Actualization of Core Curriculum: Challenges

It is expedient for each organization to support actualization through structures already in place, and in ways best suited to the organization's role, membership, and expertise

Next Steps

Because Core Curriculum is the foundation underlying Saskatchewan's education system, it is neither possible nor desirable to develop one clear actualization plan assigning specific roles or responsibilities to organizations and levels of the system. Many responsibilities are shared and much educational change in this province occurs as a result of initiatives at different levels.
It is intended that organizations represented on the Curriculum and Instruction Advisory Committee use this report as a basis for discussion and planning at the organizational level. The partners agree that the next steps include the following:

examination of roles and responsibilities by each organization
development of organizational plans reflecting commitment to the policy statement and principles in this document.
Not all organizations and educational partners will support Core Curriculum actualization in the same way, or have the same degree of responsibility for any given activity. It is expedient for each organization to support actualization through structures already in place, and in ways best suited to the organization's role, membership, and expertise.

Responsibility for particular curriculum development activities shifts from the central to the local level, and from the organization to the individual, as the activity progresses and the goal is reached.

Roles and Responsibilities

Michael Fullan (1994) describes the roles of the different levels of the education system:
The center's role in bilateral systems is to stimulate and respond to local action, help formulate "general direction", gather and [provide] feedback [on] performance data, focus on selection, promotion and replacement, provide resources and opportunities for continuous staff development, and the like. The role of the local units is to take action, work on shared vision, develop collaborative cultures, monitor and problem solve vis-á-vis desired directions, respond and be proactive with external agencies and events, and basically to develop the habits and skills of learning organisations.
Responsibility for particular curriculum activities shifts from the central to the local level, and from the organization to the individual, as the activity progresses and the goal is reached. For example, when a new curriculum is designed, involvement at the central level is high. As the curriculum is implemented, responsibility shifts to the school, classroom, and individual teacher.

If actualization is to be continuous, each partner's activities will evolve accordingly, and full responsibility will not rest with one level (e.g., the school or classroom) in perpetuity.

However, because Core Curriculum actualization implies constant change and renewal, activity at all levels will shift back and forth from high to low, depending on the nature of the activity. For example, if changes are to be made to a curriculum that is fully implemented, involvement at the central level again becomes a factor. Depending on the activity, the degree of involvement of various partners will shift. If actualization is to be continuous, each partner's activities will evolve accordingly, and full responsibility will not rest with one level (e.g., the school or classroom) in perpetuity.
The following describes some of the roles and responsibilities that will be assumed to various degrees by Saskatchewan's educational partners in the upcoming years. In keeping with the purpose of this document, the descriptions are presented from an organizational perspective.

Leadership

It is expected that each partner in education will exercise leadership in its support for Core Curriculum with its members and throughout its jurisdiction.

Curriculum Development and Implementation

Organizations might assume responsibility with regard to curriculum implementation and renewal by:

participating in implementation, evaluation, and revision
facilitating the participation of members
communicating expectations, knowledge, and/or expertise
developing methods of networking
providing learning opportunities
facilitating attendance at learning opportunities
conducting research and communicating findings.

Successful implementation is dependent on the availability of appropriate learning resources, some of which will differ from community to community.

Resource Materials

Saskatchewan's Core Curriculum is resource-based. Successful implementation is dependent on the availability of appropriate learning resources, some of which will differ from community to community. Each organization might examine its role in identifying, evaluating, developing, purchasing, and sharing resources. Because resource evaluation and acquisition are time consuming and expensive, organizations might want to examine ways of sharing information and resources. Some organizations might facilitate policy development around resources, and provide information on building collections and the role of resource centre personnel.

Instruction and Assessment

Organizations might assume responsibilities with regard to instruction and assessment by:

conducting research and communicating results
providing expertise
developing ways for teachers to network and share ideas
providing support to teachers
providing professional development opportunities
facilitating attendance at professional development opportunities.

Change efforts in schools cannot be completely successful without administrative support at all levels.

Administrative Support

Change efforts in schools cannot be completely successful without administrative support at all levels. Organizations might support Core Curriculum actualization by:

providing adequate financial resources
providing supports such as time, expertise, and learning resources
facilitating communication at all levels
developing policy
facilitating policy development at the local level
providing learning opportunities
disseminating information.

Professional Development

Professional development is a key component of successful implementation and renewal of curriculum. Organizations might examine their role in either providing or enabling professional development at various levels. They might also examine their role in ensuring that professional development for teachers and administrators is seen as a career-long commitment.

If Saskatchewan's Core Curriculum is to reflect community needs, new ways of developing effective partnerships with parents and the community must be found.

Community Involvement

If Saskatchewan's Core Curriculum is to reflect community needs, new ways of developing effective partnerships with parents and the community must be found. Organizations might examine how they can communicate with parents and the community, and collaboratively develop new structures for effective partnerships. They might also examine their role in facilitating policy development and providing information to parents and the community.

Monitoring

Organizations might assume responsibilities in this area by:

monitoring Core Curriculum implementation and school effectiveness
enabling teachers to monitor their own effectiveness
developing policy
providing support for evaluation projects
planning, providing, or enabling professional development
conducting and/or participating in research
communicating current information.

Responsibility for particular curriculum development activities shifts from the central to the local level, and from the organization to the individual, as the activity progresses and the goal is reached.	Roles and Responsibilities Michael Fullan (1994) describes the roles of the different levels of the education system: The center's role in bilateral systems is to stimulate and respond to local action, help formulate "general direction", gather and [provide] feedback [on] performance data, focus on selection, promotion and replacement, provide resources and opportunities for continuous staff development, and the like. The role of the local units is to take action, work on shared vision, develop collaborative cultures, monitor and problem solve vis-á-vis desired directions, respond and be proactive with external agencies and events, and basically to develop the habits and skills of learning organisations. Responsibility for particular curriculum activities shifts from the central to the local level, and from the organization to the individual, as the activity progresses and the goal is reached. For example, when a new curriculum is designed, involvement at the central level is high. As the curriculum is implemented, responsibility shifts to the school, classroom, and individual teacher.
If actualization is to be continuous, each partner's activities will evolve accordingly, and full responsibility will not rest with one level (e.g., the school or classroom) in perpetuity.	However, because Core Curriculum actualization implies constant change and renewal, activity at all levels will shift back and forth from high to low, depending on the nature of the activity. For example, if changes are to be made to a curriculum that is fully implemented, involvement at the central level again becomes a factor. Depending on the activity, the degree of involvement of various partners will shift. If actualization is to be continuous, each partner's activities will evolve accordingly, and full responsibility will not rest with one level (e.g., the school or classroom) in perpetuity. The following describes some of the roles and responsibilities that will be assumed to various degrees by Saskatchewan's educational partners in the upcoming years. In keeping with the purpose of this document, the descriptions are presented from an organizational perspective. Leadership It is expected that each partner in education will exercise leadership in its support for Core Curriculum with its members and throughout its jurisdiction. Curriculum Development and Implementation Organizations might assume responsibility with regard to curriculum implementation and renewal by: participating in implementation, evaluation, and revision facilitating the participation of members communicating expectations, knowledge, and/or expertise developing methods of networking providing learning opportunities facilitating attendance at learning opportunities conducting research and communicating findings.
Successful implementation is dependent on the availability of appropriate learning resources, some of which will differ from community to community.	Resource Materials Saskatchewan's Core Curriculum is resource-based. Successful implementation is dependent on the availability of appropriate learning resources, some of which will differ from community to community. Each organization might examine its role in identifying, evaluating, developing, purchasing, and sharing resources. Because resource evaluation and acquisition are time consuming and expensive, organizations might want to examine ways of sharing information and resources. Some organizations might facilitate policy development around resources, and provide information on building collections and the role of resource centre personnel. Instruction and Assessment Organizations might assume responsibilities with regard to instruction and assessment by: conducting research and communicating results providing expertise developing ways for teachers to network and share ideas providing support to teachers providing professional development opportunities facilitating attendance at professional development opportunities.
Change efforts in schools cannot be completely successful without administrative support at all levels.	Administrative Support Change efforts in schools cannot be completely successful without administrative support at all levels. Organizations might support Core Curriculum actualization by: providing adequate financial resources providing supports such as time, expertise, and learning resources facilitating communication at all levels developing policy facilitating policy development at the local level providing learning opportunities disseminating information. Professional Development Professional development is a key component of successful implementation and renewal of curriculum. Organizations might examine their role in either providing or enabling professional development at various levels. They might also examine their role in ensuring that professional development for teachers and administrators is seen as a career-long commitment.
If Saskatchewan's Core Curriculum is to reflect community needs, new ways of developing effective partnerships with parents and the community must be found.	Community Involvement If Saskatchewan's Core Curriculum is to reflect community needs, new ways of developing effective partnerships with parents and the community must be found. Organizations might examine how they can communicate with parents and the community, and collaboratively develop new structures for effective partnerships. They might also examine their role in facilitating policy development and providing information to parents and the community. Monitoring Organizations might assume responsibilities in this area by: monitoring Core Curriculum implementation and school effectiveness enabling teachers to monitor their own effectiveness developing policy providing support for evaluation projects planning, providing, or enabling professional development conducting and/or participating in research communicating current information.