The Roles of Curriculum Worker

give functional meaning to a series of events take the form of definitions, operational constructs, assumptions, postulates, hypotheses, generalizations, laws or the theorems. decisions about the use of curriculum, the development of curriculum, curriculum design and curriculum evaluation. the various relationships that exist in the field. Good theory should prescribe actions to be taken. Practice involves selecting strategies and rules that apply to various situations but all situations are not the same. The curriculum practice involves understanding the constraints and specifics operating within the school (or organization I which one is working) and comprehending the goals and priorities of the school and the needs of the students and staff. involves planning and working with procedures and processes that can be implemented in classroom

Select and Organize

goals and objectives subject matter methods, materials and media learning experiences and activities that are suitable for learners and then assess these processes

Curriculum Certification
Professionals are certified as in other fields as teaching, counseling, school psychology, supervision, administration etc.
There is room for professional certification as they are vague and diffuse and on top of that a lacking of a strong and organized constituency is lacking at the school and university level. call for reform to tighten up and agree on standards for career in curriculum leadership.

The Roles of the Curriculum Worker

A curriculum supervisor is usually a chairperson, assistant principal, or principal; he or she usually works at the school level. A curriculum leader can be a supervisor or admini9strator- not only a chairperson or principal but also a director or associate superintendent of curriculum. A curriculum coordinator usually heads a program at the school district, regional, or state level: it may be a special government-funded program or a traditional subject area program involving a math or English. A curriculum specialist is a technical consultant from the district level, regional or state department of education or university. The person provides advice in-service assistance sometimes in the classroom but usually at meetings, conferences, or staff session.

The responsibilities of curriculum workers are the following:

Develop technical methods and tools to carry out curriculum planning in the schools (or school district or state agency). Blend theory building with practice; obtain curriculum knowledge and apply it in the real world of classrooms and schools. Agree on what is involved in curriculum development and design, including the relationships that exist among the elements of curriculum Agree on the relationship between curriculum, instruction, and supervision, including the explicit language of each area and how each aids the work of the other Act as a change agent who considers schools in context with society; balance the demands and views of the local community with state and national goals and interests.

 Create a mission or goal statement to provide direction and focused behavior within the organization. Be open tone curriculum trends and thoughts; examine various proposals and suggest modifications, while not falling victim to fads and frills or to a particular pressure group. Confer with various parental, community, and professional groups; have skills in human relations and in working with groups and individuals Encourage colleagues and other professionals to solve professional problems; innovate and become familiar with and use new programs and ideas Develop a program for continuous curriculum, implementation and evaluation. Balance and integrate subject areas and grade levels into the total curriculum; pay close attention to scope and sequence by subject and grade level. Understand current research in teaching and learning, as well as new programs that are relevant to target students for teaching and learning.

The Curriculum-Instructional Role of the Principal.

considered curriculum and instruction as top priority work areas and recognize the need to spend more time on job related to these two technical areas of development.

principals attention has increasingly focused on curriculum especially aligning curriculum to state standards and high-states tests because the schools reputation is at stake and in some cases the principals job may be at stake. have the knowledge and experience to know what works in their schools.
will take notice of curriculum mainly if it raises the level of learning in their school, or it has something to do with testing or their own performance and accountability. have many tasks in school and curriculum is one of the heavy tasks.

The teacher and curriculum:

sees the curriculum as a whole
and, at several points, serves as a resource and agent; developing it in committees, implementing it in classrooms, and evaluating it as part of a technical team.

actively involved in the curriculum. experienced teacher who has a broad and deep understanding of teaching and learning, the needs and interests of students, and the content, methods and materials that are realistic who has the best chance of taking curriculum making out of the realm of theory or judgment and translating it into practice and utility. play a major role in planning, implementing, and evaluating the curriculum.