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. These four major issues are: competency identification; learning experiences; competency assessment; and program governance. (MJB)
1 - Available on microfiche
New York State Association for Supervision and Curriculum Development.
Elementary Education; High Schools; Higher Education