Curriculum, assessment & the CEFR

1. Curriculum Management &
Innovation
Jo Watson
Belgrade
November 2014
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2. Curriculum
•Total programme of formal studies offered by an LTO
•Courses on offer
•Educational purpose
•Content and sequence (syllabus, schemes of work)
•Teaching procedures – methodology
•Assessment & testing
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3. ©Eaquals 06/08/2014
From Teacher to Manager; White, Hockley, van der Horst Jansen; Laughner: CUP 2008
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3 Levels of Management Strategic Tactical Operational Long Term Principal/Head Medium Term DOS, ADOS, Senior Teacher Short term Class teacher

4. Ethos of LTO
Based on mission statement related to needs in the country, region and needs of learners in a particular environment
©Eaquals 06/08/2014
From Teacher to Manager; White, Hockley, van der Horst Jansen; Laughner: CUP 2008
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5. Needs of learners
•Normally based on:
•Educational requirements (external motivation)
•Employment opportunities (external motivation)
•Interest (intrinsic motivation)
©Eaquals 06/08/2014
From Teacher to Manager; White, Hockley, van der Horst Jansen; Laughner: CUP 2008
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6. Who?
•In a small school
•In a medium size school
•In a large school
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7. Roles in academic management
•Internal
•Curriculum management (incl. teaching)
•Assessment and evaluation
•Articulating LTO’s strategic focus and direction (strategist)
•Allocating and coordinating a range of organisational functions (manager)
•Acting as an organisational broker and referee (arbitrator)
©Eaquals 06/08/2014
From Teacher to Manager; White, Hockley, van der Horst Jansen; Laughner: CUP 2008
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8. Roles in academic management
•Internal continued:
•Developing staff and guiding them professionally (mentor)
•Demonstrating personal teaching skills and technical competence (educator)
•Supporting learners, parents, clients etc. (adviser)
©Eaquals 06/08/2014
From Teacher to Manager; White, Hockley, van der Horst Jansen; Laughner: CUP 2008
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9. Roles in academic management
•External
•Accountable to governing body, educational authorities, accreditation bodies, awarding bodies (executive officer)
•Articulating the mission of the LTO (diplomat)
•Public relations with stakeholders and external bodies (publicist)
•Representing the LTO in external professional activities (ambassador)
•Acting as LTO spokesperson vis-à-vis educational and professional matters (advocate)
©Eaquals 06/08/2014
From Teacher to Manager; White, Hockley, van der Horst Jansen; Laughner: CUP 2008
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10. 3 levels Curriculum Management
1.Vision, Mission, Values (strategic)
2.Academic policies, schemes and frameworks (tactical)
3.Specific courses (operational)
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11. Innovation
•Course provision – change
•Demand identified by market research
•Decline in uptake of existing courses
•Launch of new courses by competitors
•Demand for new courses – existing clients
•Changes/additions to examinations
•New text books/teaching resources
•Availability of new technology
•New staff with new ideas
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12. Development Stages
•Idea generation
•Idea screening
•Concept development and testing
•Marketing strategy and development
•Business analysis
•Product development
•Test marketing
•Commercialization
•Review
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13. Specification
•Target customer: demographic, psychographic & academic characteristics
•Aims: customer goals
•Content: what this will be
•Mode: face-to-face, blended learning etc.
•Time: how long and in what time units
•When; time of year and day
•Cost; how much to develop and provide
•Price; what price will the market allow
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14. Food for thought
•How will staff react?
•How will you get them on board?
•How will you maintain their interest in the development stage?
•Is any training required? If so, who will do it and when?
•Anything else?
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15. Remember
Innovation means CHANGE
and
CHANGE must be managed!
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16. Bibliography
•Curriculum Innovation in Schools
(published October 2008)
•Curriculum Design Project 2061 (Designs for Science Literacy)
•From Teacher to Manager (R. White, A. Hockley, J. van der Horst Jansen, M. S. Laughner)
•How to develop a curriculum: 6 steps (wikiHow)
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