Process of Curriculum Change

Social scientists suggest that change usually happens in three main stages:

• Stage I: Initiation – This is when ideas for change are introduced and decisions are made about what kind of change is needed, how far it should go, and in what direction.
• Stage II: Legitimating – At this point, support for the change is communicated and built among those involved.
• Stage III: Congruence – This involves aligning the values of the individuals or groups who want to make the change with those of the larger system.

In organizations like schools, change can happen in different ways:

• Through planning by peers
• Through directives from higher authorities
• Or through coercion by those in power

For change to last, it should ideally be a deliberate, collaborative process with these key elements:

• A shared effort where everyone agrees on the goals
• A curious, investigative approach based on openly shared data
• A voluntary partnership between those pushing for change and those affected by it
• Balanced power, so both sides influence each other equally
• A focus on the process and methods rather than just the content being changed

Requirements for Curriculum Change

Educators, including both administrators and teachers, need to be actively involved in revising the curriculum.

Training and revision should happen over a short enough time to keep momentum.

The review process should be ongoing and consistent over the entire period of change.

Those involved should have continuous support, chances to discuss progress, and regular check-ins to keep engagement high. This helps build the important “buy-in” that makes reform successful.

Expertise from inside the district should be combined with outside experts to meet the demands and expectations of curriculum revision.

Although understanding of curriculum and change is growing, more progress is needed, especially since classroom instruction hasn’t changed as much as expected.

Strategies for Curriculum Change

When changing curriculum, these strategies are important:

• Change should happen gradually, not all at once.
• It’s best to start working with individual teachers or small motivated groups.
• People react differently—and sometimes unpredictably—to new methods, even if those methods make sense.
• Successfully implementing curriculum changes usually takes years, not months.
• Many organizations offer websites and conferences focused on curriculum improvement to support these efforts.