Curriculum Leadership Course Chemistry Module 5: Managing Curriculum Change

1
Curriculum Leadership CourseChemistryModule
5Managing Curriculum Change

• Fong Wai Hung
• raymondfong_at_emb.gov.hk
• 2762 2640

2
Programme

• Management Skills Audit
• Role of Head of Department in Managing Curriculum
  Change
• Stage of Development of Learning and Teaching
• Curriculum audit
• Experience Sharing on Effective Management
• Presentation and Summary
• Break
• Case Study
• Curriculum Planning and Organisation
• Presentation and Summary

3
Aims of this course

• To equip chemistry curriculum leaders with
• an understanding of the key role curriculum
  leaders play in implementing revised chemistry
  curriculum
• an understanding of the main components of that
  role
• a means of carrying out situation analysis of
  current capacity to exercise that role
  effectively
• an understanding on how to develop action plan
• an understanding on how to work collaboratively
  with fellow teachers to improve current practices
• Reflect critically to solicit the best practices
  suitable for the revised chemistry curriculum

4
Driving force behind demands for change

• Learning to learn
• collaboration, communication, creativity,
  critical thinking, problem solving
• Science KLA recommendations
• Nuturing interest in science
• Emphasizing Scientific Thinking
• Develop students to become active learners in
  science
• Helping students to make informed judgements
  based on scientific evidence
• Catering for students with a strong interest and
  talent in science
• Information era more than practical skills
• Contemporary learning theory active learning

5
(No Transcript)
6
Science Education Curriculum Framework
7
Dimensions to change

• Learning and Teaching Strategies
• Searching and presenting information
• Inquiry-based experiments
• Design experiments / Writing report
• Students as video producers
• Use ICT for concept building, e.g. KF
• Project learning
• Assessment for learning
• Fostering values and attitudes

8
Change or Not Change?

• As change threatens existing interests and
  routines, heightens uncertainty, and increases
  complexity, therefore though an innovation is
  worthwhile does not guarantee that it will be
  adopted or implemented in schools.
• Source Ornstein,, A.C. and Behar, L.S. (1995)
  Contemporary issues in Curriculum. Massachusetts
  Allyn and Bacon.
• If enough of individuals go against an
  innovation, even in a system as centralised as
  the military, it will likely fail, (Ellsworth,
  1998).
• Ted Wragg Each teacher can have up to 1000
  interpesonals exchanges in a single day, i.e.
  change of activity every 5-18 seconds
• Reflective practitioner has to stop for a
  while, take a rest and think whats next

9
Improvement
10
Managing Curriculum Change
Aims
Vision and mission
Aims and objectives
Prioritizing
Needs Assessment
Curriculum audit
Curriculum Organisation
Planning
Professional Development
Resources
Action Plan
How to teach?
How to learn?
Action
Assessment for/of Learning
Review / Evaluate Action Plan Modify and Update
Action Plan / Develop New Action Plan
Evaluation
11
Roles of Subject Leaders

• A subject leader plays a key role in
  supporting, guiding and motivating teachers of
  the subject, and other adults (like laboratory
  technicians and teaching assistants). Subject
  leaders evaluate the effectiveness of teaching
  and learning, the subject curriculum and progress
  towards targets for pupils and staff, to inform
  future priorities and targets for the subject.
• (TTA National Standards for Subject Leaders)

12
The importance of subject leadership

• Role change from managers of resources to
  managers and leaders of people
• QAI evaluation
• Most schools were weak in reviewing the quality
  of learning and teaching. They were inclined to
  place too much importance on students'
  performance in assignments and public examination
  results, rather than reviewing curriculum
  implementation and proposing follow-up actions to
  enhance the quality of learning and teaching.

13
Leadership and Management

• Managers do things right
• Leaders do the right thing
• (Bennis and Nanns)

14
The impact of management and leadership

• Management is focused on maintenance.
• Leadership is focused on improvement.

15
Leadership and Management

• 
  
  
  Leadership
• 
  Have a
  long-term view
  Inspire and enthuse
  colleagues
• 
  Support professional
  development
• 
  Evaluate chemistry schemes of
  work
• 
  Agree targets for raising pupils attainment
• Interpret
  pupil attainment data
• 
  Analyse pupil attainment data
• 
  Feedback to colleagues on the outcomes of
• observations of
  teaching
• Ensure that school policies are
  applied in the department
• Report to Supervisors on
  standards in the department
• 
  Observe teaching
• Meet with parents to
  discuss pupil issues
• Set
  agenda for department meetings
• Report to Supervisors on standards in
  the department
• 
  Minute department meeting
• Ensure that internal examinations are set
  and marked
• Monitor spending of departmental
  funding
• Management

16
Four key factors to support new teacher leadership

• A climate that is supportive of teachers as key
  decision makers
• Principals or other administrators who are
  supportive
• Teachers supporting each other
• A supportive relationships with colleagues
• Zinn(1997)

17
Curriculum Audit and Advancement
18
The curriculum audit and subject improvement

• The curriculum audit asks
• How well are we doing?
• What more should we aim to achieve?
• What actions will enable us to achieve our aim?

19
The chemistry curriculum audit requires subject
leaders to

1. Judge standards of pupils work
2. Evaluate teaching and learning
3. Lead the improvement strategy

20
1. Judging standards tasks

• Analyse and interpret data on pupils attainment
  in the subject, e.g. S1-3 Science
• Review with teachers their assessments of
  progress for classes
• Sample pupils work
• Discuss work, progress and attitudes with pupils

21
2. Evaluating teaching and learning tasks

• Evaluate the chemistry schemes of work to ensure
  that they focus on effective teaching and
  learning
• Observe teachers and feed back to colleagues
• Review teachers planning

22
3. Leading sustainable improvement tasks

• Lead the department in discussion about
  priorities
• Agree targets for raising pupil attainment
• Develop a strategy for improvement
• Lead the improvement of teaching quality
• Lead the review, construction and resourcing of
  the curriculum

23
Summary

• HoDs need clear ideas about what is needed in
  their department
• HoDs need to develop concrete strategies to
  implement changes
• Implementation needs to be supported by various
  personnels like the Principal, fellow tecahers,
  laboratory technicians, teacher assistants and
  students
• Work collaboratively
• Monitoring and providing constructive feedback

24
Break
25
Monitoring and Evaluation

• CBAM
• Stages of Concern
• (SoC)
• Levels of Use
• (LoU)

26
Tactics for making a difference what you can do

• Communicate regularly with key people
• Discuss key ideas often
• Given constant feedback at all levels, whether it
  is sought or not
• Collaborate
• Seek responsibility
• Have a critical friend
• Play a classroom role model for fellow teachers
• Understand innovations
• Stick your nose in know what others are doing
• Acquire resource materials

27
Reference

• Subject leader development programme
• http//www.standards.dfes.gov.uk/keystage3/publica
  tions/

28
School Based Curriculum Decisions
School Plan
Curriculum Emphases
Resource Support
Reference
Decisions
29
Summary

• Understand your belief about how students learn
  design long term goals
• Create motivation
• Establish conditions necessary for change
• Building teachers capacities for shared decision
  making
• Design new learning activities
• Implementing
• Monitoring and evaluation

30
Certificate of AttendanceforCurriculum
Leadership Courseto be issued on 31 July 2003
31
Enjoy your summer holiday!

• Thank You!