Many school districts and higher education institutions are revising existing courses of study to accommodate society’s needs for a 2lst century workforce. These curriculum changes often land on the shoulders of building level administrators who have limited time, inadequate preparation for, and a full understanding of the responsibilities involved in the curriculum revision process.
Teachers, parents and students alike are eager for a more engaging and dynamic learning experience that nurtures their academic growth and self-discovery. However, the challenge of implementing a new curriculum is complex and requires a concerted effort by the entire educational community.
Curriculum change involves a wide spectrum of activities ranging from simple substitution to significant alteration in the structure and philosophy of a course. One example of a simple substitution is replacing an existing textbook with a new version that covers the same subject matter.
The more fundamental type of change is a shift in the overall values and goals of the curriculum. This would include a change from a mastery orientation to a competency based approach.
Respondents indicated that the most challenging aspect of curriculum change was that it often requires a significant amount of time away from classroom teaching to develop and implement the changes. The respondents recognized that this could place a burden on their faculty load and they felt it was important to establish clear priorities in order to balance the demands of an ever changing curriculum.
Respondents also indicated that effective communication with their colleagues is essential in fostering a supportive learning environment during the curriculum revision process. They feel that it is critical to communicate openly and frequently about the rationale for a new curriculum and how the changes can be implemented.