An Exploration of Subject Curriculum and Policy Implementation in Ontario Schools: What Factors Support and Impede Effective Implementation?

Abstract

Ontario teachers experience updates to curriculum and policies at least every five years. The assessment document, Growing Success (2010), is expected to be in effect as of 2010. However, literature has shown that the concepts of Growing Success (2010) are not fully understood by teachers, and utilization of assessment methods vary. In addition, there are inconsistencies in the implementation of policy and subject curriculum across subjects and schools. In this study, I attempted to answer the following questions: What actions have been taken to ensure that teachers are practicing the new policies and curriculum? What factors have influenced or impeded change in policy and curriculum implementation? And to what extent are teachers practicing new policies and curriculum in the classroom? These questions were explored through three semi-structured interviews with experienced Ontario teachers. The data revealed issues in the quality of formal professional development (PD), a lack of support from administrators, a gap between interpretations of documents among teachers and administrators, and a disregard for assessment practices by students, parents and guardians. These findings raise important issues that need to be addressed before successful implementation of new policies and curriculum can take place.