I have realized that Curriculum Leadership is a complex and demanding practice, which goes beyond the research and disciplinary expertise of the curriculum leader. In this course I examined the diverse and often contentious field of curriculum studies. I have learned about curriculum theory and practice within the broader sociopolitical context, drawing upon real case studies from across the world. I was able to examine the work of educators and curriculum theorists, both past and present, which have contributed and/or continue to knowledge within the field. Through this course I was encouraged to adopt a creative viewpoint, examining key issues and past reforms efforts through new and alternative vantage point. I also gained fundamental skills and knowledge towards curriculum theory and practice with my professional environment. It is against this background that this paper reflects on the course, reflection activities will be used to show my reflections
Activity: Equity for all: School reforms and the curriculum p.14
Politics can be defined as the process used by any society to determine how power, wealth, opportunity, statue and other social goods are distributed to the members of that society (Joseph, 2015). Politics in relation to curriculum development and decision making is a combination of government policies and opinions from educators, students, professional organizations and other key stake holders. In this regard, politics plays in the development of curriculum in my professional environment. However, the government should not have large role in deciding what teachers should teach.
Activity: the everyday world: school reforms and the curriculum-p.23
In recent decades, successive generations of workers have witnesses economic and social changes that are altering the traditional psychological contact: employers no longer provide long term employment guarantees; opportunities for internal advancement have been curtailed by downsizing, work life balance is a concern as the proportion of dual-career families increases, the encumbrance of work into people’s non-working hours continue to grow, and individuals are increasingly becoming responsible for their own professional and technological development (Lancaster and Stillman, 2002). Moses (1997) argued that successive generations have adapted to the changing labor market by accepting more not traditional work arrangements.
Most of us, at one time or another, have planned our transition to a new job. After the requisite research, planning and interviewing you finally land the job of your dream. The new position is a slight shift from your current position, but with a new company. The well-planned transition gives you the results you dream of that is a new and more rewarding job to advance your career, but, what about the case when, through no fault of your own and in spite of all your due diligence, the new job turns out to be a dream, but an absolute disaster?
I had a friend who was a teacher, she shifted career in the same ministry and she became a boarding master. The decided to change career because she said teaching has lot of work to do than being board master. Today, she is frustrated because she is not progressing. Board Masters post is stagnant, they is no progression, you cannot be promoted. She left teaching career holding diploma qualification even now after 21 years. Her former colleagues in Teaching Service Management have progressed to higher posts and went for further studies.
Activity: Forging a new path: The no child left behind era p.25
In my opinion, educational and political rhetoric should be separated. What happens in the classroom should be micro-managed by government not whoever wins the election.. School head’s jobs are under threat if their pupils fail to achieve the required standard in test. Schools and colleges should shape classroom practice. What is taught (the curriculum), how it is taught (pedagogy), whether it is learned successfully (assessment) and how effectively each school tackles its tasks (evaluation) should properly be the local province of teachers, working collegially and supported by school governors, neighboring schools, parents, a constructive inspectorate and, nationally, educational researchers.
Activity: Forging a new path: The no child left behind era p.29
Standardized testing has been around for several generations. In Botswana, standardized tests have been used to evaluate student performance. The advantages and disadvantages of standardized testing are quite unique.
Benefits of standardized testing
- It has a positive impact on student achievement
- It is reliable and objective measurement of achievement
- Standardized tests allow for equal and equivalent content for all students
Disadvantages of standardized testing
- It has not had a positive impact on student education
- Standardized testing can be predictable
- They only look at raw comprehension data
From this reflective activity, the authors are argument on the control of the curriculum is justified. Indeed teachers are not involved in curriculum development. As classroom practitioners we should be involved in curriculum design. In my opinion Standards test does not any how hinders the flexibility and individuality of classroom instruction.
Activity: Forging a new path: The no child left behind era p.34
Washington City’s Schools Vision of Curriculum
Educators of the Washington City School System hold forth this vision of the curriculum of excellence, they desire for all their students. They have a dream of a curriculum that is…
- Meaningful: the curriculum emphasizes the active construction of meaning so that all students find purpose in their studies
- Technological: The curriculum uses technology as one delivery system, examines the influence of technology on students’ lives, and gives students the skills they need to use the technology to accomplish their own purpose.
- Socially responsible: the curriculum develops in students a sense of social responsibility so that they become aware of their obligations and duties as citizens in a democracy and are especially sensitive to the needs of the poor and the aged
- Multicultural: The curriculum reflects and is responsive to the cultural diversity of this nation and our community so that students develop a sense of pride in their own heritage and a respect for that of others.
- Reflective: The curriculum fosters in students the skills and attitudes of reflection so that they are able to think critically, creatively and affirmatively.
- Holistic: The curriculum gives appropriate emphasis to all significant aspects of growth and all the types of human intelligence.
- Global: The curriculum develops in student an awareness of global interdependence in all aspects of life, including the environment and the economy.
- Open-ended: the curriculum is open-ended in two ways: it is open to revision and continued refinement, and it provides open access to all students so that students are not tracked into dead end careers.
- Outcomes based: The curriculum focuses on outcomes so that students develop the critical skills and acquire the knowledge they need for effective lifelong learning and full functioning as citizens in changing society (Hirtz and Munoz, 2013)
It is indeed to emphasize the importance of creating and communicating a shared vision when implementing change. In my opinion, Washington City School System has conveyed a sense of common purpose. They are also involved in achieving their goals. No one is left behind. The author have chosen the opening words, “we, educators” because they want to stress the point that they are involved that will include principal, teacher, curriculum developers and other stakeholders. However, the document would have been more successful if it had been addressed directly by the school principal; after all they are the curriculum leaders. They implement curriculum through their teachers. Curriculum does necessarily have to be open- ended. Looking at the vision or curriculum goals for City they value learning process. Objectives can be specific and general. General objectives if they are clearly simplified have no problem. Words such as meaningful and socially responsible were defined and made sense. Schools are suppose to impart knowledge, skills and attitudes to learners, they encompasses morality. Children need to be told what is good or bad. It is important to create endeavors, or capacities, have a place in a curriculum statement.
- Quote paper
- Mompati Dennis Balebetse (Author), 2020, Educational Leadership. Leading educational curriculum, Munich, GRIN Verlag, https://www.grin.com/document/997402