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CURRICULUM IMPLEMENTATION, Those with a technical, modern, view believe…

- - - - People
      - Programs
      - Processes
        
        Organizational processes like reorganizing departments
    - - Providing capacity and capability like resources, knowledge, and skills
      - In-service training or staff development.
- - - - those involved have equal power
      - identify and follow procedures
    - - coercive change
        
        value stability and efficiency
        
        one group determines the goals, retains control, and excludes other people from participating
      - interaction change
        
        equal distribution of power among groups
    - - change occurs without goal setting
      - most common in schools
      - changes happened because of new legislation or pressure from special-interest groups
    - - substitution
        
        one element may be substituted for another
        
        easiest and most common type of change
        
        example: substitute one textbook for another
      - alteration
        
        a slight change
        
        adapted readily
      - perturbations
        
        adjusted purposefully by the curriculum leader to the ongoing program within a short time span
        
        example: principal's adjusting class schedules
      - restructing
        
        changes that lead to modification of the system
      - value-orientation changes
        
        shifts in the curriculum orientations
        
        must be accepted by major participants in the curriculum for it to occur
  - - - one has general idea of play and scene, but does not have dialogue
      - one senses the situation
      - reacts, improvises spontaneously
  - - - individuals may not accept changes if it is not coming from their side
    - - does not benefit students or teachers
    - - more works for teachers
    - - lack of collaboration to implement new programs successfully
- - - - According to Neal Gross, it rests in the assumption that the success or failure of planned organizational change depends on leaders' ability to overcome staff resistance to change.
      - Strategy for overcoming resistance to change:
        
        Give school administrators and teachers equal power.
        
        Subordinates should be involved in discussions and decisions about program change
      - Stages of Implementation
        
        Stage 1: Unrelated concerns
        
        Stage 2: Personal concerns
        
        Stage 3: Task-related concerns
        
        Stage 4: Impact-related concerns
    - - By Richard Schmuck and Matthew Miles
      - means a long-range effort to improve an organization's problem-solving and renewal processes, particularly through collaborative diagnosis and management
      - Key points:
        
        Emphasis on teamwork for addressing issues
        
        Emphasis on group and intergroup processes
        
        Use of action research
        
        Emphasis on collaboration within organization
        
        Treats implementation as ongoing and interactive process
        
        Treats implementation as never finished
    - - Believes that all changes originates with individuals. Change occurs when individual's concerns are made known.
      - Addresses only adoption (implementation) of curriculum, not development and design.
      - Assumes that teachers and other educational workers have already analyzed the needs of the school and have created or selected a curriculum for the school,
      - Also addresses the teachers' concerns
        
        Concern stages relating to implementing an innovation:
        
        Awareness of the innovation
        
        Awareness of information level
        
        Concern for self
        
        Concern for teaching
        
        Concern for students
    - - The school is an organization of loosely coupled units:
        
        departments
        
        classrooms
        
        individuals
      - means realizing that curriculum change resembles an evolving solar system
      - demands recognizing that implementation is more than a set of techniques or disconnected approaches
      - must be an engagement
        
        there must be the drawing of energy among the participants
        
        there must be the formulation of rationales for the innovation suggested
      - curriculum is never complete; it is constantly expanding, contracting in a somewhat chaotic cosmos
  - - - Each individual must accept the challenge of generating his or her path of curricular activity.
- - - - learn the changes made
      - experiment with varying ways