The role of curriculum coordinators

Abstract

The purpose of this study is to clarify the role of curriculum co-ordinator in the Red Deer Catholic Regional School Division, discuss the strengths and limitations, determine areas of need for enhancing the effectiveness of the position and make recommendations for potential development or changes. Data sources were four weeks of journal entries of day to day tasks I performed as a curriculum co-ordinator and verbatim transcripts of interviews conducted with three teachers, three principals, one senior administrator and two experienced co-ordinators. Themes evolved from the data and were organized into nine main areas of focus. Three different perspectives of the role of the co-ordinator became apparent: (teacher, principal and district). The study concluded that centralized curriculum and instructional support is a definite asset for ensuring staff development, communication of curriculum changes and effective implementation. However, the form of this support need not be and cannot be strictly defined. Different approaches to providing curriculum and instructional support in school districts exist and terminology used to label the position vary as much as to the responsibilities given in this role from jurisdiction to jurisdiction. The study found that the role of curriculum co-ordinator was determined by a number of sources and that it is an evolving and dynamic position, changing with each school year, the needs of the jurisdiction, initiatives of the Department of Education and the person (personality, personal interest, etc.) in the position of curriculum co-ordinator.