Antoinette M.

Joe
University of St. Thomas
EDUC 5315: Instructional Leadership
Dr. Lachanda Landry
Date: June 3, 2015

ed Practices in Developing and Evaluating Instructional Prog

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Curriculum must be based on research and on the necessities of the students of the
campus. In order to collect information by using various research and investigation strategies,
one would accomplish this through conducting a needs analysis of the goals and objectives for
developing students with a career in mind. Today students are not prepared in the high school
setting for post-secondary education or for the rigors of work in an informational-based
economy. There is a need to develop a curriculum which prepares middle school students for
what is expected for post-secondary opportunities. The only way this could be done is by
developing a curriculum which introduces careers in the 21st century society to middle school
students. As an administrator it is very important to develop a team of individuals who will work
collaboratively in the development process. This team will consist of administrators, teachers,
parents, students, and the community stakeholders. Each individual is essential to the success of
the development, implantation, and evaluation of the campus curricular, co-curricular, and
extracurricular programs.
Once the team has been developed, everyone must understand the key components of the
need for the curriculum, its instructional objectives, and its learning outcomes. The team will use
the most influential model in development of curriculum called the Tylers model. It is also
known as the Tyler rationale. This model will provide the team a framework to use on how to
construct a planned curriculum. This model is based on a four step approach which focuses on
objectives, instructional strategies and content, organization of learning experiences, and
assessment and evaluation that is based on four questions. These four steps are: setting
objectives, learning experiences and content, organizing learning experiences, and evaluation.
Based on these steps, there are four questions to be answered in the development process:

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1. What educational purposes should the institution seek to attain? (Objectives)

2. What educational experiences are likely to attain these objectives? (Instructional
strategies and content)
3. How can these educational experiences be organized effectively? (Organization of
learning experiences)
4. How can we determine whether these purposes are being attained? (Assessment and
evaluation)
(http://www.hec.gov.pk/InsideHEC/Divisions/LearningInnovation/Documents/Curriculu
m%20Development,%20Assessment%20and%20Evaluation.pdf)
Tyler model focus is solely on teaching and the objectives serves as a basis for devising elements
with evaluation of those elements, and reflecting on the degree of achievement of the objectives
(Veness, 2010). This model focuses on students emotions, feelings, beliefs, and intellect. These
things are taken in consideration when students take a career interest inventory. When student
select a career path, it is based on their interest and preferences, which is the major focus of the
Tyler model.
In order to implement this model, the school must understand what the school wants for
the students to learn in order to be productive citizens in todays 21st Century society. The major
goal is to teach students how to be successful. Objectives would have to be designed based on
this information and the outcome in which we are to attain as a school. After the objectives have
been created, schools would them brainstorm on how they will teach the objectives to the
students, which many learn and develop differently than others. We would then need to design an
assessment to evaluate the effectiveness of the objectives and how effective this model will work
for the goal for students to become aware of post-secondary opportunities.

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Tyler model 1.1

setting
objectives

evaluation

Student

organizing
learning
experiences

learning
experiences
and content

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References
Denham, T. (2002). Comparison of the two curriculum instructional design models: Ralph Tyler
and Siena College accounting class. Siena College, New York.
Khwaja, I. (n.d.). Module III: Curriculum development, assessment and evaluation. Retrieved
from
http://www.hec.gov.pk/InsideHEC/Divisions/LearningInnovation/Documents/Curriculum
%20Development,%20Assessment%20and%20Evaluation.pdf .
Veness, D. (2010). Educational reflection: Models and theories of curriculum design. Retrieved
from http://educational-reflections.blogspot.com/2010/11/when-teachers-are-asked-todevelop.html .