Many educators feel that curriculum reform is essential, and yet implementing changes proves challenging. The reasons for this difficulty can vary. Some of the most common factors are: (1) insufficient funding, (2) resistance to change, (3) faculty and student dissatisfaction with current programs, (4) lack of time to prepare for new program implementation, (5) difficulties in changing classroom teaching strategies, (6) poor communication, (7) limited leadership support and training, and (8) problems with school administration.
The first step in curriculum change requires a thorough analysis of the existing program. This should include a description of the formal and informal curricula in use. There are four curricula: the rhetorical (ideas put forward by educational leaders, policymakers, and professors about what a curriculum should be, as embodied in reports, speeches, and college texts), the formal curriculum (written curriculum policies adopted by schools or districts, embodied in curriculum guides and textbooks), the curriculum-in-use (what teachers actually teach in their classrooms), and the received curriculum (what students learn from these lessons).
The second step is to develop an action plan for the program to implement the desired changes. This should include specific goals and milestones for each component of the curriculum. It should also include a timeline for each activity, and a budget to manage the project. The third step is to communicate the plan to all involved. This is crucial, as it provides an opportunity for a dialogue to take place about the goals of the program and to address concerns about the impact on individual teachers and the larger institution.
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