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    Teachers As Curriculum Leaders

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    Nur-Sallah Abbas
    This document contains the reflections of a student (Abbas, Nur-Sallah M.) on their roles and responsibilities as a teacher. It discusses their most and least preferred roles. It also contains an assessment on how a teacher can influence other teachers to become curriculum leaders. The key points are: [1] Developing innovative curriculum and instruction, knowing student needs/interests, and nurturing creativity/critical thinking are among the most preferred roles. [2] Advocating curriculum reforms, broadening understanding of teaching/learning, and managing curriculum implementation are among the least preferred roles. [3] A teacher can influence others by being a good curriculum leader themselves, collaborating with colleagues, and encouraging teacher participation and knowledge

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    Teachers As Curriculum Leaders

    Uploaded by

    Nur-Sallah Abbas
    42 views2 pages
    This document contains the reflections of a student (Abbas, Nur-Sallah M.) on their roles and responsibilities as a teacher. It discusses their most and least preferred roles. It also contains an assessment on how a teacher can influence other teachers to become curriculum leaders. The key points are: [1] Developing innovative curriculum and instruction, knowing student needs/interests, and nurturing creativity/critical thinking are among the most preferred roles. [2] Advocating curriculum reforms, broadening understanding of teaching/learning, and managing curriculum implementation are among the least preferred roles. [3] A teacher can influence others by being a good curriculum leader themselves, collaborating with colleagues, and encouraging teacher participation and knowledge

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    Teachers as Curriculum Leaders

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    This document contains the reflections of a student (Abbas, Nur-Sallah M.) on their roles and responsibilities as a teacher. It discusses their most and least preferred roles. It also contains an assessment on how a teacher can influence other teachers to become curriculum leaders. The key points are: [1] Developing innovative curriculum and instruction, knowing student needs/interests, and nurturing creativity/critical thinking are among the most preferred roles. [2] Advocating curriculum reforms, broadening understanding of teaching/learning, and managing curriculum implementation are among the least preferred roles. [3] A teacher can influence others by being a good curriculum leader themselves, collaborating with colleagues, and encouraging teacher participation and knowledge

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    42 views2 pages

    Teachers As Curriculum Leaders

    Uploaded by

    Nur-Sallah Abbas
    This document contains the reflections of a student (Abbas, Nur-Sallah M.) on their roles and responsibilities as a teacher. It discusses their most and least preferred roles. It also contains an assessment on how a teacher can influence other teachers to become curriculum leaders. The key points are: [1] Developing innovative curriculum and instruction, knowing student needs/interests, and nurturing creativity/critical thinking are among the most preferred roles. [2] Advocating curriculum reforms, broadening understanding of teaching/learning, and managing curriculum implementation are among the least preferred roles. [3] A teacher can influence others by being a good curriculum leader themselves, collaborating with colleagues, and encouraging teacher participation and knowledge

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    © All Rights Reserved
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    of 2

    Abbas, Nur-Sallah M.

    BSED III ED322 04-09-22

    Activity (Reflection)

    Most Preferred What do you plan to do to cope with these roles


    1. Innovate curriculum In order to provide a quality education, a teacher should
    and instruction. be an explorer. Try different and new things that can lead to a
    better teaching and learning experience. Develop undiscovered
    skills that are relevant to the curriculum. Include students in
    2. Know every needs, the process. Encourage them to participate to identify their
    issues, and interests. needs and interests. Determine their strengths and
    weaknesses. By valuing diversity and learning and accepting
    cultural differences, they build bridges between their
    3. Nurture creativity and experiences inside and outside the classroom. We must see all
    critical thinking in the students as learners who already know a lot and who have
    curriculum. experiences, concepts, and language that can be built on and
    broadened to help them learn more. Do not just emphasize
    what students cannot do, rather than what they are capable of
    doing well.
    4. Select appropriate
    instructional
    strategies, methods,
    and approaches.
    5. Yearn for quality
    education through
    relevant and
    responsive curriculum.
    Least Preferred What do you plan to do to cope with these roles
    1. Advocate positive Ensure that the education they provide meets students'
    curricular reforms to expectations. Address potential problems and challenges, if
    ensure quality of any, or pitfalls. Set new objectives for learning. and provide a
    education. standard curriculum that will meet the needs of diverse
    2. Broaden learners. The school must have high-quality teachers as they
    understanding of the will serve as the foundation of knowledge. Teachers must
    teaching and learning comprehend the learning process in general, understand and
    process. respond to students' specific emotional and cognitive profiles,
    3. Develop appropriate and adopt instructional strategies and tactics that are
    curriculum for appropriate for varied learners in order to engage, motivate,
    students. and teach all learners at optimal levels. Make a curriculum that
    4. Gather important data children can acquire knowledge, skills, abilities, and
    need for curriculum understanding from. When planning a curriculum, make sure
    planning. you have a relevant framework and essential elements.
    5. Manage curriculum Furthermore, revising the curriculum is important to
    implementation and implement another innovative curriculum.
    curriculum change.

    Assesment

    How can a teacher influence other teachers to become curriculum leaders?

    Of course, the process must start within us because you can't influence others when you
    yourself are not a good curriculum leader. You must use effective instructional techniques in
    your own classroom to be a competent teacher leader. You must also be able to analyze
    material and pedagogical approaches. You should also have a thorough understanding of the
    subject area. Thus, to be a leader is also to be a follower. One should work as a member and a
    leader. It is important to have a good relationship with your colleagues inside the institution.
    Building trust and building a foundation to work with them is a key. Supporting each other's
    leadership development will lead to the improvement of the school. As a curriculum leader, you
    should encourage teachers, particularly new teachers, to participate. Collaboration has a
    greater impact. Everyone must contribute to improving the curriculum. Teacher leadership
    includes an emphasis on improving teaching practice. Teacher leaders are also viewed as
    experts who are willing to share their knowledge and experiences. And those skills and
    experiences you have will serve as assets to influence other teachers to become curriculum
    leaders.

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