Curriculum Management & Innovation

Jo Watson

Belgrade

November 2014

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Curriculum

• Total programme of formal

studies offered by an LTO

• Courses on offer

• Educational purpose

• Content and sequence (syllabus,

schemes of work)

• Teaching procedures – methodology

• Assessment & testing

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3 Levels of Management

Strategic

Tactical

Operational

Long Term Principal/Head

Medium Term DOS, ADOS,

Senior Teacher

Short term Class teacher

Ethos of LTO

Based on mission statement

related to needs in the country,

region and needs of learners in a

particular environment

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Needs of learners

• Normally based on:

• Educational requirements (external

motivation)

• Employment opportunities (external

motivation)

• Interest (intrinsic motivation)

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Who?

• In a small school

• In a medium size school

• In a large school

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Roles in academic management

• Internal • Curriculum management (incl. teaching)

• Assessment and evaluation

• Articulating LTO’s strategic focus and

direction (strategist)

• Allocating and coordinating a range of

organisational functions (manager)

• Acting as an organisational broker and

referee (arbitrator)

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Roles in academic management

• Internal continued: • Developing staff and guiding them

professionally (mentor)

• Demonstrating personal teaching skills and

technical competence (educator)

• Supporting learners, parents, clients etc.

(adviser)

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Roles in academic management

• External • Accountable to governing body, educational

authorities, accreditation bodies, awarding bodies

(executive officer)

• Articulating the mission of the LTO (diplomat)

• Public relations with stakeholders and external bodies

(publicist)

• Representing the LTO in external professional

activities (ambassador)

• Acting as LTO spokesperson vis-à-vis educational and

professional matters (advocate)

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3 levels Curriculum Management

1. Vision, Mission, Values (strategic)

2. Academic policies, schemes and

frameworks (tactical)

3. Specific courses (operational)

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Innovation

• Course provision – change • Demand identified by market research

• Decline in uptake of existing courses

• Launch of new courses by competitors

• Demand for new courses – existing clients

• Changes/additions to examinations

• New text books/teaching resources

• Availability of new technology

• New staff with new ideas

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Development Stages

• Idea generation

• Idea screening

• Concept

development and

testing

• Marketing strategy

and development

• Business analysis

• Product

development

• Test marketing

• Commercialization

• Review

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Specification

• Target customer: demographic, psychographic & academic characteristics

• Aims: customer goals

• Content: what this will be

• Mode: face-to-face, blended learning etc.

• Time: how long and in what time units

• When; time of year and day

• Cost; how much to develop and provide

• Price; what price will the market allow

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Food for thought

• How will staff react?

• How will you get them on board?

• How will you maintain their interest in the development stage?

• Is any training required? If so, who will do it and when?

• Anything else?

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Remember

Innovation means CHANGE

and

CHANGE must be managed!

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Bibliography

• Curriculum Innovation in Schools

(published October 2008)

• Curriculum Design Project 2061 (Designs for

Science Literacy)

• From Teacher to Manager (R. White, A. Hockley,

J. van der Horst Jansen, M. S. Laughner)

• How to develop a curriculum: 6 steps (wikiHow)

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