PSM (CD)
Teachers as Change Agents
Professor Colin Marsh
Curtin University of Technology
Perth, Western Australia
1
Session 1
Introduction
2
What is the curriculum?
Content
A set of materials
A syllabus
Outcomes statements
Learning packages
3
What is curriculum change?
Curriculum change is multi-dimensional and
involves possible changes in goals, skills,
philosophy and behaviour, but above all,
change in practice.
4
Who are change agents?
School principals, vice principals, panel
heads
PSM (CD) teachers
Teachers within the school
Visiting teachers from other schools
Specialists from universities
Media personnel
Professional associations
5
Change agents
interact directly (face-to-face with
individuals or groups)
communicate indirectly (via memo’s,
newsletters, materials)
6
When I am involved in change I feel
like I am a:
coach
guide
director of a play
potter
person negotiating a swamp
whitewater rafter
person all at sea
person going up a down escalator
I feel like I am a:
7
In any school the impact of different change agents will vary.
Give a rating of High (H) Medium (M) Low (L) to the impact of
the following in your school in bringing about curriculum
change:
Principal
Vice Principals
Panel Heads
PSM (CD) teacher(s)
Very experienced teachers
Parents
School Foundation Chair
H
M
L
8
Some myths about producing
curriculum change
All that is needed is a dynamic leader
Change will only work if every teacher approves
of it
Change is a one-off, linear process
Change will be accepted if arguments are logical
Change is an event (and not a process)
There is a set procedure for change which always
works
All that you need is a “teacher proof” curriculum
and it will be implemented exactly as intended
9
Two major elements of curriculum that
can be changed
Learning Programs
learning outcomes/objectives
content
teaching and learning strategies
resources
sequencing of learning
learning locations
modes of instruction
assessment and evaluation
10
Learning Milieu (School Climate)
culture of school
administrative procedures
leadership roles and responsibilities
communication systems
staff evaluations
resource distribution
document and statistic keeping
approaches to monitoring performance
11
Research on the dynamics of change
1. Is uncertain – Things never go completely as
2.
3.
4.
5.
6.
predicted
Operates in phases – When they are ready for a
phase
Is cyclical not linear
Is composed of a mix of factors – some you can
control, some you can’t
Each change action sets off a chain of
repercussions – intended and unintended
Change agent has to ‘read’ the situation and
‘match’ the best possible responses
(Scott 1999)
12
External factors that can affect
curriculum change
Politicians announcements
Education & Manpower Bureau frameworks
Government allocation of resources
High stakes testing and examinations
Lobby groups
Mass media
13