Teaching Techniques Improving Leadership Skills in Curriculum Development David A. Birch
C
urriculum development can be critical to the success of a school health instruction program. A wellplanned, skillfully facilitated curriculum development process can produce meaningful content, activities, and program evaluation, while generating administrative, parental, and community support for the program. School health educators often assume key leadership roles in curriculum development at the local level. While numerous models exist for curriculum development in school health instr~ction,l-~ most models include similar steps or activities. This article presents activities to assist current or prospective school health educators in improving leadership skills in curriculum development. The activities relate to specific steps in curriculum development and were developed for use in undergraduate or graduate classes on health education curriculum development, methods, or program planning. While the technique focuses on the school setting, the process of curriculum development is a “generic” health education skill, With minor adaptations, these activities can be applied to health education program development in community, medical care, and occupational settings.
clude representatives of the school staff, school board, parents, community members, and students. Recruiting members should be conducted openly so the committee composition reflects the community’s c u l t u r a l diversity. McKenzie and Beyrerz suggest a committee should be large enough to include key people but not too large to hinder decision-making. Related Activities
Students develop announcements soliciting participation on the curriculum development committee. Announcements should be appropriate for a school newsletter, local newspaper, or other communication channels. In addition, memos or letters can be developed for selected staff and school board members. As part of the activity, students also develop an action plan for reaching the various groups. Role play the first curriculum development committee meeting. Students should develop the meeting agenda, which should include an overview of comprehensive school health instruction, an overview of the curriculum development process to be used, and a presentation of state and local requirements for school health instruction. For the actual role play, students present or moderate agenda items. Other students fill roles as committee members, ask appropriate questions, and present appropriate discussion.
ORGANIZING THE CURRICULUM COMMITTEE Forming a school/community committee is an essential step in the process. The committee should in-
C O NDUCT1N G A NEEDS ASSESSMENT Surveying the community about perceived health instruction needs :omprises the next step in the pro2ess. In addition to providing the 2ommittee with direction for selection and placement of curriculum :ontent, Nybo‘ identified other
David A . Birch, PhD, CHES, Director, Health Education Outreach Programs, The Pennsylvania State University, 19-0 White Bldg.. University Park, PA 16802. This article was submitted July I, 1991, and accepted for publication September 9, 1991. ~~
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benefits of a community needs assessment including increased community awareness about the scope of health education, reassurance that schools really are interested in community opinions, support for the curriculum eventually developed or identified, and guidance for including “controversial” topic areas. As the eventual consumers of the curriculum, students also should be surveyed. Related Activities
Students develop a community needs assessment strategy related to the major health instruction content Figure 1 Examples of Comprehensive School Health Education Curricula Contemporary Health Series (Grades 5-12) ETR Associates/Network Publications P.O. Box 1830 Santa Cruz. CA 95061
8001321-4407 Growing Healthy (Grades K-7) The National Center for Health Education 30 E. 29th St. New York. NY 10016
212/689- 1886 Health Skills for Life (Grades K-12) P.O. Box 22936 Eugene, OR 97402 5031484-2805 Know Your Body (Grades K-7) American Health Foundation 320 E. 43rd St. New York. NY 10017
21 2/953-1900 Michigan Model for Comprehensive School Health Education (Grades K-8) Don Sweeney Center for Health Promotion Michigan Dept. of Public Health 3423 North Logan/Martin L. King, Jr., Blvd. P.O. Box 30195 Lansing, MI 48909
517/335-8000 Teenage Health Teaching Modules (Grades 7-12) Education Development Center Sulte 501 55 Chapel St. Newton. MA 02160
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Journal of School Health
January 1992, Vol. 62. No. 1
27
areas. The instrument developed for this assignment can be administered to other students or to adults. Based on the survey results, students develop a written report that can be presented during a simulated curriculum committee meeting. Students use figures and tables in their presentations and offer specific recommendations.
ASSESS WHAT CURRENTLY IS BEING TAUGHT An important aspect of curriculum development involves determining the level of implementation existing in the school curriculum. What currently is being taught? If certain subtopics or entire content areas are being taught, these areas may be integrated into the new curriculum. Related Activities
Similar to the community needs assessment, students develop an instrument to assess what is being taught in a school district. While the instrument might not be appropriate to administer to other students, students could attempt to find a local school district that would volunteer its teachers to complete the survey. Students develop a report based on results from the school district assessment. The report can be presented during a role play of a curriculum committee meeting.
REVIEW OF EXISTING CURRICULUM RE SOURCE S Several health education curricula, both comprehensive a n d categorical, are available for review during the curriculum development process (Figure 1). After reviewing existing curricula, committees may decide to adopt an entire curriculum or adopt selected curriculum components. With the wealth of existing curricula available, districts should not feel compelled to write their own curriculum. While components may need to be written for local meaning (perhaps a component on community resources), local districts may not need to write the entire curriculum. Related Activities
Students develop an annotated bibliography of both existing com-
28
Journal of School Health
prehensive and categorical health education curricula. The bibliography includes information on curriculum scope and sequence (perhaps a common matrix can be developed for the assignment), diversity of teaching activities, time allotment, teacher ease in utilization, use of supplemental resources, and evaluation methodology. Based on the curriculum review, students present information about the curricula during a simulated committee meeting. Responsibilities are assigned so individual students present information related to one grade level or one curriculum content area. Time should be allotted for dialogue with the entire committee regarding the curriculum presented. The Southwest Regional Educational Laboratory published a guide for reviewing health education curricula entitled Criteria f o r Comprehensive Health Education Curricula. The guide contains scales t o examine curriculum characteristics including goals and objectives, content, teaching strategies, learning activities, materials, time, evaluation, cultural equity, sex equity, and district-specific criteria. Any or all scales can be used by students to review curricula. Appropriate verbal and written reports can be presented based on the review.
COMMUNITY PRESENTATION OF FINDINGS The final product of the curriculum development process - the curriculum - should be presented to the community through an appropriate forum such as a community meeting or school board meeting. An opportunity for questions should be provided. If concerns about the curriculum are expressed, revision may be warranted. Related Activity
Students present the curriculum to a simulated community or school board meeting. The presentation includes an overview of the curriculum development process as well as the curriculum itself. Other students participate as community members. Some students fill roles as community members concerned about certain components of the curriculum.
January 1992, Vol. 62, No. 1
INSE RVlCE TRAl NING FOR IMPLEMENTATION Teachers responsible for implementing the curriculum need appropriate inservice training. Evaluation of comprehensive health education curricula has reinforced this Training programs for teachers should provide participants with an overview of health and comprehensive school health instruction, an extensive review of the curriculum, an opportunity for simulated teaching of selected curriculum activities, and an opportunity to preview resources used in conjunction with the curriculum. Related Activity
Students develop an agenda for an inservice training program for the curriculum. Students serve as trainers and lead other students through simulated training activities.
CONCLUSION Process and product are both important components in curriculum development. School health educators must be prepared t o take a leadership role in curriculum development. The activities presented here can assist both current and prospective school health educators acquire and improve their curriculum leadership skills. References 1. Birch DA. A model for curriculum
development in health education. Maine JOHPERD. 1986; 1 :11-16. 2. McKenzie J, Beyrer MK. Checkpoints for developing an in-house curriculum. Health Educ. 1979;lO:14-16. 3 . A Guide to Curriculum Planning in Health Education. Madison, Wisc: Wisconsin Dept of Public Instruction; 1985. 4. Nybo V. Using community needs assessments to develop health curricula. Health Educ. 1979;1036-37. 5 . Criteria f o r Comprehensive Health Education Curricula. Los Alarnitos, Calif: Southwest Regional Educational Laboratory; 1989. 6. Connell DB, Turner RT, Mason EF. Summary of findings of the School Health Education Evaluation: Health promotion effectiveness, implementation, and costs. J Sch Health. 1985;55(8):316-321. 7. Gold RS, Parcel GS, Walberg HJ, Luepker RV, Portnoy B, Stone EJ. Summary and conclusions of the THTM evaluation: The expert work group perspective. J Sch Health. 1991 ;6 1 ( 1): 39-42.
C
urriculum development can be critical to the success of a school health instruction program. A wellplanned, skillfully facilitated curriculum development process can produce meaningful content, activities, and program evaluation, while generating administrative, parental, and community support for the program. School health educators often assume key leadership roles in curriculum development at the local level. While numerous models exist for curriculum development in school health instr~ction,l-~ most models include similar steps or activities. This article presents activities to assist current or prospective school health educators in improving leadership skills in curriculum development. The activities relate to specific steps in curriculum development and were developed for use in undergraduate or graduate classes on health education curriculum development, methods, or program planning. While the technique focuses on the school setting, the process of curriculum development is a “generic” health education skill, With minor adaptations, these activities can be applied to health education program development in community, medical care, and occupational settings.
clude representatives of the school staff, school board, parents, community members, and students. Recruiting members should be conducted openly so the committee composition reflects the community’s c u l t u r a l diversity. McKenzie and Beyrerz suggest a committee should be large enough to include key people but not too large to hinder decision-making. Related Activities
Students develop announcements soliciting participation on the curriculum development committee. Announcements should be appropriate for a school newsletter, local newspaper, or other communication channels. In addition, memos or letters can be developed for selected staff and school board members. As part of the activity, students also develop an action plan for reaching the various groups. Role play the first curriculum development committee meeting. Students should develop the meeting agenda, which should include an overview of comprehensive school health instruction, an overview of the curriculum development process to be used, and a presentation of state and local requirements for school health instruction. For the actual role play, students present or moderate agenda items. Other students fill roles as committee members, ask appropriate questions, and present appropriate discussion.
ORGANIZING THE CURRICULUM COMMITTEE Forming a school/community committee is an essential step in the process. The committee should in-
C O NDUCT1N G A NEEDS ASSESSMENT Surveying the community about perceived health instruction needs :omprises the next step in the pro2ess. In addition to providing the 2ommittee with direction for selection and placement of curriculum :ontent, Nybo‘ identified other
David A . Birch, PhD, CHES, Director, Health Education Outreach Programs, The Pennsylvania State University, 19-0 White Bldg.. University Park, PA 16802. This article was submitted July I, 1991, and accepted for publication September 9, 1991. ~~
~
~
benefits of a community needs assessment including increased community awareness about the scope of health education, reassurance that schools really are interested in community opinions, support for the curriculum eventually developed or identified, and guidance for including “controversial” topic areas. As the eventual consumers of the curriculum, students also should be surveyed. Related Activities
Students develop a community needs assessment strategy related to the major health instruction content Figure 1 Examples of Comprehensive School Health Education Curricula Contemporary Health Series (Grades 5-12) ETR Associates/Network Publications P.O. Box 1830 Santa Cruz. CA 95061
8001321-4407 Growing Healthy (Grades K-7) The National Center for Health Education 30 E. 29th St. New York. NY 10016
212/689- 1886 Health Skills for Life (Grades K-12) P.O. Box 22936 Eugene, OR 97402 5031484-2805 Know Your Body (Grades K-7) American Health Foundation 320 E. 43rd St. New York. NY 10017
21 2/953-1900 Michigan Model for Comprehensive School Health Education (Grades K-8) Don Sweeney Center for Health Promotion Michigan Dept. of Public Health 3423 North Logan/Martin L. King, Jr., Blvd. P.O. Box 30195 Lansing, MI 48909
517/335-8000 Teenage Health Teaching Modules (Grades 7-12) Education Development Center Sulte 501 55 Chapel St. Newton. MA 02160
~~~
Journal of School Health
January 1992, Vol. 62. No. 1
27
areas. The instrument developed for this assignment can be administered to other students or to adults. Based on the survey results, students develop a written report that can be presented during a simulated curriculum committee meeting. Students use figures and tables in their presentations and offer specific recommendations.
ASSESS WHAT CURRENTLY IS BEING TAUGHT An important aspect of curriculum development involves determining the level of implementation existing in the school curriculum. What currently is being taught? If certain subtopics or entire content areas are being taught, these areas may be integrated into the new curriculum. Related Activities
Similar to the community needs assessment, students develop an instrument to assess what is being taught in a school district. While the instrument might not be appropriate to administer to other students, students could attempt to find a local school district that would volunteer its teachers to complete the survey. Students develop a report based on results from the school district assessment. The report can be presented during a role play of a curriculum committee meeting.
REVIEW OF EXISTING CURRICULUM RE SOURCE S Several health education curricula, both comprehensive a n d categorical, are available for review during the curriculum development process (Figure 1). After reviewing existing curricula, committees may decide to adopt an entire curriculum or adopt selected curriculum components. With the wealth of existing curricula available, districts should not feel compelled to write their own curriculum. While components may need to be written for local meaning (perhaps a component on community resources), local districts may not need to write the entire curriculum. Related Activities
Students develop an annotated bibliography of both existing com-
28
Journal of School Health
prehensive and categorical health education curricula. The bibliography includes information on curriculum scope and sequence (perhaps a common matrix can be developed for the assignment), diversity of teaching activities, time allotment, teacher ease in utilization, use of supplemental resources, and evaluation methodology. Based on the curriculum review, students present information about the curricula during a simulated committee meeting. Responsibilities are assigned so individual students present information related to one grade level or one curriculum content area. Time should be allotted for dialogue with the entire committee regarding the curriculum presented. The Southwest Regional Educational Laboratory published a guide for reviewing health education curricula entitled Criteria f o r Comprehensive Health Education Curricula. The guide contains scales t o examine curriculum characteristics including goals and objectives, content, teaching strategies, learning activities, materials, time, evaluation, cultural equity, sex equity, and district-specific criteria. Any or all scales can be used by students to review curricula. Appropriate verbal and written reports can be presented based on the review.
COMMUNITY PRESENTATION OF FINDINGS The final product of the curriculum development process - the curriculum - should be presented to the community through an appropriate forum such as a community meeting or school board meeting. An opportunity for questions should be provided. If concerns about the curriculum are expressed, revision may be warranted. Related Activity
Students present the curriculum to a simulated community or school board meeting. The presentation includes an overview of the curriculum development process as well as the curriculum itself. Other students participate as community members. Some students fill roles as community members concerned about certain components of the curriculum.
January 1992, Vol. 62, No. 1
INSE RVlCE TRAl NING FOR IMPLEMENTATION Teachers responsible for implementing the curriculum need appropriate inservice training. Evaluation of comprehensive health education curricula has reinforced this Training programs for teachers should provide participants with an overview of health and comprehensive school health instruction, an extensive review of the curriculum, an opportunity for simulated teaching of selected curriculum activities, and an opportunity to preview resources used in conjunction with the curriculum. Related Activity
Students develop an agenda for an inservice training program for the curriculum. Students serve as trainers and lead other students through simulated training activities.
CONCLUSION Process and product are both important components in curriculum development. School health educators must be prepared t o take a leadership role in curriculum development. The activities presented here can assist both current and prospective school health educators acquire and improve their curriculum leadership skills. References 1. Birch DA. A model for curriculum
development in health education. Maine JOHPERD. 1986; 1 :11-16. 2. McKenzie J, Beyrer MK. Checkpoints for developing an in-house curriculum. Health Educ. 1979;lO:14-16. 3 . A Guide to Curriculum Planning in Health Education. Madison, Wisc: Wisconsin Dept of Public Instruction; 1985. 4. Nybo V. Using community needs assessments to develop health curricula. Health Educ. 1979;1036-37. 5 . Criteria f o r Comprehensive Health Education Curricula. Los Alarnitos, Calif: Southwest Regional Educational Laboratory; 1989. 6. Connell DB, Turner RT, Mason EF. Summary of findings of the School Health Education Evaluation: Health promotion effectiveness, implementation, and costs. J Sch Health. 1985;55(8):316-321. 7. Gold RS, Parcel GS, Walberg HJ, Luepker RV, Portnoy B, Stone EJ. Summary and conclusions of the THTM evaluation: The expert work group perspective. J Sch Health. 1991 ;6 1 ( 1): 39-42.
