Leading for Change in Curriculum and Pedagogy

This article explores the concept of leading for change in curriculum and pedagogy. It discusses the differences between the intended and enacted curriculum, and the tensions that exist between them. It also examines the various factors that influence curriculum development, such as social, political, technological, environmental, and psychological factors. Additionally, it highlights the professional and personal tensions that arise due to the congruence between the intended and enacted curriculum.

Running head: LEADING FOR CHANGE IN CURRICULUM AND PEDAGOGY 1
Leading for change in curriculum and pedagogy
Student’s name
Professor’s name
Institutional Affiliation
Date

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An intended curriculum
An intended curriculum is an open curriculum acknowledged within the policy statements which
the learning institutions or schools are required to accomplish. The intended curriculum is
usually embodied within the frameworks of curriculum, textbooks, policies teachers guides,
examinations and content of test(Garrod & Warr, 2011).
The implemented or enacted curriculum
The enacted or intended curriculum is defined as a particular content the same way its taught by
educational practitioners and studied by the learners in the course of instructions and
learning(Vitae, 2015). The work done earlier in examining the implemented curriculum was
meant to establish a dependent valuable to be used in the decision by the teachers’ during
research. The following is what is taught in the implemented or enacted curriculum(Nation &
Macalister, 2010).
What was the teacher/instructor doing and communicating?
The link between the teachers and the learners revolving around the various tasks during the
accumulated and the lessons within a set of instructions, has an analogy to the performance and
possible aspects of the live performance(McKenney & Reeves, 2014). The teachers are required
to act immediately to the issue that emerge during the lesson hence the implemented curriculum
cannot be scripted. The next thing that is taught is the instructional interactions which is the
interactions that happen among the leaners, instructors overwhelming the norms control
them(Grant, 2013). The key objective of the dictational tetrahedron is accounting for the
teachers’ and the leaners’ interactions with the resources of the curriculum as an aspect of the
implemented curriculum. The teachers should move while illustrating some concepts. Moves

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made by the teachers can impact the way the classroom’s instructions are organized, the valued
instructions and the kind of techniques used during instructions. The main objectives of these
pedagogical moves are managing the leaners’ engagement with the mathematical
problems(Henderson, 2010).
What were/ what are the students likely to be doing?
In most cases, the education practitioners rely mostly on students as the agents of
transformations. The level of involving the students depends on their maturity(Popkewitz, 2009).
The learners should be included in the discussions concerning the institution curricular events.
The voice of the students assists in guiding the curriculum the curriculum makers in revising the
materials to enhance motivational elements in the final unit(Ozar, 2015).
What is the priority in the learning?
The key point in leaning is making a difference in enabling the leaners to acquire the society’s,
school’s and the most significant thing their goals and aims(Bhatnagar, Prasad, & Prashanth,
2013). A number of modules might contain the content that many educators are out of expertise.
The first thing that should be given the priority is elaborating of the planning lessons and how to
evaluate the planning(Kassens-Noor, 2012). Learning institutions will therefore need to
restructure their schedules to enhance a proper collaboration with the students. Next thing, the
internships and attachments of the leaners will require the meld of teachers and the field
managers for assessment(Deslauriers, 2011).
What aspects of the intended curriculum are inherent within the enacted curriculum?
The enacted curriculum is the actual content of the curriculum through which the student
associate in the class(Wen, Zhang, Li, & Qiao, 2016). The education delivery system is one the

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aspect in which the intent ended curriculum has been built in the enacted curricular. This because
the intended curriculum is its constituted by the assessed, learned and the intended aspects which
are key in delivering during the lessons(Strayer, 2012). In this case, the enacted curriculum is
known as the important component of the curriculum indicator. The second aspect is that the
intended curriculum has established efforts where a systematic and comprehensive language has
been developed hence assisting in describing the instructional contents(Kop & Hill, 2008).
What is the null curriculum?
According to (Del Prato, 2013) null curriculum is described as something that is not taught in the
leaning institutions. A number of individuals are mostly empowered in making some conscious
decisions in what can be included or not included in the overt curriculum. Given its not possible
to teach every in the school, a big number of subjects and topics areas should be deliberately
avoided from the recorded curriculum. The position of Eisner on the null curriculum is that
incase these subjects or topics are eliminated from the written curriculum; the students should be
informed(Khalil, Nelson, & Kibble, 2010). The teachers and the school management should send
student text messages to inform them that certain content is not vital for study. Eisner proposes
that every learning institution to teach curricular, implicit, null and explicit. The explicit is
simply refer to as announcing programs publicly what the school is ready to offer(Sweeney,
2015). Examples of such programs are the sciences, social studies, mathematics and arts. On the
other hand, the implicit curriculum overwhelms the expectation and the values that are not
incorporated in the formal curriculum although acquired by the learners as part of their school’s
experiences. For example, the students the difference between the failure and success can be
weighted by the use of A, B, C, D, E, F which is not a written curriculum. Thus, the null
curriculum is that which the school does not teach(Goldsmith & Wittenberg-Lyles, 2013).

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Use Eisner’s Five Orientations to Curriculum to compare and contrast the intended
curriculum with the implemented curriculum.
Intended curriculum can be said to be the objectives which are developed at the begging of a
curricular plan. It establishes specific purposes, goals, and particular objectives that must be
achieved within a specified time frame. Implemented curriculum is defined as the different
learning experiences or activities of the learners as they strive to achieve the outcomes of the
intended curriculum. It refers to the actual activities in the schools. Eisner’s five orientation to
curriculum can be used to compare and contrast the above two types(O’Neill, 2010).
The development of cognitive processes: it is much concerned with refining the operations of
the brain. It has little to do with the content of the curriculum but deals with how. It aims to
develop a set of cognitive skills and sharpen the intellectual processes to help them on problem
solving. This approach is applicable in intended curriculum rather than implemented since it
develops the goals of schooling and it seeks to understand different processes of learning in a
class (Appendix 1). The approach as a very adaptive element ad given proper tools can have
almost indefinite intellectual growth. It presents the educators with a responsibility of providing
a structure and setting in which the intended curriculum should be implemented. In this
orientation curriculum, the focus is on the child and the learning process. It intends to help the
student make their interpretations and selections beyond school environment(Rentfro, 2013).
Curriculum as technology.
It focuses on the processes and is concerned with how of education. It is focused on the tools or
technology through which education is facilitated and knowledge is communicated. Less

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focus is on the learner and more on presenting the needed facilities to them. Technology
curriculum is about more of what it intends to produce than what is already implemented. Its
focus is in ensuring that the materials allotted are appropriate and capable to achieve the
objectives of a curriculum. The approach seek to provide solutions to various problems by
suggesting and providing alternative methods and m materials. The approach is more of
assumptions rather than the reality about the nature of learning. It holds that learning occurs in a
predictable and systematic way s and can be made better if powerful controlling methods are
developed. In the intended curriculum the approach does not see the learner as a dynamic
element or as problematic in the education system(Sager, 2016).
Self-actualization, or curriculum as consummator experience.
The approach is about personal integration and personal purpose. It views curriculum as a tool
to provide satisfying consummator experiences to individuals. The approach is growth oriented
and child centered and it views education as a mechanism of providing personal development
and liberation. It is not less concerned with how the curriculum is organized but if develops the
goals and objectives of education in dynamic personal terms. Self-actualizes demand curriculum
to be improved in order to fulfill its potential. The self- actualizers imagine curriculum in terms
of what it should be intended to achieve.
The approach lays more emphasis on the curriculum content and the role of education in the
social context. It is much about the experience in the education setting rather than the implied
immediate responses. Among other social institutions, schools lead in the call to serve as social
change agents. The social point of view of schooling evaluates curriculum and education in
relation to the present social issues. In this approach, political positions and social values are
clearly stated. It demands learning institutions to acknowledge and take charge of their

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responsibility in what is ideal and what is a reality. This approach is very essential in analyzing
both the intended and the implemented curriculum since it focuses on the future and the present.
Social reconstruction approach aims to create a better and stable relationship between the
society and the individual. The adaptive approach views social changes and issues as very
important part of individual development. It can predict enormous changes and seek the
provision of survival tools from the curriculum. Some groups demand the curriculum to change
in order to correspond with the advanced technology while others advocate for its change to
match the present issues such as political situations. In a way, Social reconstruction-relevance
approach is more of intended than implemented curriculum. It demands people to be well
equipped and prepared to handle the changes.
Academic rationalism.
Academic rationalism focuses on helping the young people access the tools to take part in the
western cultural tradition. The aim of achieving this is to provide access to the greatest objects
and ideas created by man. It holds that schools are not in a position to teach everything; hence
their main function should be that of cultural transmission. An educated person is one who is
able to read and understand the works produced by great disciplines. According to this approach,
curriculum is supposed to have more emphasis on the classic disciplines. Having a curriculum
constructed in such a way that it includes some practical earning such as homemaking, driver
training etc. will deny the student opportunities to reflect on had subject that may give the
world a new look. It is therefore clear that academic rationalism is more about intended
curriculum than the implemented one.

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provide some insights into awareness of the curriculum by considering development influences
on the curriculum.
The expectations of many individuals are the first awareness of the curriculum or the kind of
things the students are expected to learn. The development impacts the curriculum through many
factors.
The first factor is the social factor where the expectations of the society is all about the
objectives and the aims that should be considered during curriculum design. The society has also
a perception of the kind of product and system that the school should have. Hence, during its
development, its good for the curriculum designers and developers to consider the considerations
from the society. For instance, the type of the subject which contain political and education in
gender have created a lot of challenges during the development of curriculum.
The second thing is the political factor. The political environment may influence curriculum in a
number of ways. The first way is through funding in which both the public and private schools
begins with funding for the purpose of building the classrooms, hiring the education personnel’s
and buying learning equipment. Secondly, its how the curriculum defines the goals, interprets
them, interpreting the curricular materials and examinations.
The next development that influences the curriculum is the technology. Curriculum driven by the
technology is the key issue of the 21stC. The development of computers has impacted the
curriculum in every level of education. Many learning centers, are providing the requisite of the
computer as a method of interactions between the students and their studies. The multimedia

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learning institutions are using the impact of the technology as an educational learning
experiences and goals. For example, graduate and the undergraduate within the technology,
increase in computer knowledge increases their popularity. This development in technology has
also influenced the diversity of the individuals like the social, culture and religion. In this case it
creates a big challenge since the above cultural values impacts the kind of subjects and topics to
be incorporated in the curriculum. In order to develop a valid curriculum, the developers must
consider the social, cultural and religious aspects of various students to accommodate all the
groups.
The environmental development issues influence the curriculum. These issues are like the
actions and awareness about the pollution where the curriculum developers are forced to
incorporate on ways to maintain a healthy environment. For instance, the higher education
institutions provide degree that focuses on the environment and biotechnology.
Lastly, the development of child’s psychology has influenced the established of developmental
studies for the educators. Hence the establishment of the psychological development within the
curriculum. The developmental psychology helps in assessing cognitive, behavior and
personality throughout the life of an individual.
Describe professional/personal tensions that exist because of the congruence between
intended and enacted implemented curriculum.
In order the curriculum plan to work in a school the principal should be involved. According to
(Matthews, Adams, & Goos, 2015) the school principals must establish quality learning system
for the curriculum to succeed. When all principles accept the leadership duties, they will spend
less time in administrative, logistics and the financials tasks. In the enacted and intended

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curriculum, principles must work as the instructional leaders and work together with the
curriculum developers. The effective learning organization must work together with the
neighboring schools. This is due to the belief that curriculum developers should involve the
community and the students when making their decisions. This is not a simple job especially
during the current period of myriad voice expression differences in the demand of institutions.
Hence the principles are the gatekeepers of transformations.
Curriculum developers play a key role in the intended and enacted curriculum. They have a deep
knowledge in establishing and enacting the curricula. These experts do little in the specific
content. Curriculum experts are always equipped with the administration skills but their key duty
is in the secondary and elementary education. The individuals with certain content are usually
referred as chairs, heads and supervisors. The education practitioners have some background in
the curriculum although their key areas are in disciplines and the bigger role played is
supervising the instructions.
The assistance superintendent is the key specialist in curriculum development in district schools.
The individuals in big school’s reports to the superintendent. The chair persons in these schools
report the progress in the field of curriculum and how they influence the system of the school.
The superintendent also works closely with the secondary and elementary schools with respect to
matter pertaining the curriculum events. He or she is as well the person in charge of the budgets
and offer the schools with the goals, philosophy and the aim statements.
The education board is mostly a representative of the public. These personnel is responsible for
the management of the school. Their key role in the enacted and intended role curriculum is
advancing the systems of the school’s goals. Its only the school board which has the mandate in
determining whether certain program will be implemented or funded. The board also enacts the

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policies that enhance the implementation and development of the current curricula(Gorozidis &
Papaioannou, 2011).
Provide insights you have gained from this exercise
With the many advancement taking place within the systems of the education, the score made by
the student is what determines the efforts made by the educational institution. The assessed
curriculum is a practical object used in reflecting the subset of the intended and enacted
curriculum. The only thing that can be used in determining what the students have acquired from
the classroom is telling us about the studied curriculum. In order the curriculum to be useful it
need some evaluation, diagnosis the indicator measures and monitoring. This incorporate the
content that has been studies and also the proficiency provided by the test score. The other thing
that require some considerations is the results given by the learners because they are key in
examining the effectiveness of the curriculum. Then teachers are also required to act
immediately to the problems that arise when teaching. Whatever that is taught is the instructional
interactions which is the interactions that happen among the leaners, instructors overwhelming
the norms control them. The main use of the dictational tetrahedron is to account for the
teachers’ and the leaners’ interactions with the resources of the curriculum as an aspect of the
implemented curriculum.

LEADING FOR CHANGE IN CURRICULUM AND PEDAGOGY 12
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Appendix
Appendix 1: The teaching assessment and review
Image from the curriculum implementation website