Fill in the table by describing the role and influence each group has on curriculum. Some may have direct influence and some may have indirect influence. Identify whether their influence deals with selecting, maintaining, or evaluating the curriculum and in what ways they participate in that process. The first answer is provided as an example.
Key Players in Curriculum Development
|Key Players |Role and Influence on Curriculum | | | | |Federal Government |The federal government passes federal legislations, such as the No Child Left Behind Act, to which schools must | | |measure up. NCLB mandates can directly influence the curriculum in schools. They mostly influence the selection of | | |curriculum. | |State |The state provides support materials for each subject and grade level. The state decides what the students need and | | |should learn and provides a list of materials that have been approved to use in the classroom. | |District |The district provides materials for curriculum guides. Districts review and recommend materials that should be | | |purchased for use in the classroom and provides support to the curriculum and makes sure the teachers are prepared to| | |teach with using the new materials. | |School |Schools influence the curriculum by taking the provided and new materials and introducing it to the students while | | |maintaining the guidelines of the student standards. | |Teacher |While the teacher doesn’t play a big role in what curriculum is to be taught, they do decide how to teach it in their| | |class. They also attend meetings to present reviews on suggested materials and many teachers join state committees | | |putting in a say to student standard laws. | |Community |The community influences curriculum in schools by affecting what topics may be taught depending on the community | | |group. An Actively involved community also has influence on the dictions of new and old materials to be used in the | | |classroom, as well as playing a role in extra curricula activities with hosting clubs and teams. |