Every year, educators are thrust into change, whether it is a new district policy or a new teaching method. Curricular initiatives, especially, can leave teachers frustrated and confused. These shifts in instructional practices directly impact teacher’s ability to effectively engage their students. As a former teacher-turned-leader, I have seen the positive and negative effects of curriculum changes, but with a little preparation and a few small shifts in perspective, implementation can be much more successful.
As the world’s knowledge and technology progress, it is important to constantly adapt our classrooms. This cyclical process can include rewriting textbooks, updating educational technology, and adopting new learning methodologies. Keeping our educational programs up to date can also help prepare students for the skills needed in 21st century workforce.
Despite the positive impacts of curricular reform, many educators have concerns about curriculum change. The following article explores the different ways leaders can support teachers through this difficult process.
The research design of this study was based on qualitative approaches and a Concerns-Based Adoption Model (CBAM). Paper copies of the Stages of Concern questionnaire were distributed to 60 basic science, clinical, and medical education faculty members and staff at University Health Care in May 2005. Interviews were conducted with selected faculty and staff who were impacted by the curriculum change.
One of the most common concerns expressed by interviewees was their lack of information on the curricular elements. Often, they felt that the innovative practice did not apply to them or they were already implementing components of the proposed curriculum. This confusion was compounded by the fact that most respondents believed that the curriculum review committee did not adequately communicate with them about what was being proposed.
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