Eastern Mindoro College

BONGABONG, ORIENTAL MINDORO

Tel. No.(043)-283-5479; email_1945 @ yahoo.com
COLLEGE DEPARTMENT

NAME: COURSE:

DATE: THE TEACHER & THE SCHOOL CURRICULUM ROOM:

CONTACT NO. INSTRUCTOR: MR. MAGTIBAY

EMAIL ADD: RATING:

LESSON 4.4: STAKEHOLDERS IN CURRICULUM IMPLEMENTATION

WEEK 13 , 3 HOURS
I. FOCUS:
In this module, challenge yourself to:
• Identify stakeholders of the curriculum.
• Enumerate the role of each stakeholder.

II. INTRODUCTION: Who are involved in curriculum and curriculum development? These are the
persons who we call the stakeholders. Stakeholders are individuals or institutions that are interested
in the curriculum. They get involved in many different ways. You must be one of them. Together with
the teachers, school managers, parents and even the whole community have interest in the
curriculum. We will all meet them in this lesson.

III. STRATEGIES/CONTENT
A. ANALYSIS/ABSTRACTION AND GENERALIZATION

GEAR UP YOUR MIND!

Highlights:
➢ LESSON 4.4: STAKEHOLDER IN CURRICULUM
IMPLEMENTATION
Curriculum Stakeholders
1. Learners are at the core of the curriculum
To what extent are the students involved in curriculum development? The old view that students
are mere recipients of the curriculum, is now changing. Learners have more dynamic participation from
the planning, designing, implementing and evaluating. However, the degree of their involvement is
dependent on their maturity. The older they are in high school or college, the more they participate. From
another angle, whether learners are in the elementary or college level, they can make or break
curriculum implementation by their active or non-involvement. After all, learners together with the
teachers, place action to the curriculum.
At the end of the curriculum development process, the fundamental question asked is: Have the
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students learned?
When some college students were asked about their role in curriculum development, here are their
answers.

Student 1: I never realize that as a student. I have a participation in curriculum development. It is

true that as students, our learning is the basis of the success or failure of the
curriculum. For example, if all of us will pass theboard examination, it will mean that the
teacher education curriculum
is a success.

Student 2: In high school our teachers would always look into what we are learning.
The whole year round, we have varied curricular and co-curricular activities inside the
class. I think, we as students, are considered in writing the curriculum.

Student 3: When we were in the elementary level, our lessons were very simple.
But now that we are in college, the content we learn become complicated. I learned
that actually, our curriculum is spiral. And that the difficulty of thesubject matter is also
adjusted to our maturity level.
Why do curricularists place of lot of premiums on the students? It is because, the learners make the
curriculum alive. A written curriculum that does not consider the students, will have a little chance to
succeed.
2. Teacher are curricularists.
Teachers are stakeholders who plan, design, teach, implement and evaluate the curriculum.
No doubt, the most important person in curriculum implementation is the teacher. Teachers’ influence
upon learners cannot be measured. Better teachers foster better learning. But teachers need to continue
with their professional development to contribute to the success of curriculum implementation. Teachers
should have full knowledge of the program philosophy, content and components of curriculum and ways
of teaching.
A teacher designs, enriches and modifies the curriculum to suit the learner’s characteristics. As
curriculum developers, teachers are part of textbook committees, teacher selection, school evaluation
committee or textbooks and module writers themselves.
When a curriculum has already been written, the teacher’s role is to implement it like a technician,
however, teachers are reflective persons. They put their hearts into what they do. They are very mindful
that in the center or everything they do, is the learner.
Some of the roles that the teachers do in curriculum implementation are:
1. guiding, facilitating and directing the activities of the learners;
2. choosing the activities and the methods to be utilized;
3. choosing the materials that are necessary for the activity;
4. evaluating the whole implementation process and

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5. making a decision whether to continue, modify or terminate the curriculum.

All of these roles are very crucial to achieve success in the implementation. Unsuccessful
implementation may even lead to educational failure.
Let us read how the teachers are viewed as curriculum implementer.

Student 1: I believe my teachers know very well our curriculum. She knows what to teach and how to
teach it well. I do not miss my class everyday because she guides us in all our lesson activities.
Without our teacher, I am not sure if we can learn more than what we are achieving now.

Teacher: As a classroom teacher, it is my responsibility to make my students learn. I have to give action to
the written curriculum. I have to see to it that my students are provided experiences to learn from.
I keep in my mind, how I can sustain the interest of my students by using teaching strategies that
are effective. At the end of the day. I am very happy to know that my students have achieved the
intended learning outcomes. I do this because as a teacher, I am a curriculum implementer.

Truly the teacher has great stake in the curriculum. Curriculum planning, designing and
implementing are in the hands of a good teacher. In the educational setting, it is clear that the teacher
has a very significant role in curriculum development.
3. School leaders are curriculum managers.
Principals and school heads, too, have important roles in curriculum implementation process
in schools. They should understand fully the need for change and the implementation process. They
should be ready to assist the teachers and the students in the implementation. Communication line
should be open to all concerned should the school leaders a lead in curriculum teamwork.
Convincing the parents on the merits of the new curriculum is the job of the school heads. They
should be committed to change and should employ strategies to meet the needs of the teachers, and
learners like buildings, books, library, and other needed resources.
Let us listen to the two heads on how they understand their stakes on the curriculum.

Principal: I am a principal of a big central elementary school. It is part of my function to lead my school in any
curriculum innovation. First of all, I make sure that my teachers understand the restructuring or
alteration of our school curriculum that is forthcoming. I also call on the parents to participate in the
change that will happen by keeping them informed. I have to make sure that materials needed are
available for the teachers and students to use. I always keep in mind my role as an instructional
leader.

Head Teacher: Leading a small school in a far-flung barrio has its pros and cons. First, there are few teachers
to supervise and fewer students to support. As a proactive school head, I always see to it that we
keep pace with the changes in the school curriculum. While preparing for the implementation of K to
12, I realize that change process is inevitable. My teachers have to be retrained, and their attitudes
should change. I am responsible in seeing to it that the curriculum is implemented as it should be
and at the end of the year, our school can show evidence that learning has taken place as designed
by the K to 12 recommended curriculum.

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4. Parents

Parents are significant school partners. Besides the students, teachers and school administrators,
play an important role in curriculum implementation. When children bring home a homework from school,
some parents are unable to help. Schools need to listen to parents’ concerns about the school curriculum
like textbooks, school activities, grading systems and others. Schools have one way of engaging parents’
cooperation through Brigada Eskwela. In this event, parents will be able to know the situation in the
school. Most often, parents volunteer to help. They can also be tapped in various co- curricular activities
as chaperones to children in Boy and Girl Scouting, Science Camping and the like. Parents may not
directly be involved in curriculum implementation, but they are formidable partners for the success of any
curriculum development endeavor.
Here are the two examples of how parents think of their stake in curriculum
development.

Parent: I am the proud that my child goes to this school. The teachers are hardworking and the
school head is very supportive. On my part, I always cooperate in the school’s concern that will
make my child learn. I volunteer for work where I am needed. We parents support the Brigada
Eskwela and other school activities. If they call on us parents, we always answer their request. We
also make suggestions onhow the parents at home can assist in the learning of the children.

Guardian: I am a guardian. I stand as a second parent of my nieces and nephew. I know that as a parent,
I should not leave entirely to the school the responsibility of educating the child. Although, I do
not really know much of new curriculum, I welcome the changes that the school is making. I am
always ready to give support to school concerns of my wards.

How do parents shape the curriculum in schools? Here are some observations.
•The school composed of parents who are positively involved in school activities have better
achievement than schools with uninvolved parents. Disciplinary problems are minimal, and students are
highly motivated. When parents take interest in their child’s learning, they become closer to the school.
•The home is the extended school environment. In lifelong learning, the achieved learning in schools
are transferred at home. Thus, the home becomes the laboratory of learning. Parents see to it that what
children learn in school are practiced at home. They follow up lessons, they make available materials
for learning and they give permission for the participation of their children.
•In most schools, parent associations are organized. This is being encouraged in School-Based
Management. In some cases, this organization also includes teachers to expand the school learning
community. Many school projects and activities are supported by this organization. This is considered
as the best practice in most performing schools.
5. Community as the Curriculum Resources and a Learning Environment
“It takes the whole village to educate the child.” is an African proverb as mentioned by the former
first lady Hillary Clinton. What do you think of this statement?
Yes, it is true that the school is in the community, hence the community is the extended school
ground, a learning environment. All the barangay leaders, the elders, other citizens and residents of the
community have a stake in the curriculum. It is the bigger school community that becomes the venue of
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learning. The rich natural and human resources of the community can assist in educating the children.
The community is the reflection of the school’s influence and the school is a reflection of the community
support.
6. Other Stakeholders in Curriculum Implementation and Development
Some stakeholders may not have direct influence on the school curriculum. These are agencies and
organizations that are involved in the planning, design, implementation and evaluation of the school
curriculum. To name a few, the list follows:
6.1 Government Agencies

• DepEd, TESDA, CHED – Trifocalized agencies that have regulatory and mandatory
authorities over the implementation of the curricula.

• Professional Regulation Commission (PRC) and Civil Service Commission (CSC)- the
first agency certifies and issues teacher licenses to qualify one to teach and the second,
affirms and confirms the appointment of teachers in the public schools.

• Local Government Units (LGU) include the municipal government officials and the barangay
officials. Some of the teachers are paid through the budget of the LGUs. They also construct
school building, provide equipment, support the professional development teachers provide
school supplies and books. They are big supporters in the implementation of a school
curriculum.
6.2 Non-Government Agencies
Non-government agencies are organization and foundations that have the main function to support
education. To name a few, this will include the following:

• Gawad Kalinga (GK) – to build communities means to include education. The full support of
GK in early childhood education is very significant. In each village, a school for pre-school
children and out of school youth have been established.

• Synergia- an organization/foundation that supports basic education to elevate education

through Reading, Science, Mathematics and English.

• Metrobank Foundation- supports continuing teacher development programs.

• Professional Organizations like Philippine Association For Teacher Education (PAFTE),

State Universities and Colleges (SUC’s), Teacher Educators Association (SUCTEA), National
Organization of Science Teachers and Educators (NOSTE), Mathematics Teachers
Association of the Philippines (MTAP) and many more.
A school curriculum, whether big or small, is influenced by many stakeholders. Each one has a
contribution and influence in what should replace, modify and substitute the current curriculum. Each
one has a significant mark in specific development and change process of curriculum development.
APPLICATION. BOOST UP YOUR LEARNING!
TAKE ACTION:

ACTIVITY 1: LEARN MORE, MAKE AN INTERVIEW

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With the use of the interview protocol below, ask two persons (ex: 1 student and 1 teacher or 1
teacher and one LGU) among the stakeholders. Record your interview data, photo documentation then
write a report.

INTERVIEW PROTOCOL ON THE RULES OF STAKEHOLDERS

Name of the Interviewee: ____________________________Interviewer: ________________________

Name of School: _____________________________________________________________________
Category: (check only)
Student: __________ Teacher: _________ School Head__________ Parent: ____________
Community________ LGU: ___________Gov’t Agency: _________ Non-Gov’t Agency: ________

Lead Questions:
1. What do you know about the curriculum that is taught in this school?
2. Are you involved in the activities in the school? How?
3. Why do you get involved in the school activities?
4. Do the activities contribute to the learning achievement of the students?
5. What is your most important involvement that contributed to the learning of the students? Give
specific example.
6. Would you like to continue what you are doing for the school curriculum? Why?

Note to interviewers:
1. You may use cellphone as recorder or you can write their answers on your field notebook.
2. Consolidate the answers and write in a paragraph from your report for two individual samples.
3. Submit/send to your instructor.

SELF-CHECK
Stakeholders: How are they involved in curriculum implementation?
Enter in the matrix the stakeholders and identify their involvement in Curriculum Implementation.
Stakeholders Involvement

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SELF-REFLECT
QUESTION for REFLECTION: Reflect on this question below, and write your answer on your
ANSWER SHEET.
If all the stakeholders contribute positively in curriculum implementation, do you think, curriculum
change or development will succeed? Why? or why not?

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Prepared by:
MR. JAYMAR B. MAGTIBAY
Instructor

Enriching Minds of Champions