Curriculum, assessment & the CEFR: Managing curriculum development and innovation - Jo Watson
Transcript of Curriculum, assessment & the CEFR: Managing curriculum development and innovation - Jo Watson
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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©Eaquals 06/08/2014 From Teacher to Manager; White, Hockley, van der Horst Jansen; Laughner: CUP 2008 3
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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From Teacher to Manager; White, Hockley, van der Horst Jansen; Laughner: CUP 2008
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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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