Transformational Curriculum Dynamics is the process by which we design curriculum, then create and translate materials that will give teachers the support and help needed in discipling students to conform to the image of Christ. The process involves continual evaluation, revision, and application to multiple areas of study.

1.  Curriculum

The curriculum is the structure we need for writing or selecting material. It has three parts: profile, context and outline. The profile is a description of specific qualities and assets we want the students to gain during the program. The context lists aspects of the student's current situation such as educational standing, location, and access to resources. The outline is the plan or course of action used to accomplish the profile within the given context.

2.  Material

At this point we "put the meat on the bones" so to speak. The curriculum shows the writers how to develop the material or find existing material that will meet the set criteria. Two critical criteria are that the material is developed from a Christian worldview and that it is appropriate for the given context.

3.  Translation

If the material is needed in other languages it will be translated. This can be done in such a way that the original material can continue to be improved as the translation is occurring.

4.  Dynamics

The desire is to have a dynamic process so that the material can continue to improve and grow.

A.  Evaluation

The evaluation process will allow the developers to know how they can improve the program. This feedback will be used to develop a new version of the program.

B.  Multiplying

A major goal of Transformational Curriculum Dynamics (TCD) is to train others on how to develop the material so that they can develop as much material as needed for their schools. That is, if they want to add a new major to their school they will know how to do that. Hence the process above will be occurring many times within the TCD system as shown.