The Need for a Curriculum Director in a School District of 2500 Students

Sound decisions are not made quickly, but require in-depth study by those persons involved in the decision. Decisions made by a curriculum director are furturistic, with the impact not being felt until tomorrow, or even ten or twenty years from the time the decision is made. Making realistic and sound decisions today for the future is one of the most difficult dilemmas facing the educational leaders. Some of the more critical factors concern the economic situation of society, changes in technology that influence the labor market needs, priorities of a given community, and other current events. During the 1980-81 school year the researcher completed an internship in the East Richland School District with Ms. Sharon K. Roberts, curriculum director, and Dr. David E. Bartz, assistant professor, Eastern Illinois University. The researcher studied the characteristics of leadership, management techniques, and the need for educational leadership in regard to curriculum development. The researcher was involved with the following committees during the six month internship. Elementary Gifted Committee Social Studies Committee Reading Committee Preparation Planning Time Committee for Elementary Teachers Grade Card Committee The researcher selected the Grade Card Committee as an area of concentration. Goals were established by Ms. Roberts, curriculum director, and the researcher. The goals of the Grade Card Committee were: 1. To develop a new evaluation instrument for kindergarten through sixth grade which would a. note reading levels b. provide a uniform style of marking progress c. provide for a quarterly evaluation The researcher was given full responsibility for the development of the evaluation instrument. The committee approach was used by the researcher. This allowed the researcher the opportunity to exercise various methods of leadership cited in Chapter II, A Review of Related Literature. Some problems noted by the researcher involved representation. Representation should be broad and inclusive. In order to properly coordinate curriculum, it is necessary for faculty members and administrators to work together in the hopes of reaching a conclusion. Regardless of the decision, once a decision is made, all concerned must accept it, and carry out the directive as if it was their own decision. Failure to do so weakens the committee approach to curriculum development