Education for Change: Leading Learning & Curriculum Design

This report examines the transformative potential of education on society, focusing on curriculum design and the role of leadership in facilitating change. It highlights how education can address societal issues, improve living standards, and promote social equality. The report discusses the importance of skilled leaders in understanding student needs and developing effective curricula that foster critical thinking and positive societal contributions. It also emphasizes the need for educators to adapt to changing requirements and incorporate innovative approaches to enhance student learning. Furthermore, the report outlines the key aspects of curriculum design, including establishing clear goals, developing coherent sequences, and encouraging innovation. It stresses the importance of planning, implementation, and evaluation in the curriculum development process, ultimately aiming to align educational practices with the evolving needs of students and society. The document is available on Desklib, a platform providing study tools and resources for students.

Leading and Learning

Contents
Contents...........................................................................................................................................2
Can education change society..........................................................................................................1
Purpose for education curriculum design and its change................................................................3
REFERENCES................................................................................................................................7

Can education change society
According to Albashiry, Voogt and Pieters, (2016) education can be determined as an
important aspect that is highly effective enough to make changes within the society. Within
society, there are different types of issues that are faced, it is important to make sure that
appropriate steps are taken so that they are able to overcome the problems (Albashiry, Voogt and
Pieters, 2016). On the other hand, Fasso, Knight and Purnell, (2016) education enables to make
developments and improve the standard of living. For example, in a country where there are
conditions of poverty, then with the help of education, the rate of poverty can be reduced. With
the help of education, child is able to develop their understanding in which they can support the
society to grow. As per Patrizio and Stone-Johnson, (2016) educational system is helpful enough
for highlighting apparent evolution of society for the universal freedom and also enables to
overcome social inequalities. Further, the type of education that is provided enables to deliver
necessary opportunities and knowledge so as to change their circumstances. For all these aspects,
it is important to have skilled and capable leaders who are able to understand the requirements of
students and are properly supported. Apart from this, education is helpful to develop strong sense
of identify and are able to take up appropriate decisions. In addition to this, education also play
vital role in liberation of individuals (Patrizio and Stone-Johnson, 2016). When compared with
the past centuries it can be stated that educations enables to develop sense of state provision and
are used as a means of improving the standard of living. Further, it enables to focus on the
foundational skills and their experiences both conceptually and practical. Among all these, it
requires the leaders who form curriculum to understand the changing requirements and ways
with the help of which proper support can be provided. However, education has the potential to
make changes in the society when they are aware of the conditions and situations that are faced
by people. Through effective curriculum, leaders are able to develop their skills and capabilities
which support them in making use of it towards the betterment of the society. This way, Xiong
and Lim, (2015) stated that education enables to encourage each of the learners to think in
positive manner, in which they can help themselves and ultimately it work for society to grow
and develop (Xiong and Lim, 2015). When each of the child is able to develop their skills, they
are able to think for their society and support others to grow as well.
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According to Parkay, Anctil and Hass, (2014) there is different type of changes that has
taken place, it is important to make sure that educators are able to understand the areas in which
development need to be made. Curriculum can be determine to be the order or process that
developed so that students are able to develop their learning. It is important as it enables to
identify the subject that students need to be taught and the ways with the help of which these
subjects can be taught (Parkay, Anctil and Hass, 2014). The topics and subjects are said to be
appropriate for learners at the time when they are within their realm of capacity and knowledge.
Further, curriculum is determined as set of school experiences in which they are different type of
activities involved in such an order that enable child to develop their learning and skills. In order
to develop school leadership, curriculum is essential function. However, Law, Galton and Lee,
(2016) stated that this role can be played by a principal, team leader, department head, etc. With
changes in time, there are many responsibilities that are taken up by classroom teachers so as to
develop curriculum at school level. Teacher leaders are those people who are get advanced
training and work at schools with their colleagues. In order to form a curriculum, there is
different type of issues that are faced in which it includes sharing of information and accepting
the changes (Law, Galton and Lee, 2016). Different people have diverse set of perception and
some of them will be able to accept changes and there will be few who fail to understand the
requirements and fail to accept changes. In this context, it is important to have proper
communication so that they are able to make other understand the important of adopting
curriculum. Further, in contrary to this it includes understanding the areas in which improvement
needs to be made. In order to develop curriculum, it requires to have proper analysis made for
the areas or the activities that has to be included. It is essential that proper consideration is made
in which the time and activities that are formed in effective manner. Formation of school
curriculum is done by committee that consist of parents, teachers and heads.
As per Fasso, Knight and Purnell, (2016) it is formed based of the local needs and then it
is presented in front of district supervisors or leaders for making it approved. Finally, the draft is
then sent to national board of education when they go through it and provide final approval.
Further, to form a curriculum, it consists of models that include combination of principles and
ideals of education that are translated into a framework. Then it is developed into a curriculum
for implementation in actual school settings (Fasso, Knight and Purnell, 2016). It consist of
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Tylor model and Kellough and Kellough Mode, that are helpful enough to make sure that
effective curriculum is developed in effective manner for the development of students learning.
In developing curriculum, leadership plays vital role in helping the school community to
achieve their desired goals and objectives. On the other hand, according to Parkay, Anctil and
Hass, (2014) curriculum refers to the type of experience that learners have at the time when
program of education is carried out. Combining both, curriculum leadership enables to
experience functions that help is achieving the objectives to deliver quality education to learners.
This report covers impact of education on changing the society. Further, it includes purpose for
education curriculum design and its change. Lastly, it also includes pressures for change and
managing the change.
Purpose for education curriculum design and its change
In order to develop any type of curriculum, it is important to make sure that there are
proper planning made so that they are able to support learners to develop. Main purpose of the
curriculum design is to provide instructions to school districts in order to revise or develop their
curriculum guides. As per Hairon, Tan and Lee, (2016) this is a type of overview of curriculum
development process and consists of serious of steps for creating curriculum documents. The
guidelines for curriculum is determined to be the structured document that is helpful enough to
delineates that objectives, goals, instructional resources, learning experience, etc. (Kesson and
Henderson, 2010). Further, it also enables to determine the things that each of the students
should know and the ways through which they are supposed to perform. Below given are some
of the aspects that are required to be followed:
 Enables to establish clear set of overarching goals and philosophy that are helpful enough
guide for the program and other related decisions that negatively or positively affects the
program.
 It is helpful to develop sequences between different level and within. Apart from this,
there is an articulated and coherent for grade to grade (Tan, Ratnam-Lim and Heng,
2016).
 The total time that is taken and the ways through which they are able to measure their
performance are analysed.
 Further, it encourages innovation, flexibility and experimentation for overall structure.
 Enables to form an interdisciplinary approaches and other related integration of curricula.
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 It is a sources for ongoing improvement and revision.
 In addition to this, it also enables to provide procurement of fiscal, material and human
resources for implementing the program.
Dimmock, Hairon and Tan, (2014) stated that when there are proper designs made for the
curriculum, then it becomes favourable enough to make sure that the rate of performance can be
improved. When it becomes favourable enough to develop path on which all the learners are able
to develop their skills and capabilities in positive manner (Ho, 2010). It requires to have key
proper involved like leaders who can plan an effective curriculum for the learners.
There are many type of changes that has taken place in relation with the plan that is
followed by the educators. According to Huang and Wu, (2016) changes are based on the issues
or opportunities that they identify for curriculum. When they are able to understand the
requirement of learners and make proper evaluation of the plan formed, then there are conditions
in which changes are made with respect to improve the knowledge and understanding of the
students (Huang and Wu, 2016). Further, it is difficult for each of the educators to adopt the
change as it requires to make sure that each of the educator has proper knowledge for the things
which they are willing to implement. However, Tshelane and Mahlomaholo, (2015) stated that it
is important that appropriate steps are taken with the help of which all the people involved are
properly conveyed about the changes and they are able to accept them. In this context, the type
of perception that is carried out by each students should be considered. When educators are able
to provide them with information, then it negatively affects growth of the students (Abbas,
Quince and Benson, 2011). Main focuses of the countries are to make sure that they can be
improve their educational system so that each of the students is able to develop their skills and
capabilities in supporting the country to grow.
According to Tshelane and Mahlomaholo, (2015), to develop an effective curriculum
development process, there are four type of aspects that have to be considered and they are:
Planning, articulating and developing, implementing and evaluation. As per the first aspect, it is
important to determine the issue or problems that are faced so that students are able to develop.
Further, appropriate steps are develop that can help in making sure that each of the plan is
implemented in effective manner (Tshelane and Mahlomaholo, 2015). All the steps developed
are then implemented. Lastly, there are proper evaluations taken place in which the success is
analysed and performances are measured. When these steps are not properly followed, then it
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becomes difficult to perform the roles in effective manner and then there problems that are faced
from the side of each students and educators (Jamison, 2010). However, curriculum should be
developed with an aim to consider the process with the help of which the requirement and
development of students are possible (Parkay, Anctil and Hass, 2014). It is important for the
developers to gather appropriate information about the students as much as they can. The type of
information that is gathered need to consist of desired expectations or outcomes of high quality
program. Further, it also needs to require the attitude and concerns of administrators, students,
parents and teachers. The data gathered need to have samples of assessment, assignments scores,
feedback from parents and lessons that are taken from teachers.
As per Law, Galton and Lee, (2016) leadership can be determined as the process with the
help of which individuals are directed and guided so that they are able to understand their
requirements and proper steps are taken through which improvement can be made. When there
are leaders with skills and capabilities, then they are able to make all the students to understand
the requirement or areas in which improvement is required (Law, Galton and Lee, 2016). There
are certain set of roles and responsibilities that has to be played by each of the educators. When
they are not able to perform them with their full efficiency, then it negatively affects the
development for students. It is important to make sure that each of the student is able to
understand the requirements that are essential for their development. There are different types of
leadership styles that are adopted by each of the educators. However, Fasso, Knight and Purnell,
(2016) stated that Leaders are required as they are able to lead other towards the goals and
objectives that are set by the school. When a curriculum is to be implemented, then it requires to
have a system in which they are able to perform their set of roles (Abbas, Quince and Benson,
2011). When educators are able to make each of the students and teachers related with the
system in effective manner, then it becomes favourable enough to make them understand and
make them implement effectively and efficiently (Fasso, Knight and Purnell, 2016). Further,
motivation can be determined as an important factors that boost up the moral or develops willing
towards the changes that are to be implemented.
There are different types of issue or concerns that each of the person has and with the
help of leaders, they are able to develop strong relationship with each one through which they are
able to take proper steps for the problems that are faced by them. As per Albashiry, Voogt and
Pieters, (2016) people generally do not share their issues with others, especially with those who
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do not have trust or confidence. It consists of democratic leadership style in which all the
stakeholders like parents, teachers, students, etc. are included in decision making. When there is
involvement of others, then leaders are able to determine the areas in which improvement can be
made (Albashiry, Voogt and Pieters, 2016). All other people like students, teachers or parents are
involved in the process of curriculum and so that they are helpful enough to provide appropriate
suggestions through which improvement or changes care made.
In accordance with the findings, it can be stated that leaders play vital role in
understanding the requirement of students and in providing them with appropriate activities that
will help them to grow. There are conditions in which each of the schools has to understand the
requirement and changes that take place (Kesson and Henderson, 2010). When these are
considered, then it becomes favourable enough to take step for which changes can be
implemented. Further, all the people who are involved in the system should be conveyed about
the changes that are to be implemented. It becomes difficult for each of the individuals to accept
the changes in positive manner. Further, there are different types of leadership styles that can be
implemented by the leaders. It is identified that democratic is one of the effective styles as it
enables to provide all the people involved to take up appropriate steps that can be applied. When
others are involved in decision making, then it is favourable enough to develop positive
perception within the mind of others and they are able to accept that changes that they are willing
to implement (Ho, 2010). All the steps involved in developing curriculum are highly important to
be considered so that they are able to form an effective curriculum. When each of the student
gets benefited from the plan formed, then it can be stated that they will be able to support the
society to grow. In addition to this, all the educators should be provided with proper training so
that they are able to understand the issues that are faced by them. With training, they are able to
develop and form their understanding for the type of roles and responsibilities that has to be
played by them.
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REFERENCES
Books and Journals
Abbas, M. R., Quince, T. A. and Benson, J. A., 2011. Attitudes of medical students to medical
leadership and management: a systematic review to inform curriculum
development. BMC Medical education, 11(1), p.93.
Albashiry, N. M., Voogt, J. M. and Pieters, J. M., 2016. Curriculum leadership in action: A tale
of four community college heads of department leading a curriculum development
project. Community college journal of research and practice, 40(5), pp.401-413.
Dimmock, C., Hairon, S. and Tan, C. Y., 2014. Curriculum, leadership and religion in Singapore
schools: How a secular government engineers social harmony and the ‘state interest’.
In International handbook of learning, teaching and leading in faith-based schools (pp.
533-551). Springer Netherlands.
Fasso, W., Knight, B. A. and Purnell, K., 2016. Distributed leadership of school curriculum
change: an integrative approach. School Leadership & Management, 36(2), pp.204-220.
Hairon, S., Tan, K. and Lee, M. ., 2016. Grappling with curriculum leadership theory in
schools. Curriculum Leadership by Middle Leaders: Theory, Design and Practice, p.10.
Ho, D. C. W., 2010. Teacher participation in curriculum and pedagogical decisions: Insights into
curriculum leadership. Educational Management Administration & Leadership, 38(5),
pp.613-624.
Huang, S. J. and Wu, C. S., 2016. A Study on the Operating Strategies for General Curriculum
Guidelines of 12-Year Basic Education with Principal Curriculum Leadership. Xuexiao
Xingzheng Shuangyuekan, (106), p.121.
Jamison, D., 2010. Leadership and Professional Development: An Integral Part of the Business
Curriculum. Business Education Innovation Journal, 2(2).
Kesson, K. R. and Henderson, J. G., 2010. Reconceptualizing professional development for
curriculum leadership: Inspired by John Dewey and informed by Alain
Badiou. Educational Philosophy and Theory, 42(2), pp.213-229.
Law, E. H. F., Galton, M. and Lee, J.C., 2016. Developing Curriculum Leadership Among
Teachers for School-Based Curriculum Innovations in Hong Kong: A Distributed and
Problem-Solving Approach. In Everyday Knowledge, Education and Sustainable
Futures (pp. 177-193). Springer Singapore.
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Parkay, F. W., Anctil, E. J. and Hass, G., 2014. Curriculum leadership: Readings for developing
quality educational programs. Prentice Hall.
Patrizio, K. M. and Stone-Johnson, C., 2016. Curriculum leadership in global context: a self-
study of educational leadership teaching practices. International Journal of Leadership in
Education, 19(4), pp.402-416.
Tan, K., Ratnam-Lim, C. and Heng, M. A., 2016. The potential of curriculum leadership by
middle leaders. Curriculum Leadership by Middle Leaders: Theory, Design and Practice,
p.245.
Tshelane, M. and Mahlomaholo, S., 2015. Creating Sustainable Learning Environments for
Professional Curriculum Leadership through Information and Communication
Technologies. Journal of Higher Education in Africa/Revue de l’enseignement supèrieur
en Afrique, 13(1-2), pp.193-212.
Xiong, X. B. and Lim, C. P., 2015. Curriculum leadership and the development of ICT in
education competencies of pre-service teachers in South China. The Asia-Pacific
Education Researcher, 24(3), pp.515-524.
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