1. Curriculum Planning: The Human DimensionBy
Robyn L. Powley

2. Viva le difference Curriculum development is a people process
People have more impact on curriculum development than physical settings and materials
Differences in individuals and in groups of individuals
Each person has a “role” to play
Each person has unique characteristics, history and perspectives

3. The “Cast” The administrator The students People in the community
Especially the “power structure”
Politicians—local, state and federal
Curriculum workers

4. Administrators Theory X Theory Y
Authoritarian, repressive style, control, task maintenance orientation
People dislike work and must be forced to work
People lack ambition and avoid responsibility
People work to avoid punishment
Motivated to meet security needs
Theory Y
Empowering and giving responsibility, liberating and developmental style
People welcome work
People seek responsibility
People demonstrate self-reliance
People become committed when rewarded
People are creative in problem solving

5. The Students
Secondary and post-secondary students may participate directly in the curriculum planning process
Often, the best people to provide feedback on the effectiveness of the curriculum, using surveys and open forums
Even without direct student involvement, standardized tests provide inside into the effectiveness of the curriculum
Student involvement may lead to more community support

6. Community: Beyond Boards of Education
Parents
Can inform of conflicts over controversial issues
Review instructional materials for bias and distortion
Volunteer and support educators
Voters
Accountability
Expenditures: value for money spent
Results: mostly measured in academic achievement

7. Community: Beyond Boards of Education
Leaders and decision-makers
Religious
Business
Scientists and researchers
Politicians at local, state and federal levels
No Child Left Behind
IDEA
A natural consequence of the
public’s legal power
over education in a democratic society

8. Curriculum Workers Teachers Curriculum leader or coordinator
May come from within or outside the teaching staff
May be appointed or elected by others curriculum workers
Directors of instruction or
Consultants

9. The Group Process The Change Process
Four kinds of decisions to be made
Planning – determine objective
Structuring – design procedures
Implementing – Utilize, control and refine procedures
Recycling
People resist change
Safety of the status quo
Lack of rewards from change
Requirements of time and effort
Established school policies

10. The Group Process Interpersonal relations Leadership styles
Hidden agendas
Balance between task and ego orientations
Inner or outer directed personalities
Group influences on individuals

11. The Group Process Leadership skills Communication skills
Keep group focused on the task
An agent for change
Expert in the subject matter
Organizer
Team builder
Communication skills
Oral, written and nonverbal behavior:
all have an impact
Intended or unintended

12. Barriers Tactics
Fear of change on the part of those likely to be affected
The group should proceed slowly
Reassure those who will be affected.
Involve those who will be affected.
The changed status must be made more attractive than the old.

13. Barriers Tactics The group must see clear goals before proceeding
Leaders should be most qualified
Training in group processes
Lack of clear goals
Lack of competent leadership
Group can’t function as a group

14. Barriers Tactics Lack of research on problems before the group
A history of unsuccessful curriculum effort
Negative attitudes from the community
The leader should conduct research and interpret research data for the group
Leaders provide reassurance that progress is being made
Involve parents, citizens, leaders and decision makers

15. Barriers Tactics Lack of resources External pressures:
Laws
Accreditation
Department of Education
Lack of experience or knowledge about a particular curricular problem
Tackle this issue at the outset.
Determine what human and material resources are needed
Brainstorm ways to get the needed resources
Learn way to work within the constructed framework
Call in consultants or seek additional training for group members

16. Three Roles Played by Group Members
Group Task Roles
Initiator-contributor
Information seeker
Information giver
Opinion seeker
Opinion giver
Elaborator
Evaluator-critic
Energizer
Procedural technician
Recorder

17. Three Roles Played by Group Members
Group Building and Maintenance Roles
Encourager
Harmonizer
Compromiser
Gate-keeper
Standard setter
Group observer and commentator
Follower

18. Three Roles Played by Group Members
Individual Roles
Aggressor
Blocker
Recognition-seeker
Self-confessor
Goof off
Dominator
Help-seeker
Special interest pleader