(£2019 Unvesty of Dy Ont Lesing Ne TPES45 - Curriculum Challenges Unit 7-9 ime Evaluating And Developing The Curriculum In this Unit you wit + understand the importance of evaluating a curriculum: ‘+ explore procedures for perio review and for continuous improvement as components of a quality assurance system: * consider the ease for major curriculum reform, Technologies utilised in this Unit: Discussion forums and personal blogs within Community Space. Duration: This Unit wil ake a maximum of 20 hours to complete (1 week of study), 4 The Need For Evaluation Evaluation isa process for fincing out how far the learning experiences that have been designed and organised are actually producing the desired results. tis the fouth element inthe curiculum planning model of Raiph Tyler (1848, 2013), which is closely linked with the notion thatthe curriculum should be subject to continuing evaluation as an essential element of continuing change and development. For his reason, it should be an integral pat ofthe quality assurance system in every educational institute Evaluation is used to answer the questions and concerns of various parties. The public wants te know whether the curriculum implemented has achieved its aims and objectives; teachers want to Know whether what they are doing inthe classroom is effective; and the developer or planner wants to know howto improve the eurelum precuct Evaluation measures (or should measure) a number of important aspects including + the extent to which intended learning outcomes are being achieved + the qualty ofthe actual learning experiences; + the efficiency ofthe organisation of learning: + the effectiveness of the methods used by teachers; + the degree fo which the taught curiculum matches the planned curriculum, Activity 7.4 Consider how each of the above aspects might be measured in practice. Wat measurement instruments could you use, and at what points) n the learning process would you use them? Post some suggestions to the Unit 7 forum ‘Evaluation Instruments There is also a value for money’ aspect, partly because ofthe politcal iniuence on some schools and colleges, and partly because all educational institutes now have limited budgets to manage. Indeed, some would argue that poticsation of the curriculum has changed the focus of evaluation from courriculum development te teacher accountabilty, measured largely through the assessment of pupil performance. As a result, some important distinctions between evaluation and assessment have become lured (Kelly, 2008) In truth the purpose of any evaluation process will vary according tothe views and conceptions of the person(s) carying out the process, or the person(s) interpreting the data collected, For example, evaluation can be used as a means of continuing course development, as a way of assessing the ‘overall position of an institute in league tables and, therefore, its marketability for decisions conceming the procurement of resources or for actions of a political kin. Evaluation has been defined by various authors as follows (click onthe author's name for more information) MeN (1977) MeNel (1977) states that 66 currcutum evaluation isan attempt to throw light on tve questions: Do planned leaming opportunites, programmes, courses and actives as developed and orparised atalyprodice deste resuts? How can te curhcuum orgs Bet be ingroved? (p19) 9 ova (1688) Oia (188) dened curicumevauaton asthe process of deineaing obtaining and providing sell ifomaton or jégingdecion temas. The prinary ecsion atemaves fo consider based upon the evaluatun resus are To mata the euelum a: fo meaty he cucu eimnate the eure Cinstein an Hunkins (2008) inten and Hunn (2008) dene curicum evaluation as66 2 processor cluster of processes that people perform in order to gather deta tht wil enable them to decise whetherto accept. change, o” ‘eliminate something =the curieulum in general or an educational textbook i particular (p.320) ” Worthen and Sanders (1987) ‘Worthen and Sanders (1887) cefinecuriculum evaluation as: 66 he tormal determination oft quality, efectiveness or value ofa programme, product, projec, process, objective or curriculum (p. 22-23). 99 Gay (1985) Gay (1988) argues tha the aim of curriculum evaluation i to identify its weaknesses and strengths as well as problems encountered in implemertation; to improve the curriculum development process: to determine the effecveness ofthe curriculum and the returns on nance allocated. Activity 7.2 ‘Which ofthe preceding definitions and considerations bes ft the evaluation in your institute? Post your thoughts tothe Unit 7 forurn Evaluation Definitions! 2.01 Formative Evaluation Formative evaluation is used to prove timely feedback, and will occur at intervals throughout the formation or development ofthe curiculum, and throughout a period of learning, so that revisions and improvements can be made. For example, itis possible that na curiculum plan, the learning ‘outcomes and the learning activities do not match - students are required to develop critical thinking skis, but there are no learning activities which provide opportunities fr students to practice critical thinking. Formative evaluation by experts is useful before ful-scale implementation of the programme. Review by experts of the curriculum plan may prove useful Information for moditying or revising selected strategies. In formative evaluation, learners may also be included to review the materials andthe activites, For example, curiculum documents may contain errors, confusing sequences of content and inappropriate examples or ilustations. The feedback oblained could be used lo evise and imprave instruction. el Zz Tid dey needle ve ta ene nn Ela nse ne, effects improvement to - all aspects of curriculum development. 66 ven the cook tastes the soup that's formative evaluation - the soup can sil be changed befor i's served. When the diners taste the soup, that's summative evaluation - the soup can be changed the next time its made, but its oo lat this time eround. Activity 7.3 Compare and contrast formative and summative evaluation. What are the advantages and disadvantages of each? Enter atleast one advantage and one disadvantage inthe grid below and post itte the Unit 7 Forum: ‘Formative and Summative Evaluation”. 2.02 What Is Evaluation Looking For Evaluation is essentially seeking to answer two types of question 41. Questions that expire the relative merits ofthe learning process - thats the extent to which the learing outcomes have been achieved, 2. Questions that ask whether the curiculum is good in itself, rather than merely being delivered effectively. ‘As a result of these questions, and of the summative and formative elements, several ferent models of curriculum evaluation have erged. 2 Summative And Formative Evaluation Evaluation is a form of assessment and wil, therefore, include both summative and formative elements. Both elements are @ basis for improving the courriculum and the learning process.‘Summative Evaluation ‘Summative evaluation is primarily used to ascertain ifthe goals of the course have been achieved. It takes place atthe end of the implementation phase, ‘Summative evaluation can occur |ust ater new curriculum has been implemented, or several months to years after. ‘This diagram depicts a reactive’ method of evaluation, where decisions about improvement are made atthe end of the learning period. The period is Usualy dictated by the frequency of delivery ofa programme or course. Most often this isan annual procedure. Evaluation is most closely connected to implementation and, therefore, mainly effects improvement tothe teaching and learning process (but not necessarily tothe analysis and designidevelopment), 3 Evaluation Models Evaluation models are useful because they help o define the parameters of an evaluation, what concepts to study and the procedures tobe used to elicit important data. Over the years, numereus evaluation models have been proposed. These include: + Tyler's Mode! + Stufflebeam’s CIPP Model + Stake's Countenance Model + Seriven's Goal-Free Evaluation. + Eisner's Connoisseurship model + Kirkpatrick's model (Four Levels of Evaluation) Activity 7.4 Read this overview of Tyler's Model of evaluation. [Now research the other madels- there's plenty of information on the Internet. Post an overview of one of the madels to the Unit 7 Forum: valuation models. You can choose a medel rom the above list or inteduce ancther model. The overview should inlude: the purpose of the model: the method(s) used: the |ype(s) of data collected; the instruments used to collect data; and the strengths and weaknesses of the model. Use diagrams to help illustrate the mode! Ifyou wish, 4 Phases Of Evaluation Five Phases Of Evaluation ‘Whatever the model, evaluation tends to be carried out in a number of phases aa ae) Periodicity Of EvaluationThe periodicity of evaluation depends upon the stage of development. During initial implementation, evaluation tends to be more frequent. Checks and balances applied at monthly, 3-monthly and 6-monthly intervals are not uncommon. Once the curriculum becomes established, evaluation usually takes place cyclically. typical cycle will be yearly or each time a programme /caurse is delivered, Continuing Improvement Evaluation that follows a regular cycle wil kely bring about ‘continuing’ improvement to the curriculum and to the teaching, learing and assessment processes associated with i. However, periodic evaluation is not without is problems. It can prove difficult to reflect back onthe issues encountered over {an extensive period, and feedback from students and sttfis offen reactive because itis elicited under pressure and within a shor timescale Continuous Improvement An alternative is to bring about improvements as soon as possible, and continuously, as a programme or course progresses. Witt may not be possible fo change course objectives inthis way, itis entrely possible to effect changes to teaching, learring, resources and environments. Improvement ofthis nature is said to be ‘continuous’. The advantage of continuous improvement is thats proactive and stems from progressive feedback and ‘observation. It brings about incremental change which has immediate benefit and is Ikely to be enduring. Activity 7.5 Do you favour continuous or continuing improvernent? Post your thoughts to the Unit 7 Forum: Curriculum Improvement. 5 Evaluation Systems Evaluation Procedures Most educational institutes will have fully documented curriculum evaluation procedures integrated into ther quality assurance systems. Indeed, these are requirements ofthe inspection frameworks administered by standards authorites such as the HEQAA, OFSTED and Training Standards Orfices, Local representatives, such as the Vice Principal for Curriculum and Quality (in a university), or the Deputy Head Teacher (ina primary school), or the (Quality Assurance Manager (in a private training organisation), wll normally oversee the process. They wil: ‘+ administer and review the institute's evaluation procedures; ‘+ provide timely ‘riggers’ for each phase of evaluaton, + ensute that each step in the cyceis effectively completed: ‘+ make certain thatthe process is seen to bring about improvernent Self-Evaluation Many educational institutes now operate on the basis of self-evaluation, where teachers and lecturers perform the evaluation themselves, quided by the instue's evaluation framework The advantage of self-evaluation is that the evaluator takes ownership, and becomes an active participant inthe evaluation oftheir own programme or course. Itallons for an honest assessment ofthe strengths and weaknesses ofthe curiculum. Selt-evaluation i seen as a less theeatening process than extemal inspection, which is often perceived as judgemental and controling. In truth, both have an important role to play and the two can comfortably live together. The QAAHE and OFSTED acknowledge self-evaluation as an effective tool both as part of a quaity system itsef, and also to help prepare for periodic inspection. Evaluation Documents ‘As with most quality assurance processes, curiculum evaluation can be ‘document heavy. It will require fuly documented and unambiguous Procedures; evaluation instruments (such as questionnaires, checklists and interview schedules) and reports, Questionnaires are offen administered online, with subsequent analysis and reporting carried out automatically. Activity 7.6 Examine the folowing sample documents relating to the evaluation of @ module from a BA (Hons) degree programme student module evaluation questionnaire + External examiner feedback + Module review form (for completion by module leader). Do you believe that they provide a satisfactory means of elicting and reporting the required information? Post yout views to the Unit 7 Forum: "Evaluation Documents! 6 Curriculum Reform Aceform represents @ major change tothe curriculum, Reform will be required hen there Is a significant change to the needs of learners, or when the current curiculum fs deemed to have wide-ranging inadequacies in meeting learners’ exsting needs, Reform may be inated by an educational institut, though the term ‘reform’ is typically used to refer to changes imposed from the centre -for example, sgovemment reforms tothe national curriculum. Such reform focuses on changes tothe content and organisation ofthe curriculum, though its oftenGirected atthe way in which the curiculum is taught and the quality ofthe teaching profession. It is brought about in order to address social, ‘technological, economical and political changes, although itis often deemed to be based on the whims of politcal leaders. As such, it does not necessarily bring about change forthe better. ‘Over the past three decades there has been a crisis of confidence in education, not only in the UK. but also in the USA, Australia, New Zealand and other countries. No longer is curiculum decision-making the preserve of professional educators - governments are now playing a central role in terms of broad social, potical and economic agendas. Examples include: The UK Inthe United Kingdom, the National Curriculum introduced in 1988 was based on the ideology of a market economy and a consumer-orented emphasis. From 1997 the ideology became conservative and pragmatic, and focused squarely on literacy and numeracy standards for pupil Australia InAustrala, in the 19908, an attempt to develop a national, cutcomes-based curiculum using ourioulum statements and profles almost succeeded, but |was jettisoned due to the active opposition from several states. Since then, slightly modified state versions’ of outcomnes-based approaches have been Implemented. The ideology behind this largely economics-criven, with emphasis on higher-order sklls and standards, New Zealand In New Zealand, a massive restructuring ofthe education system occurred in the late 1960s. The ideology for these reforms was based on neo-liberal Principles of inclvidualism, deregulation and privatisation. USA ‘There is curenty, inthe USA, a strong interest n national standards and the need to develop a core of knowledge and skills that ll students should be taught. However, the underlying ideology is about state-ed standards and common practices forall students, The ideology supports standard practices and uniform goals, tends to minimize the importance of equity issues and reduces the impact of local ntatives. Reform reports are often a popular means of bringing a purported problem to the consciousness ofthe publi. Reports tend to focus on one or two key elements, often dramatsing the problems s0 as to elicit the solutions. A good example in the UK is the Department for Education and Skils (1897) White Paper, ‘Excellence in Schools, London: HMSO. Department for Education and Skil (2001) Education and Skils: Investment for Reform, London HMSO. 7 References Bourke, S (1894) Some responses to changes in Australian Education, Australian Educational Researcher, Vol 21, ppd3-4 Department for Education and Skil (1997) Excelence in Schools, London: HMSO. Department for Education and Skills (2001) Education and Sis: Investment for Reform, London: HMSO. Gay, L. (1985) Educational evaivation and measurement: competencies for analysis and application, C.€, Merl Pub. Co. Kelly, A (2008) The Curiculum: Theory & Practice (6th Edition), Sage Publications, MeNel J. (1977) Curoulum, Lite, Brown, va, P. (1988) Curriculum planning, Lite, Brown, CONell, 6. (2010) Programme Design: Overview of curculum models avallable online at wiwy.ucd ie/teaching [accessed 26/11/14} Ornstein, A. & Hunkins,F (2008) Curriculum: Foundations, Principles, and Issues, Pearson. ‘Ter, R. (2013) Basie Principles of Curriculum and Instruction, University of Chicago Press: Reprint ection, Worthen, 8. & Sanders, J. (1887) Educational evaluation: alternative approaches and practical guidelines, Longman. 8 End Of Unit Activity How does curriculum evaluation work in your institute? Compile a short report (500 words maximum) about the evaluation system in your own institute (or another institute of which you have knowledge). The report should answer the folowing questions: + Who oversees curriculum evaluation? + Who eames it out? + What is the evaluation periodicity? + What data is collected (and from who)? + How is data colected (and by who)?You might provide exemples of forms and other instruments + Hows data analysed? + What reports are written? + Who effects subsequent change? *+ Does it approximate to any of the known evaluation models? + [sit summative /formatve / continuous / continual? + Is the system successful? Post your report te the Unit 7 forum Evaluation in Practice’ Managing The Curriculum In this Unit you wit + explore methods of managing the curiculum: + compare and contrast centralised and intemal cuiculum management: + determine the key responsibilties of curriculum leaders with regard tothe curiculum: + consider the role ofthe principal and others with regard tothe curriculum plore the possibilities for collaboration in the design, implementation, review and management ofthe curriculum: ‘assess the potential for action research in curriculum development, consider the role of all stakeholders with regard tothe curriculum, Technologies utilised in this Unit: Discussion forums and personal blogs within Community Space. Duration: This Unit will take a maximum of 2 hours to complete (1 week of study), This Unit wil explore the roles and responsiiities of curiculum leaders, and will consider the prospect ofa distributed leadership system. 1 The Management Cycle Curriculum management is typicaly @ central activity creating the framework for effective learning. It's taken to include organising and co-ordinating curriculum planning; changing the curiculum in response to internal and external needs and demands; managing the change process (particulary when dealing with major cforms); dealing wth sues that arise in implementing curriculum change; evaluating the curiculum,; and negotiating the curriculum in practice withthe various groups and interests involved. eee ‘The elements of the curriculum management eyce, not surprisingly, mitra the stages of curiculum development already covered in the module. The ‘main function of management isto ensure successful completion ofthe cycle, and to oversee the support systems that make the system effective. Ite worth noting that the management cycle depicted above is unidirectional. That isto say, each ofthe elements may be considered as independent, ‘and not necessarily reliant on the cycle completing before the element is revisited, Ths allows for continuous, formative improvement alongside ‘continual, summative improvement. Lofthouse and Bush (1995) argue that, in reality, lack of time and resources milate against curriculum managers taking on much more than routine administrative tasks. Ie perhaps only in those instiutions that make a concerted effet to enable curriculum managers o observe, and directly influence, practice in classrooms, and to work cisely with colleagues, that excellence in teaching and learning may be actvely encouraged, rather than left to chance or good 2.Curriculum Managers ‘Curriculum manager isa very wide term, covering the activities undertaken to manage learning by people, in roles as diverse as the principal tothe parttime course leader. Curiculum managers act as a link between strategic plans and realty. The discrete leves of curiculum management / control in an educational system are: national (ental government) - central government, ministers and civil servants, national pressure groups and quasi-government agencies. + local (ocal government) - inclucing the council and its committees, councilors, officers and advisers, and local pressure groups. institutional - schools, colleges, universities, training organisations, governing bodies, principals, qual assurance departments, teachers, studenis and pressure groups (such as parents, employers and the local community) + departmental facutes, departments and other sub-units which have a functional responsibilty for a particular subject, course or programme. ‘These include heads of faculty, programme managers, subject leaders and specialist staf.+ individual -teachers / lecturers. They have a defined responsibilty for delivering a specifi aspect ofthe curiculum to a class or group. The role of each curriculum manager wil be diferent, but often overlapping. Some would argue thatthe key role ofa curriculum manager i to encourage colleagues to reflect debate and agree collective interpretations of how curriculum should be taught, and the range of experiences which students should be offered. To reduce the role toa ist of prescribed duties, as is sometimes the case, might be to marginalise the essential process of {veloping and maintaining curriculum areas in accord withthe shared values ofthe institute Activity 8.4 Do you believe that curriculum managers should have a ist of speciic duties? Discuss this in the Unit 8 Forum: ‘Curriculum Managers. 3 Influences And Constraints On Curriculum Managers Lumby (1995) emphasises the demands placed upon curiculum managers and ac\ises that progress should be small, evolutionary steps rather than ‘curriculum revolution”. Otherwise, the pressures on curriculum managers may well lead to a Sense of paralysis, when the only choice i o survive each day by responding to the immediate demands as they arse, External constraints and accountability demands play a large partin shaping curriculum decisions, and extemal curricular controls, thus, an essential consideration when looking at curiculum decisions within the institut. Curriculum management may also be affected by micro-poics, where individuals or groups seek to use thelr resources of authority and infuence to further their interests, The sefenterest and manipulative features of micro-pltes are very cisuptive, and most unacceptable on ethical grounds, Another major influence on curiculum management is formed by the ideologies or underiying sets of values and belies of those involved. Indeed, Individuals may espouse elements of diferent ideologies with respect o various issues, of at different times. Perhaps the biggest probiem of all's that these with 2 curriculum responsibilty, wthout a people management oe, often have the problem of responsibilty witheut authority, Activity 8.2 (Optional) Do any of these influences / constraints apply o curiculum managers in your institute? Past your thoughts tothe Unit 8 Forum: “Influences ang Constraints. 4 The Role Of The Principal In Curriculum Management Principals and head! teachers have a major role to play in managing the curriculum, and the success oftheir students depends, toa large extent, on the effectiveness oftheir leadership. They ate also responsible for providing suitable traning for those to whom they may devolve management responsibiltes. Leadership responsibilties can be grouped in terms of functional areas such as administration and organisation, facies, budgets, performance of students, external relations, performance of staff, and curriculum and instruction. These areas cannot be considered in isolation because, in realy, they all merge imperceptibly with each other. However, for the purposes of this Unt, we focus on responsibities relating tothe curriculum, These include: + reviewing existing programmes, courses and subjects + introducing new programmes, courses and subjects + influencing teaching and learning methods, The expectations on principals and head teachers globally have expanded steadily over the last few decades, and can now be overwhelming. It makes sense, therefore, that their responsibities, both in general and with respect tothe curriculum, should be delegated to other staf or, indeed, cistrbuted across all taf within the insite 5.01 Weaknesses Of Distributed Leadership ‘Along with the advantages of distributed leadership, there are also significant concems: + Its clifcult to decide how best to cstribute leadership tasks, + Itis viewed by some as a new form of managerial control in which teachers are induced to exert themselves more fr litle personal reward. + Not everyone can necessarily be a leader, + Distrbuted leadership Iterature is Ittered wth contradictions. Activity 8.3 Do you think that curriculum management lends itself wel to @ distributed approach? Give your reasons why. Does the structure in the previous case study truly representa cistributed approach, or might tbe an instance of the managerial contro suggested inthe above ist of weaknesses? Post your views to the Unit 8 Forum: istrbuted LeadershipIn Activity 87 you will read "The litle Book of managing change’. ts philosophy is based around an open, inclusive culture, This is very much the theme of distributed leadership. Strengths Of Distributed Leadership There has been growing evidence within ‘organisational theory that distributing responsibilty throughout an organisation leads to better outcomes. According o prominent researchers such as Bush (2013) and Harris (2013), distributed leadership has become the preferred leadership model in the 2st century Itis increasingly popular and, in a number of counties, cistriouted leadership is already featured in policy frameworks. + In England, t underpins the new models of schooling, in particular chains of academies, + In many Scandinavian countries it 's associated with the principles and practice of democratic education, + In the Netherlands, a leadership competency framework has been developed that reflects the principles of dstibuted leadership + In Nonway, successful headship is associated with distributed leadership practice. + In Wales, itis a key part of a system-wide reform, Distributed leadership is characterised by the interactive influences of multiple members of an organisation. These interdependent roles are constantly, re-negotated and defined by he changing needs ofthe organisation. I is usually task-spectfic and time-limited, and is rarely concemed with strategic planning. It should net be conceived as a replacement forthe core roles of senior management. \Watch the following video about dstrbuted leadership trom Alma Harris. Alma is widely regarded as one of the foremost authorities on distributed leadership, Cee era that the school they are leading may actually feces ear arn y ‘Alma Harris, Institute of Education, University of London -http//yautu belrnStFUBhO60 ‘Video Transerit (One approach to distributed leadership is known as the ‘principe of zones of acceptance’ Hoy and Tarter, 1993), Itrevolves around the notion that there {are some schoo! decisions that teachers are not concemed about, or are indifferent about (eg. budgeting and technology infrastructure), and there are other decisions that concer them directly (e.g, curreulum, and teaching and learning methodologies). In the latter case, teachers may have spectfc expertise and experience that would enable them to make a valuable contribution, Curriculum management is one zone’ of education that lends itself ‘wellto a distributed approach Case Study - Curriculum Management in a UK University ‘At University College Birmingham, responsibilty for curiculum management and leadership is portrayed by the following diagram. Inthe case study, module leaders may have a specific responsibilty for developing the curriculum for a particular module or uit. Changes tothe curriculum might be based upon concerns raised by a module review, or they may result from specifi action research carried out by the module leader (er 2 module/programme team) 6 Curriculum Management In Practice The practice for curiculum management and curriculum development can vary a great deal from one organisation to another. Indeed, some may have no formal procedures whatsoever. The following information on policies and procedures should, therefore, be considered as generic. Inorder to improve the efficiency and effectiveness of curiculum development and curriculum management, most educational institutes will comple and subscrive to their own policies and procedures (which are often part ofa wider quality assurance system, and documented in a quaity manual)Compiiation of, and adherence to, the policies and procedures willbe the responsibilty ofa designated incvidual or department -for exarnple, the {deputy head in a school othe vce-prncipal for curiculum and quality in a college or university. Larger organisations may have their own quality assurance departments, theugh esponsibility fr curiculum management wil ikely be devolved to heads of department / faculty / schoo. The content ofthe policies is likely to be influenced by the requirements placed upon inttutes by extemal agencies such as Oiste (for compulsory education) the Quality Assurance Agency (for higher education) or the Training Standards Board (fora large training ergarisation). Procedures will cover a number of curiculum-elated issues including the design, development, approval, review and evaluation of programmes and courses. They will lso contain reference tothe survey instruments to be used for curriculum evaluation. Typical examples include submissions for new programmes and courses: production of programme and course specifications (including assessment specifications) ‘compilation of course delivery schemes and assignment briefs; programme and course periodic reviews: © student course evaluation surveys; teacher feedback: extemal assessor | inspection feedback; analysis of data colected: evaluation reports; curriculum development. Most large training organisations (e.g. private trainers and the miltary) wil algo have procedures for needs analysis and course design, though these are seldom found in public sector educational institutes. Activity 8.4 (Optional) Does your workplace have adequate policies and procedures for curiculum development? Who i responsibe for them (overall and for each aspect)? ‘Ace the policies effectively communicated to staff? Are they followed” Post your thoughts to the Unit @ Forum: Policies and Procedures! (On a periodic basis (e.g. annually), the person responsible for polcies and procedures wil publish its deadlines forthe various processes. These might be contained in a Cycle of events’ Policies tend to focus on a continual cycle of improvement based on the data collected from multiple sources. Much ofthe data wll ikely be collected after the event (eg, at the end of a course), However, data collected as a course progresses (formative evaluation) will be more meaningful. It may well lead to better improvements and can be implemented continuously rather than at the end of the cycle. 7 01 Kotter's Eight Step Change Model Given the evident level of challenge in introducing change that lasts, there has been increasing focus on the provess of change management. John Kotter, in his infuential study, Leacing Change (Kotter, 1986) and the folow-up, The Heart of Change (Kotter, 2012), describes a staged model for Understanding and managing change. Each stage acknowledges a Key principe, identified by Kotter, relating to people's attudes towards change, This is clearly a behaviour-related model Kotter's Eight Step Change Model 1. Increase urgency: inspire people to move forward by making objectives real and relevant. 2. Build the guiding team: get the right people in piace withthe rigt emotonal commitment as well asthe right mix of skis and levels 3. Get the vision right: get the team to establish a simple vision and strategy and focus on the emotional and creative aspects necessary to drive service and efficiency, 4. Communicate for buy-in: involve as many people as possible, communicate the essentials simply and appeal and respond to people's needs. Remove the cluter from communications and make technology work for you. '5. Empower action: remove obstacies, enable constructive feedback and provide lis of suppor from leaders so that you reward and recognise progress and achievements. 6. Create short-term wins: set aims that are easy to achieve: in bite-size chunks with @ manageable numbers ofintatves. Finish current stages before starting new ones. 7. Don't let up: foster and encourage determination and persistence, encourage progress reports and highlight achieved and future milestones. 4. Make change stick: reinforce the value of successful change Va recrutment, promotion and new change leaders. Weave change into the eutur, [Athough change is important, people have to be encouraged to work with it, and that is why motivation is so important in overcoming resistance. People cannot just be ted to chan Taking about the process of change’, even the stages, isnot sufficient. People also have to be receptive to the change and that means they have to be motivated. Again, his is a behaviourist notion because almost everything we do is motivated by something - a physical or emotional lever which causes Us to actin a certain way. In discussing motivation in this context, we are thinking about what makes people likely to behave in the interests ofthe organisation and their colleagues, To get people to change, itis therefore necessary to motivate them to behave diferent. Motivation is complex inthe sense that most people are motivated by a ange of factors, each of which is weighted diferentiy, but motivation has to beMotivation is often linked to effectiveness and morale. Specific factors, such asthe work being done, etnnographies and demographics and the Personalites of the individuals themselves, may all have an influence on why, and how, people feel motivated, Activity 8.7 Read the booklet The Iitle book of managing change, produced by the Training and Development Agency for Schools (TDA), which provides an approach to managing change and some practical tols. Write a brief summary ofthe five stages of the change process. Add your oun views and post your summary tothe Unit 8 Forum: Five Stage Change Process! ‘The Training and Development Agency for Schools (TDA) was a body responsible for the intial and in-service traning of teachers and other school staff in England. It closed in 2012 7 Change Management tducationa institutes are continuously involved in change. This s particularly so in schoo's and colleges, where formal education over the last five decades has been marked by major reforms that have brought about significant changes to aims and objectives, content, teaching strategies, assessment and funding, Not all change leads to something better - some innovations have been disappointing and have been met by a good deal of resistance. Developing a new mindset for staffs @ major challenge fr and many teachers have a reputation of being stubborn when facing change, even when it may prove to be beneficial It might be argued that problems with effecting change are the fault of the change leaders and their inept way of managing It. Some leaders simply assume that staff wll carry out their proposals, whilst others use regulations and mandates to enforce change. People respond to change in diferent ways. The most commonly recognised reactions are fear, anger, ambivalence, enthusiasm, acceptance and resistance, The latter grouping wil not only disagree withthe change, but may take active steps to oppose it. Activity 8.5 (Optional) Read the folowing outline of Common Resnanses to Change. You might reflect on how you, and other staff, have responded to changes you have experienced. Etucation leaders or managers introducing a change agenda need to expect the full rnge of responses to their inatves, and be prepared to cope with ther. A major, and common, mistake made by managers who are enthusiastic about a new initiative is to expect everyone else to share that enthusiasm, and they are then naturally disappointed when they don't! ‘Atypical example is when a manager has been on a course, and returned with radical ideas. The contents of the course are then relayed in iteen minutes or less in staf meeting atthe end ofa tring day, and the manager expects his or her enthusiasm to be immediately replicated by everyone. Of course, it doesn't ever work out that way and far more careful preparation is needed. Change arouses strong emotions. The personal process of transition, and the emotions associated witht, were descrived by John Fisher, and modelled in his Personal Transition Curve which includes the emotions of anxiety, fear, happiness, gull and host, It compares behavioural change to bereavement where emotions folow a similar path Activity 8.6 (Optional) ‘You can view the illustration of Fisher's Transition Curve and read ‘John Fisher's nersonal transition curve - the stages of personal change’ in a pat. 8 References ‘Bush, T (2013) Distrbuted Leadership: The Model of Choice in the 21st Century, Educetional Management, Administration & Leadership, 41 (6): 54> 54s, Harts, A, (2013) Distributed Leadership: Friend or Foe? Educational Management, Administration & Leadership, 41 (S) 545-554, Hoy, Wand Tarter, C. (1993) A normative theory of paticipative decision-making in schoo's, Journal of Educational Administration, Vol 31. Issue 3, 9p 4- 19, Lofthouse, M. and Bush, T. (1995) Managing the Curriculum Financial Times: EMDU. Lumby, J. (1995) Managing the Curriculum in Further Education EMDU, 9 End Of Unit Activity Consider the following questions+ How s the curriculum managed in your institute? + Who are the curriculum managers / leaders? * What are the management roles? + To what extents curiculum management aistrioutes? + Is your curriculum management effective? ‘+ How might itbe improved? Carrying out empirical research as required, write a brief report that provides answers to these questions Post your report te the Unit 8 Forum: ‘Curriculum Management in Practice’ and place a copy in your blog. Final Assignment You will undoubtedly have already made progress towards the compilation of your final assignment. This final Unit in the module covers the important Points that you should consider. Format The assignments a 3500 word report 210%, Itforms 100% of the module assessment, The word count applies tothe main body of the report - the reference ist and any appendices are exem. The report format allows you to use headings /subsheadings, tables, ciagrams etc. You are encouraged to do this because It can greatly enhance your Presentation, and make the assignment easier to follow and easier to understand. ‘You must include a reference ist, but there is no requirement to include a bibliography -ifi's worth reading then i's wort referencing! Only use appendices when: you wish to inlude material in your assignment that is important, but not directly relevant to your main argument; including this material inthe main body of your assignment would make your work either dificult to read or cluttered. Appendices might include coples of data collection forms used in research, excerpts from diaries or transcripts from case studies, questionnaire, tests, statistical tables, raw data etc ‘Appendices are net a dumping groune for superfluous material or an attempt to reduce the word count in the main body. [Any appendices must be appropriately numbered and cross-referenced from the main body. For example: All subjects were given a Banks ltem Test (ee Appendix 1), The report must be witen in Sré person, 1 Assignment Remit ‘The remit forthe report is 1. Critically examine the challenges of effective curriculum design implementation, review and management within your own context Here you should compare and contrast the views of cree authors withthe actual practice in a context of your choice. You can be specific (¢.9. your own insttute or an institute in which you have previously worked) or general (e.g. schools, further education, higher education, private training, key stage 2, etc). Your own views are important and you shouid challenge the arguments of others as you see fi. 2 Include a proposal fr the potential small-scale curriculum development ofa course of leaming within your own context “The proposal should include the reasons why change is considered necessary, and the steps you would take to determine the new content / objectives, censure effective implementation and evaluate the new curriculum. 2 Assessment Criteria ‘The assessment criteria forthe report are: In order to pass: Formal report format. Coherent discussion. Evidence of relevant supporting reading, Satisfactory coverage of module topics. Clear legible presentation, Harvard Referencing used, Within word limit In order to gain a higher grade’ Lucid, well argued and balanced crtcal discussion. Evidence of wider reading. Makes reference to contributions made to blogiferums/wiki (own and others) Precise use of Harvard Referencing. Good use of speling, grammar and language throughout. You should use these criteria (plus the points made in sections 9.2 and 9.3) as a self-assessment checklist, Most ofthe assessment questions you may have for your tutor ean actually be answered yoursell Using this checklist. You should also have received constructive feedback from the formative assessment that you undertook in Unit 3 Deadline For Hand In You must hand in your report by the deadline specified in the assignment brief (see the Assessment area in Blackboard), To avoid possible technical Issues, you are advised to hand in atleast 24 hours in advance of the deadline. ‘The report must be submited via the Turnitin submission point. You may submit your assignment, view your originality report and re-submitat any time up fo, and including, the deadline. Please note tha the deadine or this assgnmentis non-negotiable. f you havent been grated alate submission or an EEC and you do end up‘There willbe a Discussion Forum for Uni : Final Questions for you to post any remaining question. Good Luck.