels of student ability: basic, general, and advanced.
        
        developed for almost every school subject area
        
        new documents have emphasized a thinking skills, problem-solving approach to curriculum and instruction rather than a focus on factual content
        
        impact of policy changes
        
        secondary school principals were faced with a dual implementation problem
        
        : establishing a curriculum development process in their schools
        
        modifying existing teaching methodologies to correspond with the new provincial curriculum directions.
      - Evaluative Comments on Successes and Failures
        
        Three of the four contextual factors were the same for both committees as they entered into the process because of an external source of initiation, faced a change of curriculum orientations in their new provincial guidelines, and had access to the same resources
        
        The Geography Committee was able to adapt and overcome the
        initially negative contextual factors influencing their projec
        
        Committee members gradually perceived an internal need to be involved thus overcoming the initially negative influence of the external 'source of initiation
        
        History Committee and Geography Committee had very different experiences with their efforts at school-based curriculum development although they began with similar attitudes
        
        The Committee members modified their curriculum orientations through their involvement in the process and used every resource
        at their disposal
      - Conclusion
        
        The process is time consuming as participants need time
        to reflect critically, consider alternatives, deal with the cognitive dissonance, and assimilate new ideas into their personal knowledge.
        
        need sufficient time must be allocated to encourage reflection
        on, and the assimilation of, new idea.
        
        School-based curriculum development involving a substantial change in teaching style or beliefs requires that teachers work collectively, reflect critically on past practice, and accept the philosophical basis of the innovation
        
        Failure to address these issues can mean the school-based curriculum development process becomes a 'cut and paste' effort that results in a reissuing of past practice
        
        School-based curriculum development, consequently, must be conceptualized as a professional growth experience for teachers. The individuals facilitating the process must allow sufficient time for teachers to reflect and assimilate the changes included in the innovation
  - - - Introduction
        
        Place : Chester , United States of America
        
        large community
        
        1992, kindergarten through grade 8 enrolment is projected to be 7000 students, with 4000 in high school
        
        Chester Public Schools serve an area of rorty-seven square
        miles in three counties.
      - National and State Curriculum Policies Affecting Chester
        
        United States of America has no
        formal, national curriculum
        
        adopting informal tests that are widely used as a national curriculum
        
        eg : California Test of Basic Skills and Ginn 720 Reading
        
        Each state has curriculum policies
        
        in the United States of America, state policies appear to affect the
        curriculum more directly and profoundl
        
        Since 1953, Ohio's Revised Code 3313.60 has served as
        the legal basis for these courses of study in the state - determine the subjects that need to be taught
        
        nationa initiatives that fund particular areas of the
        curriculum affect curriculum materials, what teachers teach and therefore what students have an opportunity to learn
        
        Boards of education of county, exempted village,
        and city school districts shall prescribe a graded course of study for all schools under their control subject to the approval of the
        state board of education.
        
        covers subjects:
        
        language arts,
        
        Geography
        
        Mathematics
        
        Natural science
        
        Health education
      - Minimurn Standards
        
        Standards 3301-35-02 Educational Programs
        
        A written philosophy of education and educational goals shall give direction to the educational program and shall provide a basis for daily operations
        
        Curriculum and instruction shall be characterized by systematic planning, articulation, implementation, and evaluation
        
        (i) comply with the provisions of 3313.60 of the Revised code
        
        (ii) be based on the philosophy of education and educational goals;
        
        (iii) prescribe what is to be taught;
        
        (iv) specify subject matter objectives;
        
        (v) establish a scope and sequence;
        
        (vi) provide a basis for pupil evaluation
      - Chronology of Events and Persons Involved
        
        curriculum development for the summer of 1988 project
        
        B.J. an elementary school teacher of the gifted
        
        Wilma an elementary school teacher of the gifted
        
        Rachel administrator of the gifted program
        
        Leonard' district level coordinator of curriculum and staff
        
        development responsible for orchestrating this effort
        
        Mary a middle school teacher of the gifted
        
        Rhonda an elementary school teacher of' the gifted
        
        Michelle an elementary school teacher
        
        Terence an elementary school teacher
        
        Septemberpril 1987 original curriculum developed
        
        January 1987May 1988 ad hoc committee meetings among classroom teachers, teachers of the gifted, a member of the Board of Education and several administrators to discuss common problems
        
        Summer 1988 curriculum revision
      - issues
        
        Confrontation
        
        to refer to the process of facing head-on recommendations for curriculum
        change
        
        a special ad hoc committee convened to review the
        gifted education curriculum
        
        Scholars and expert teachers have difficulty determining the content of the curriculum at a particular grease because of the rapid development of individuals and their relevance to their lives
        
        Consolidation
        
        Chester team
        
        had the opportunity to converse about
        and clarify current curriculum patterns in the district,
        
        they needed time
        to consolidate what they had discussed
        
        reach agreements about
        specific aspects of the curriculum
        
        This process entailed bringing together the old and the new, and establishing areas of particular emphasis
        and priority in the curriculum.
        
        'more is not necessarily
        better'
        
        so they decide : set important skills and concepts within a smaller scope.
        
        Chester team devoted much time determining the
        essential core of their curriculum, and discarded objectives they considered to be of secondary or peripheral importance
        
        Conversation -
        
        the Chester teachers deliberated about what was currently taught and learned in gifted education, and what learning expectations seemed to be appropriate or inappropriate
        
        For one thing, the Chester
        teachers had a definite need to exchange perceptions, beliefs, and feelings about the curriculum they were presently teaching
  - - - The Branston Scheme in Action- Teachers as Experts: Teachers as Researchers
        
        Emerging Patterns and Issues
        
        2. Ownership and control
        
        participation in need identification and policy-making
        
        3. Self reflection and collaboration
        
        individual and group gains
        
        Three gains
        
        a) The recognition
        the gap between intentions and practice
        
        b) The changing of individual's perspectives of their own work form a narrow departmental to a broader school context.;
        
        c) The collaborative nature of the work which brought teachers from different disciplines together
        
        1. The climate
        
        Contextual constraints
        
        a) national
        
        b) local
        
        c) individual
        
        4. The Fatigue factor
        
        b) Energy
        
        c) Support
        
        a) Time
        
        5. Peer support
        
        Group leadership
        
        A model of management-participant roles in school-based curriculum and professional development
        
        https://ibb.co/D8SS853
        
        1 more item...
        
        6. Institutionalization of innovation
        
        Expectations and outcomes
        
        Who?
        Seventy-three teachers involved constituted in this current project.
        
        What?
        ◆ The SBCD activity described in this chapter was TRIST (Technical Related In-Service Training) funded, though not all the projects within it were concerned with technical and vocational education.
        ◆ It raises issues of learning and change, and the management of school-based curriculum and professional
        ◆ To produce a summary of the curriculum offered to Branston pupils
        
        Managing Curriculum Development at Branston School and Community College
        
        Where?
        One secondary school in Lancolnshire, England.
        
        How?
        Project areas
        
        1 The Curriculum (to become known as Curriculum Descriptions).
        
        Curriculum Description Group
        Divided into two areas:
        
        a. discovering what the curriculum is, and how it is delivered;
        
        b. Investigating a means of presenting a description of the whole curriculum in a comparatively immediate and accessible form.
        
        2 Teacher Research into Classroom Phenomena (to become known as Learning about Learning).
        
        Learning About Learning Group
        
        Purpose:
        (i) To stimulate the teacher-as-researcher/analyst model;
        (ii) To emphasize classroom experience as worthy of primary, personal analysis by teachers themselves, as the obvious and in fact, only possible 'experts' in promoting learning (Branston, 1986).
        
        3 The Role of the Tutor/Tutorial Structures, styles activities
        
        two term
        
        i) There was always a degree of uncertainty and ambiguity.
        the perceived issue with the project.
        
        i) Working towards a common approach
        ii) Team now has benefited from it.
        
        Data Collection
        
        (i) Attendance at and documentation of meetings,
        
        (ii) Tape-recorded interview with project participants and non-participants
  - - - System Initiatives
        
        Beazley Report (1984)
        
        all school subjects should be grouped into seven curriculum
        components
        
        in years 8-10 each student should study at least one unit from
        each of the curriculum components
        
        each unit should be clearly defined in terms of prerequisites, course objectives and assessment procedures
        
        students and parents should have the right to be involved in unit selection
        
        all subjects should be offered as units of study for twenty-four
        or thirty hours
        
        Operationalize Beazley Report
        
        study units of forty hours duration
        
        be assessed on each unit and awarded an A, B, C, D or F
        grade
        
        complete twenty-six units per year
        
        redo a unit or take another unit at the same stage level if they failed a unit
      - Chronology of Events and Persons Involved
        
        Events Prior to the Pilot Year of 1987
        
        The Features of the Unit Curriculum During the Pilot Year (1987)
        
        School timetable
        
        Teachers' role and responsibilities
        
        Students' roles and responsibilities
        
        Formal management of the unit curriculum. The School Council consists of six parents, six teachers, six students and the Principal
        
        Informal management of the unit curriculum
        
        Linkages with feeder primary schools
        
        Linkages with employers and local community
      - Evaluation of the SBCD Activity
        
        Central questions
        
        Has the vertical timetabling system facilitated the introduction
        of the Unit Curriculum?
        
        Has the resource base been both comprehensive and adequate
        in enabling the Unit Curriculum structure to be developed?
        
        Have the facilities for student counselling been adequate?
        
        How effective is the Unit Curriculum, in terms of academic
        and social aspects, as perceived by students, teachers andparents?
        
        Has there been an increased range of student choices and
        pathways?
        
        Teacher's Perspectives
        
        Sense of Ownership
        
        Experienced the Process from the beginning
        
        Students have wider options compared to Core and Elective
        
        Issue when some class has more students than others
        
        POSITIVE: students are motivated to work hard because the ten-week units provide them with short-term goals
        
        POSITIVE: students are given plenty of opportunities to discuss pathways and to make sound decisions about unit selection
        
        NEGATIVE: 40% of teachers have misgivings. TAG System needs to be carefully analyzed
        
        Students' Perspectives
        
        NEGATIVE: 91% worry of failing subjects
        
        NEGATIVE: 61% workload very heavy
        
        NEGATIVE: 60% don't get the units they choose
        
        future job aspirations is a major factor affecting the units students choose
        
        Parents' Perspectives
        
        POSITIVE: 62% find children happier at school now under the unit Curriculum scheme
        
        NEGATIVE: 78% fear their children would fail
        
        POSITIVE: 72% strong caring relationship between teachers and students
        
        NEGATIVE: 82% assessment not fair to students
        
        POSITIVE: 73% greater say under the Unit Curriculum
      - Background
        
        Who
        
        Principal 1: Meticulous
        
        5 Years of restructure
        
        Principal 2: Adventurous
        
        Vision
        
        To offer wider range of subjects
        
        Wants school to pilot
        
        What
        
        Teacher Advisory Groups (TAG)
        
        Revitalizing Secondary School Structures
        
        Vertical Time-table
        
        Unit Curriculum
        
        Where
        
        River Valley Senior High School, Sydney
        
        Why
        
        Widespread disapproval of the curriculum for lower secondary school (years 8 - 10)
        
        Pressure from MoE Incentives
        
        How long
        
        Pilot: 1983 - 1987
      - Emerging Patterns and Issues
      - Concluding Comment
        
        Stake holders were generally very positive about their participation in the planning activities and about the perceived outcomes
        
        a well developed spirit of congeniality and respect among stake holders, and a desire to move forward to further successes with the Unit Curriculum
        
        The evaluation study conducted On River Valley Senior High School during July - December 1987 revealed that this major SBCD activity was a resounding success.
- - - - https://ibb.co/wLyshsj
        
        5) School climate
        
        major factors in school change
        
        Thomas & Slater, 1972
        
        principal supportiveness
        
        motivating teachers by example
        
        social cohesiveness
        
        routinization and regularities of school life
        
        strong informal norms
        
        6) Leadership
        
        School principal
        
        Three typical styles
        
        ii) manager
        
        iii) initiator
        
        i) responder
        
        Four discernible levels
        
        a) administrator
        
        b) humanitarian
        
        c) program manager
        
        d) problem solver
        
        Second Change Facilitator (Second CF)
        
        Assistant principals
        
        Class teachers
        
        Skills needed for the management of school-based curriculum development
        
        Curriculum skills
        
        b) Professional skills
        
        c) Professional judgment
        
        a) Subject knowledge
        
        Interpersonal skills
        
        a) Working with colleagues
        
        b) External reporesentation
        
        4)Type/scale of activity
        
        b) Selecting existing one
        
        c) Adopting existing one
        
        a) Creating new curriculum
        
        Loucks-Horsely and Hergert (1985) suggest typical procedure for undertaking SBCD activities:
        
        i) establishing the project
        
        ii) assessment and goal-setting
        
        iii) identifying a solution
        
        iv) preparing for implementation
        
        v) implementing the project
        
        v) reviewing progress and problems
        
        v) maintenance and institutionalization
        
        7) Time
        
        i) project time in terms of schedules
        
        ii) target dates
        
        iii) personal time in terms of commitment required by participants
        
        3）Control, responsibility and ownership
        
        To ensure they feel able to exercise control and ownership of the process of the tasks and responsibility for these and the outcomes.
        
        The need at the outset to establish ethical frameworks which ensure that teachers retain a high degree of control over the direction of work.
        
        8) Resources
        
        ii) Expert advice/ modeling
        
        iii) Timetabling assitance
        
        i) Money grants Materials
        
        iv) Information retrieval/ circulation
        
        v) Human Resources
        
        2) Interest in innovative approaches
        
        a) Altruistic motives
        
        b) Self-interest motives
        
        9) External initiatives and support
        
        Education authority system
        
        ii) Province
        
        iii) local
        
        i) State
        
        Initiate various changes in schools
        
        1) Motivation of stakeholders
        
        Person who are highly motivated to initaite SBCD activities, can enthuse, also stabillize staff (DESSI study, 1984)
        
        High visibility leader devlelop teachers to be upwardly mobile and given rapid advancement to other educational positions
        
        Powerful opportunities for teachers provided for them inquire deliberately and systematically about their practical theories
  - - - c) professional development for teachers
        
        Successful SBCD activities are dependent upon the collaborative efforts of skilled professionals
        
        Leadership skills
        
        Confidence
        
        Commitment
        
        provide professional development programmes, intensive in-service programmes
      - d) professional development for principals
        
        i) They develop techniques for communication and consultation based upon past experiences and/or special training they have received
        
        ii) They have to persuade indifferent staff to become involved in SBCD project.
        
        iii) To be able to tolerate hostilereactions, cynicism and apathy.
      - b) financial management by schools
        
        Caldwell and Spinks (1988), appluad the opportunities for self-mangement of finances
        
        Staff accquire various financial management skills by on-the-job training.
        
        An urgent need for school principles and senior teachers to recieve training in basic skills of financial management
      - e) teacher appraisal
        
        a) it enables teachers to know themselves:
        
        b) it provides feedback for curriculum planning and general school planning
        
        Various writers such as Bunnell (1987); Day et al. (1987); Reid et al. (1988), Wragg (1987) suggested that teacher appraisal can be justified because:
        
        d) it provides accountability data.
        
        c) it provides the basis for professional development
        
        Most would agree that teacher appraisal isworth developingso long as certain caveats canbe upheld such as:
        
        a) teachers are widely consulted over all aspects;
        
        b) it is non-threatening and is kept separatefrom disciplinary and
        dismissal procedures:
        
        c) the information collectedis strictly limited to the appraisee, the
        appraiser and to the school principal
        
        d) appraisal is used as an integral part of the process of professional development;
        
        d) appraisalis undertaken of all teachers andadministrators at a
        school;
        
        e) the appraisal exercise must be properlyresourced.
      - a) the role of parents and students in decision-making
        
        Parent participation increses he richness and variety of the school learning enviroment
        
        Parents cold provide wide range of skills
        
        (Beattie, 1985)
        
        Students have 'lived-in' experiences of schooling
        
        They have legal rights in curriculum decision-making
      - f) school evaluation
        
        a vital first step
        
        an inevitable phase in any SBD process
        
        To provide catalyst for SBCD activites
        
        To use the information for accountabilty purposes
        
        Various authors such as Elliott (1979), McMahon et al. (1984),Brennan and Hoadley (1984), Simons (1987), Caldwell and Spinks(1986) cite important criteria for school evaluations
        
        ii) owned by the school
        
        iii) an integral part of the schools' function
        
        i) holistics in nature
        
        iv) process- rather than product-oriented
        
        v) continuous and incremental
        
        vi) inclusive rather tham exclusive
        
        vii) cooperative and collaborative
        
        v) purposeful and judgemental
      - g) pressures of tightening central control
        
        If these central controls also apply to curriculum decision-making thenthe opportunities for SBCD in the future are very limited indeed
        
        The tighteningcentral controls which have occurred over education policies and prac-tices and which appear to show no signs of abating in the near future