CheckPoint: Key Players in Curriculum Development - Coursework Example

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Some may have direct influence and some may have indirect influence. Identify whether their influence deals with selecting, maintaining, or evaluating the curriculum and in what ways they…
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Axia College Material Appendix E Fill in the table by describing the role and influence each group has on curriculum. Some may have direct influence and some may have indirect influence. Identify whether their influence deals with selecting, maintaining, or evaluating the curriculum and in what ways they participate in that process. The first answer is provided as an example.
Key Players in Curriculum Development
Key Players
Role and Influence on Curriculum
Federal Government
The federal government passes federal legislations, such as the No Child Left Behind Act, to which schools must measure up. NCLB mandates can directly influence the curriculum in schools. They mostly influence the selection of curriculum.
The state government may elect to pass additional requirements for course completion and for standardized testing. NCLB began as a state initiative when Former President Bush (Jr.) was the governor of Texas. The level of state interference in the curriculum is often directly related to the schools’ dependency upon scores for state funding.
The district answers primarily to the taxpayers and the school board members. Headed by a superintendent, parental committees, and other community advocates, the district is the middle-ground of organizational change. Schools are more directly accountable for progress, because the district can monitor, select, evaluate, and alter the curricular recommendations with little notice- as long as these changes comply with federal and state mandates.
The school provides the learning environment which hosts the teacher-student interactions. Principals balance various administrative and educational duties and attempt to achieve the best outcome for standardized and interpersonal goals.
A teacher’s primary responsibility is to convey and uphold the curriculum which has been passed down through the federal, state, district, and school levels. Their expectations may vary according to content area, grade level, and the actual student population. In addition, teachers must work within ever-tightening budgets. More than ever, the teacher’s personal talents and skills are influencing the classroom’s successes.
The community can be involved at the district level as well. Most commonly, the community advocates will be parents, social activists, teachers and other school officials, etc. The community may see the “macro” picture but may or may not have a clear idea about the specific “micro”-aspects of education. The community’s primary role is one of social and financial input. Because education begins and ends with people, community’s with little change often emphasize coursework which is deemed to be a practical representation of the skills that the majority of its citizens require for employment.
Discussion Question: Visit the National Access Web site at and review the information on No Child Left Behind (NCLB). Review the section on NCLB from Ch. 5 of your textbook on pp. 156–157 (see attachment). What are the implications of NCLB on teachers, on students in the classroom, and on schools and school districts?
NCLB laws required for all teachers and aides to be “highly qualified” and demanded a higher level of performance from all U.S. students- regardless of race, gender, heritage, location, etc. In addition to the requirement to close the gap on 100% proficiency, high schools and middle schools also contended with other indicators, such as graduation rates.
Standards-based education can sometimes put pressure on teachers to be sure they measure-up to the expectations of state standards. How can teacher accountability have a positive and a negative influence on the classroom environment?
Teacher accountability can produce mixed results. On one side, ineffectual teachers are pushed to improve their teaching practices; on the other side, the increased pressure places more concern on already-overburdened teachers. Students may respond to this accountability in one of two ways. They may either flaunt this new-found power as leverage over their teacher or may try harder on behalf of their teacher- if knowledge of the new laws has any effect upon their learning.
No Child Left Behind Act. (April 2010). National Access Network. Retrieved from . Read More
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