Curriculum Worker

Competency-based skills
necessary for improving the
professional role and function of
curriculum supervisors and
developers are researched and
identified. The role of the
curriculum worker is
categorized under four headings
and rationale provided for each:
 (1) coordination of curriculum
planning and development;
 (2) definition and application of
curriculum theory;
 (3) design and application of
curriculum research; and
 (4) provision of aid in filling
inservice needs of staff.
 The place of curriculum workers
as supporting staff members in
school systems is surveyed. An
outline relating l74 competency
items to the curriculum worker's
role and functions (management,
program and instructional
improvement, interpersonal
relations, and research) is
developed.
 Examples of assessment of two
of these competencies are
presented, giving statements of
competency subdivisions in
behavioral terms, a description
of assessment setting and
personnel involvement, and a list
of criteria on which the
assessment is made.
 Four major issues of concern to
college staff and practicing
school administrators and
supervisors in designing and
implementing competency-based
supervisory issues are discussed,
subissues identified, and
suggested solutions and
implications offered.
 They four major issues are:
 competency identification;

 learning experiences;

 competency assessment; and

 program governance. (MJB)

 https://eric.ed.gov/?id=ED155139
 These four major issues are:
 competency identification;
Now that you have a vision of
professional success, the next step is to
“translate” it into the most important
skills you will need to make that vision
a reality. When those skills have
observable outcomes, they are called
“competencies”.
https://learning.ucsf.edu/staff-development/staff-learning-portal/professional-development-
guide/identifying-competencies
 Every job requires proficiency in
particular competencies in order to
be performed successfully. In this
section, you will explore the most
common competencies required for
professional success, and identify
the competencies required to make
your vision of success a reality.

 https://learning.ucsf.edu/staff-development/staff-learning-portal/professional-
development-guide/identifying-competencies
Learning experiences;

Learning experience refers to any

interaction, course, program, or
other experience in which learning
takes place, whether it occurs in
traditional academic settings
(schools, classrooms) or
nontraditional settings (outside-of-
school locations, outdoor
environments),
https://www.edglossary.org/learning-experience/
  or whether it includes traditional
educational interactions
(students learning from teachers
and professors) or nontraditional
interactions (students learning
through games and interactive
software applications).

https://www.edglossary.org/learning-experience/
 Competency assessment; and
 Competency assessment is defined
as any system for measuring and
documenting personnel
competency.
The goal of competency assessment is
to identify problems with employee
performance and to correct these
issues before they affect patient care.
 https://extranet.who.int/lqsi/sites/default/files/attachedfiles/LQMS%2012-
3%20Competency%20assessment.pdf
 program governance. (MJB)
 Goals of program governance

 Program governance addresses a

number of goals:
 Define and implement a
structure within which to
execute program management
and administration
 https://www.ibm.com/developerworks/rational/library/apr05/hanford/index.
html
 Provide active direction,
periodically review interim
results, and identify and execute
adjustments to ensure
achievement of the planned
outcome (which contributes to
success of the overall business
strategy)

 https://www.ibm.com/developerworks/rational/library/apr05/hanford/index.
html
 https://eric.ed.gov/?id=ED155139
 Thank you
and
Godbless

BY: REALYN CONEL