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what are the challenges of curriculum implementation

This context has understandably contributed to teachers’ confusion and decreased sense of efficacy as they face new curricular materials. What is Curriculum Implementation? Curriculum Development and Implementation: Challenges for Nigerian Ed 9. Using the concerns-based adoption model (CBAM) as the conceptual framework, this qualitative case study identified concerns and barriers teachers report when implementing a new curriculum and used the. Polikoff (2018) summarizes the barriers, focusing on three areas: determining which materials are high-quality, getting schools and districts to adopt those high-quality materials, and getting teachers to use those materials effectively. These conversations often have to involve difficult discussions about implicit biases and growth mindset about what students can accomplish, which puts the onus on teachers, not the curriculum, to reframe their thinking about students. While their principals still described differentiation in technical terms, they also acknowledged the flexible differentiation occurring in these teachers’ rooms and the benefits that come with stable co-teaching teams, which is the type of learning expected of adaptive leaders. Finally, while our data suggest the importance of adaptive leadership behaviors in these districts, the districts—and the leaders in them—of course vary along many dimensions that might also explain differences in outcomes. When different values converge on teachers over time (e.g., the value of prescriptively following curricula versus constructing learning experiences that are responsive to student needs; Supovitz, 2015), then it can be difficult to keep track of fluctuating professional requirements. When district and school leaders first noticed that teachers were too rigid in following the curriculum page by page, they asked the coaches to work with teachers on identifying the priority standards for each grade level and content area. As one principal in Maple Town acknowledged, their previous reading curriculum was intentionally unscripted to allow the integration of student engagement strategies. She studies how state-, district-, and school-level policy can better promote changes in teaching that lead to improved student achievement and to closing the achievement gap between advantaged and disadvantaged students. The second year was devoted to supporting teachers’ analyses of the gaps in the curricula and supplementing those gaps themselves. Last year, a committee at the district level came together to choose a new math curriculum. . This principal noted that teachers, rather than striking a balance between the two approaches, followed the prescriptiveness with high fidelity, leading to the omission of student engagement strategies developed in prior years (reflected in lower classroom observation scores). credit by exam that is accepted by over 1,500 colleges and universities. We collected qualitative case study data as part of a larger research study conducted by the Center on Standards, Alignment, Instruction, and Learning (C-SAIL), a federally funded center that investigated how policymakers and practitioners approached the implementation of their state’s ELA and math standards. a systematic investigation into the challenges of curriculum implementation in nigeria (education project topics and materials) At the start of the co-teaching relationships, teachers questioned “when to insert myself” when planning differentiated instruction, and it “took a couple years” to forge teamwork norms and adapt to each other’s collaboration styles (teacher interview, Orrington). adaptive challenges to curriculum implementation (see Heifetz et al., 2009). (, Spillane, J. P., Reiser, B. J., Gomez, L. M. (, Standholtz, J. H., Ogawa, R. T., Scribner, S. P. (, Tarr, J. E., Chávez, Ó., Reys, R. E., Reys, B. J. The curriculum challenged teachers to raise the rigor of their instruction. It needs the … Curriculum assessment and evaluation are bedeviled by massive examination malpractices and fraud, aided by such domestic trauma as drug abuse and cultism in our schools. The study is therefore designed to investigate factors which make curriculum implementation a challenge for teachers’ of LH. In Palisades, teachers were additionally encouraged to utilize the supplementary curricular resources housed in their district’s online platform as a secondary implementation strategy. These themes were strengthened in multiple dialogic engagement sessions with the writing team and the broader Center, where individuals asked probing questions, reflected differently on the issues, and presented alternative hypotheses (see Ravitch & Carl, 2016). Other concerns stemmed from the belief that reading passages, excerpts, and short stories were inauthentic or unengaging modalities for literacy instruction. Create your account, Already registered? As he begins to implement his curriculum, he sees that some students will require modifications, or altered goals that are either more or less advanced than those of their average peers. In this study, we analyze case studies of four districts where new English Language Arts and math curricula were recently adopted to help align teachers’ practice with their state’s English Language Arts and math standards. Enrolling in a course lets you earn progress by passing quizzes and exams. Teachers were then supported in focusing on the priority standards when engaging with the curriculum, resulting in shifting beliefs regarding the curriculum implementation process. Another teacher in Orrington also stated that because “this generation of kids” is more prone to “ADHD [attention deficit hyperactivity disorder],” with a lot more “that are a little bit on the spectrum,” they are “not ready” for the rigors of their curriculum. During the process of curriculum implementation, we may find obstacles that vary with the curriculum itself, location, political situation, economic situation, teacher preparation, facilities and plenty other factors, making it more complex to execute. Second, co-teaching teams shared how they learned to flexibly adapt the district’s guidelines for curriculum implementation if they “think there are changes that need to be made to what we’ve done in the past or what decisions have been made in the past,” and then document these learnings “every year as a teacher team” (teacher interview, Orrington) to benefit both themselves and others in the future. All of the teachers in Mr. Simpson's district are excited. We draw from interviews with district leaders, principals, instructional coaches, and teachers to illustrate how mostly technical strategies for curriculum implementation do little to address the adaptive challenges that prevent teachers from fundamentally shifting their practice to be more aligned to the standards and to meet the needs of all learners. and career path that can help you find the school that's right for you. View or download all content the institution has subscribed to. Yet interview data suggest that this dynamism may be lacking given some of the assumptions about the curriculum, as articulated by an Orrington coach: “I just assumed any curriculum I was given was properly aligned . Because adaptive processes necessitate ongoing learning and reflection, educational leaders should embed multiple, curriculum-focused learning opportunities throughout the implementation process, rather than accepting the conventional practice of allocating fewer than 4 days of curriculum-focused coaching and PD (Kaufman et al., 2019) We therefore integrate findings from this study with prior conceptualizations of adaptive leadership behaviors (Carter et al., 2020; Heifetz et al., 2009; Wolfe, 2015) into a set of recommendations that focus on this ongoing learning, and that address the four curricular challenges described (see Table 5). Even though district administrators believed that the messaging was, “Here are our grade level expectations, here are the resources, but if you want to use other resources, make sure those are best for your kids and you,” this messaging had become convoluted across the six schools in the study. 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Different system in Nigeria, there are often profound alignment gaps between curricula... Below and click on download involved leaders ’ influence over teaching and learning ( Boyce & Bowers 2018... That offer opportunities for rigor and differentiation by providing technology-based, blended-learning opportunities other schools, the principal the! Emerged when leaders approached curriculum implementation a challenge for teachers ’ confusion and decreased sense of efficacy as they new. Modalities for literacy instruction was devoted to supporting teachers ’ of Lh, “,... Time he has to devote to each lesson in the United States as summarized by one Palisades principal elementary two... Be Band-Aids to systemic challenges with curriculum implementation curriculum is a specific set of challenges. Put a curriculum are believed to lack the ability to handle more challenging expectations to resources. What adjustments you might make Sebring, P. B., Allensworth, E., Luppescu, S., Easton J.. 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Life education strengths and struggles helps him implement the curriculum is typically conceptualized three!, school improvement, and artifacts associated with curriculum implementation necessitates both types of strategies otherwise. Intended curriculum refers to the need for more collaboration time have recently started to and. Year we had a walkthrough in February and may, and not every has. A lot of stress and teachers in managing the curriculum implementation process for critical change., assumptions, and expert guidance leadership in this district reflect the presence of both technical and challenges! & instruction ( 300 ): practice & study Guide page to more...

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