1. Marsh & Willis: Curriculum Chapter 7: Curriculum Implementation

2. Curriculum Implementation Definition: The process of enacting the planned curriculum (or) the translation of a written curriculum into classroom practices The Text uses the analogy of a play.

3. One truth about curriculum implementation There are 1000’s of written curriculum documents gathering dust on a shelf because they were never implemented.

4. A new curriculum is going to be implemented, so ………. A teacher must ask…. How do I do it? Will I ever get the “hang” of it? Who can I trust to help me ? Am I getting it right? Is it really helping my students? Know it is going to take time…...

5. Useful terms to remember for curriculum implementation Fidelity of Use: Staying very close to the prescribed written document Adaptation: Individual, creative versions of the written curriculum

6. Four themes in professional literature on curriculum implementation (Fullan et al.) Adoption ( 1960’s) Implementation(1970’s) Standardization (1950’s - 1990’s) Restructuring ( 1990’s - present)

7. Adoption A formal decision by the school district was sufficient to ensure its classroom use.

8. Implementation Focused on single innovations without taking into account simultaneous innovations.

9. Standardization Testing of students and teachers Criticism: It trivializes the teaching profession

10. Restructuring Most recent Changing characteristics of schools to include (1) partnerships, (2) career ladders, (3) coaching, and (4) mentoring

11. Discovering and Describing what happens in Implementation Very difficult to do Do you focus on curriculum materials, what teachers are doing, or what students are doing? When should data be collected How should data be collected? How should data be evaluated?

12. Implementation: Student Activities and Achievements Never forget: New curriculum implementation is to provide better opportunities for students to learn Walker and Schaffarrick analyzed 26 evaluations of major national innovative curricula with those using traditional curricula. Conclusion: No substantial advantages for innovative curricula

13. Implementation: Use of Curriculum Materials Surveys suggest that students spend 80% of their time engaged with particular curriculum materials. In 1980’s checklists were developed for providing ratings of curriculum materials in use: Innovations Configuration (IC), the Practice Profile (from the DESSI study), and the Internet

14. Implementation: Teacher Activities Not easy to do: Methodological difficulties Best suggestion: Use existing means for measuring teachers activities or devise one’s own methods such as checklists and rating scales.

15. Research on Implementation (Fullan & Pomfret): Fidelity of Implementation This perspective assumes that the planned curriculum must be highly structured and teachers must be given explicit instructions about how to teach it. The teacher is the “curriculum illiterate.”

16. Research on Implementation: Adaptation of Implementation On-site modifications in the curriculum Trade-offs are made between developers and teachers Mutual Adaptation: adjustments made to both the innovative curriculum and to the institutional setting/ a two-way street between the developers and the teachers

17. Debate: Fidelity of Use versus Mutual Adaptation Which perspective do you choose? WHY?

18. 4 Most Prominent Approaches Supporting Curriculum Implementation Action Research Concerns-Based Adoption Model (CBAM) Curriculum Alignment Comprehensive School Reform Programs (CSRP)

19. Action Research A particular kind of problem-solving Teachers: Analyze a problem Plan a program Enact the program Evaluate the program Repeat the process

20. 3 Levels of Subtypes to Action Research (McKernan) Scientific: Group is directed by an expert to produce efficiency and effectiveness Practical-collaborative: Group directs itself collectively to develop new practices Critical: The groups acts to remove constraints and become emancipatory

21. Concerns-Based Adoption Model (CBAM) Emphasis is on the teachers Purpose: To provide data to help teachers successfully implement a new curriculum 3 sequences: Stages of Concern (SoC) Levels of Use (LoU) Innovations Configuration (IC)

22. CBAM: Theoretical model widely used for the implementation of curriculum innovations. Belief: Collective change results from changes in individuals and how they relate to each other. Change is a highly personal experience

23. Stages of Concern (SoC) Focuses on teachers’ feelings as they become involved in the implementation 7 Developmental Stages from 0-6 with O being Awareness to 6 being Refocusing on exploration of universal benefits. See Text Information is derived from questionnaires and rating scales This information useful for inservice activities

24. Levels of Use (LoU) Tracking what teachers actually do during the implementation of a new curriculum 8 Levels ranging from 0 - VI (IVA&IVB) with O = Non-use to V and VI =Integration (user combines his/her efforts with the innovation) and Renewal (user reevaluates the use of the innovation, seeks major modifications, and examines new developments) See Text

25. Innovation Configurations(IC): Definition:The operational forms (the configurations) of the innovation Inventory of essential characteristics of the curriculum from the perspectives of the developers and the teachers Helps everyone clearly identify the differences between the planned and enacted curriculum Provides a basis for debate and discussion and for possible adjustments to the curriculum

26. Curriculum Alignment Extensive testing to be sure that there is alignment between the planned curriculum and the enacted curriculum A strict interpretation of fidelity of use which permits little or no adaptation Adopted in some states more than in others/ California (1980’s)/ Jury still out.

27. Comprehensive School Reform Programs (CSRP) (Jury still out) A series of approaches begun in the 1990’s Made possible by the Comprehensive School Reform Demonstration (CSRD) passed by Congress in 1998 Funding available as long as curriculum implementation focuses on the “whole school” Can receive awards of at least $50,000 Must select a reform program from a catalog of 33 approved research-based models