UNIT 11 CURRICULUM LEADERSHIP

Structure
11.1 Introduction
11.2 Objectives
11.3 Defining Curriculum Leadership
11.3.1 Need for Curriculum Leaders

11.4 Tasks of a Curriculum Leader

11.5 Role of a Principal as a Curriculum Leader
11.6 Role of a Teacher as a Curriculum Leader
11.7 Challenges of curriculum Leadership
11.8 Let Us Sum up
11.9 Unit End Exercises
11.10 Answers to Check your Progress
11.11 References and Suggested Readings

11.1 INTRODUCTION
In this course, till now you might have developed an understanding about
curriculum, approaches to curriculum development. You might have also analysed
the relationship between teaching and decision-making regarding curriculum and
the role of a teacher as a curriculum implementer, developer and critical thinker.
In the last two units of this block you have studied how the goals set in the
curriculum are implemented in the actual school situations. You also learnt about
the complex network between learning situations and construction of formal
knowledge. Finally, the previous units also discussed about the role of a teacher
as implementer of the curriculum.
In this unit, we will discuss about another aspect of a teacher i.e. as a curriculum
leader. In this unit, we will discuss about the meaning and importance of
curriculum leadership. This will help you to differentiate your role as curriculum
implementer. You will also understand about the role of a principal as a curriculum
leader and role of a teacher a curriculum leader. This Unit, will help you to
identify the challenges faced by the curriculum leaders, so that you can develop
strategies to combat the same.

11.2 OBJECTIVES
After completing this unit, you will be able to:
 understand the meaning and importance of curriculum leadership;
 explain the tasks of curriculum leaders;
 describe the role of a principal as a curriculum leader;
 describe the role of a teacher as curriculum leader;
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 analyse the challenges of curriculum leadership.
Understanding Curriculum
11.3 DEFINING CURRICULUM LEADERSHIP
Earlier in this course, you have come across various definitions of curriculum.
The most common understanding relates to curriculum as subject matter or
a series of written documents like books and syllabi. It is also seen as a set
of school experiences, which means it does not only includes “subjects,” and
but includes all activities, such as lunch, play, sports, and other non-academic
activities.
Other definitions have defined curriculum as a plan tied to goals and related
objectives. These definitions suggest a process of choosing from the many
possible activities those are preferred and, thus, value-laden.
Curriculum is also to be drawn from outcomes or results. Here, curriculum is
seen as targeting specific knowledge, behavior, and attitudes for learners. This
is a highly active definition that accepts change in schools as a normal variable
in planning.
In the unit 9 of this block, you learnt about the importance of schools as
curriculum engagement sites. The principal’s vision gets reflected while the
curriculum is being implemented. You are aware about the tasks associated with
the curriculum development process and it is the responsibility of a leader for
sorting out and prioritizing the demands. This is a continuous process, hence
as an effective curriculum leader, principal as a school has to establish new
direction, align people and resources, motivate staff, and produce meaningful
change for school improvement.
Following questions may come to your mind when you hear the term curriculum
leader. Will a curriculum leader stand at the back of your classroom to observe
teaching and learning? Will the curriculum leader conduct three-minute walk-
through observations? Is the curriculum leader the principal of a school? How
many curriculum leaders can one school hold? Let us try and answer these
questions through following discussion.
Curriculum leadership is not be determined by an individual’s title or years
of experience. According to Wiles (2009) Curriculum leadership is the
essential function of school leadership, so it can be carried out by both a
principal and by teachers. Thus, a school principal or a teacher is responsible
for making sure that the school has a quality curriculum and that it is
implemented effectively.
Curricular leadership is discussed by Fidler (1997) as instructional leadership.
He believed that the principals of a school has an impact on the professional
work of the school, including the teaching and learning which goes on in the
classrooms. He presented two points of view from which instructional leadership
can be considered: a functional approach and a process approach. The functional
approach involves leaders in defining the school mission, managing curriculum
and instruction, supervising teaching, monitoring learner progress and promoting
an instructional climate. The process approach looks at ways this might be
accomplished.
Thus, a curriculum leader has to make sure that the curriculum goals are achieved,
which is to maximize learner’s learning by providing quality in the content of
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learning. Thus, Curriculum leadership focuses on what is learned (the curriculum) Curriculum Leadership
and how it is taught (the instruction).
Another goal of curriculum leadership is to develop schools as a learning
organization. A school becomes a learning organization when individuals (teacher,
learners) expand their capacity to create results they truly desire and where
people are continually learning to see the whole together. This form of leadership
is viewed in the following finite activities:
 establishing objectives,
 structuring scope and sequence,
 choosing relevant textbooks and resources, and
 selecting appropriate forms of evaluation, and curricular development needs
to be explored.
Glatthorn (1997) listed the essential functions of curriculum leadership carried
out at the school and classroom levels:

At the School Level At Classroom Level

 develop the school’s vision of a  develop yearly planning
quality curriculum of calendars for
operationalizing the
 supplement the National’s or state’s curriculum
educational goals
 develop units of study
 develop the school’s own vision &
Mission  enrich the curriculum
and remediate learning
 develop a learning-centered schedule
 evaluate the curriculum
 determine the nature and extent of
curriculum integration
 align the curriculum
 monitor and assist in curriculum
implementation

The roles and functions show that regardless of whether these are at the school
level or classroom level, curriculum leadership involves tasks that guarantee
quality education.

Any effective curricular leader will have following characteristsics :

(i) Learner – continually seeking information, evidence and research to support

current practices or develop new approaches within the school.

(ii) Strategic thinker and have a long term vision – the ability to step out of
the busyness of school and the role of curriculum leader to assess where
the school is at and what long term initiatives will have an impact on
improving learner learning.

(iii) Relational – Has an ability to develop effective relationships with teachers,

learners, leadership and other stakeholders to be able to work effectively 37
Understanding Curriculum and communicate with all groups within the school. This is essential for
any strategy to be implemented well in school.
(iv) Action based – the ability to make decisions and act on them. Having
knowledge is important but unless one act on this knowledge than it is
pointless. Developing plans and actions that are implemented is crucial to
being successful.
11.3.1 Need for Curriculum Leaders
Till now, you might have understood the meaning of curriculum leadership. Let
us now discuss about its need in schools.
(i) Curriculum Leaders provides clarity
As curriculum leader, you must understand the need for teaching the core
curriculum. You do not need to be experts, but should know whether
learners are taught the knowledge, the understandings and the skills that
they are expected to learn in the core curriculum. Also, you must have
the knowledge about the need to have importance of technical courses
and electives which can help learners to choose a career later in their lives.
(ii) Curriculum Leaders provides the opportunity to establish goals.
Curriculum leaders have a sense of purpose and a clearly defined mission
or direction. In this process, they involve people as much as possible in
the change process and promote continuous monitoring and review the
proposed programmes and practices. They continuously reflect on their own
teaching and assessment practices and encourage others to do the same.
(iii) Curriculum leaders also uses effective inter individual skills and establish
climate that build consensus, empower others and promote open and clear
communication patterns. They motivate colleagues to attain goals and
encourage discussion, collaboration, shared decision-making and problem
solving. They also help in curriculum implementation, by helping teachers
to better understand the philosophies and intent of curriculum, by providing
assistance in implementing curriculum, and model appropriate behaviours
and practices in curriculum delivery.
(iv) Curriculum Leaders provides the opportunity for continuous improvement

Check Your Progress

Notes : a) Write your answers in the space given below.
b) Compare your answers with those given at the end of the
unit.
1. What do you mean by curriculum leadership?
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2. List the characteristics of curriculum leaders.
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38 .............................................................................................................
 Curriculum Leadership
11.4 TASKS OF A CURRICULUM LEADER
While the role of teacher and that of curriculum leader are complementary, the
roles and associated competencies are not the same. Let us understand the
differences

Teachers must have comprehensive understanding of their content areas and

methods for communicating knowledge to learners. A curriculum leader is a
individual who has not only a comprehensive understanding of the pragmatics
of curricular design and instructional practice, but also a global understanding
of education as a societal enterprise.

On the practical side, perhaps the side that is most frequently recognized by
elementary and secondary school educators, curriculum is characterized as what
is to be taught, in what order, in what way, and by whom (Ornstein & Hunkins,
2004). Teachers are generally professionally prepared to engage in discussions
of curriculum in this frame. Textbook content, their own instructional experiences,
and state-level content standards further support teachers’ ability to engage in
curricular decisions within this conceptual frame. Such ordering of content,
planning activities and assessments, or matching content to state standards is
better conceptualized as lesson decision-making versus curriculum decision-
making.

On the pragmatic end of the spectrum of requirements, curricular leaders must

demonstrate a sophisticated understanding of the relationship between assessment
data and instructional design, particularly in light of the current dominance of
progress monitoring and “Response to Intervention” paradigms. To meet the
diverse needs represented in each classroom, curriculum leadership requires an
ability to recognize the need for the best design and implementation techniques
of a broad range of instructional variations.

Curriculum leadership requires more than a general understanding of psychology,

as curriculum leaders must consider developmental, cognitive, emotional, and
communicative factors as they relate to the reception and expression of content
learning. Curriculum leaders must be well versed and articulate in classic and
contemporary educational research, theory, and practical expectations across all
subcategories including learning and instructional methodologies. They must have
strong theoretical bases on which to build and they must be able to functionally
separate the theoretical from the practical as needed (Hlebowitsch, 1999; Pinar,
1992). Curricular leaders must demonstrate a sophisticated understanding of
education as a political and social enterprise. Curricular leaders must understand
educational purposes of school, what educational experiences are likely to serve
those purposes, and how to effectively organize and evaluate those experiences
(Tyler, 1949). They must be ever cognizant of the ideology, bias, political
agendas, and hegemonies that influence what is taught, how it is taught, and
by whom it is taught in every classroom in America (Apple, 1996, 2000, 2004;
Freire, 1970/2004; Ornstein & Hunkins, 2004). With the locus of control over
the curriculum having shifted to that of the State (Fullan, 2001), today’s
curriculum leaders must have a substantial and current knowledge of state and
national educational policy development, implementation. They must also be
diligent in ongoing monitoring of debates and changing policies at all levels of
influence. 39
Understanding Curriculum The tasks and functions may further be specified into four major tasks:
(i) ensuring curriculum quality and applicability
(ii) integrating and aligning the curriculum
(iii) implementing the curriculum efficiently
(iv) regularly evaluating, enriching, and updating the curriculum
We will discuss about how these tasks are being undertaken by the teachers
and Principals in the following sections.

Check Your Progress

Notes : a) Write your answers in the space given below.
b) Compare your answers with those given at the end of the
unit.
3. List the major tasks of a curriculum leaders.
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4. Explain the role of a principal as a curriculum leader in managing
resources.
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11.5 ROLE OFA PRINCIPALAS A CURRICULUM

LEADER
Often school principals are not clear about their role as curriculum leaders, they
assume that their role is to look into the functioning of the schools. Therefore,
the question, why principals must act as curriculum leaders is important. Let
us understand those reasons first. Wilson B.I & Firestone (1987) asserted that
principals can influence the quality of instruction by working through bureaucratic,
inter individual and cultural linkages. According to him:
(i) Bureaucratic linkages are the formal arrangements of the school which
includes the rules, plans, supervision and administration which allow the
school to operate.
(ii) Inter individual linkages are those which involve one-to-one interactions
that directly influence teachers’ classroom practice.
(iii) Cultural linkages refer to the principal’s ability to affect how teachers
think about their job and their commitment to it.
The role of the principal as a curriculum leader can be seen here as :
(i) Building and Sustaining a School Vision
A clearly determined vision, regards the priorities of a policy, is relevant and
based on realistic long-term goals. It must also include an awareness of the
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cultural dimensions of the community.
Rutherford (1985) specified that the most effective principals have clear, informed Curriculum Leadership
visions of what they want their schools to become; visions that focus on learners
and their needs. While preparing the school vision and mission, the school
curriculum goals and its scope become clear.
When goals and priorities are clear then only a good teacher can set clear,
concise, realistic, relevant, short/long-term goals. Setting such goals and priorities
adds direction to a teacher’s behavior and improves productivity. Thus, helping
the schools to steer forward in the larger context of school improvement.
(ii) Tapping the Expertise of Teacher Leaders
Effective leadership sets the direction and influences members of the organization
to work together toward meeting organizational goals. Similarly, when Principals
act as curriculum leaders, they talk to teachers, provide staff development, and
support lifelong learning about teaching and learning (Blase & Blase, 1999).
They also create opportunities for teachers to work together and share teaching
practices with one another.

Principals who tap into the expertise of teachers throughout the process of
transforming their schools and increasing the focus on learning are more
successful. They often encourage and use cooperation, team-building and
problem-solving in their approach.

As curriculum leaders, they also recognize the importance of integrating activities

of curriculum, staff development, and supervision. Teachers are responsible for
teaching the curriculum, but administrators have equally important responsibility
of supervising curriculum implementation.

Supervision responsibilities include:

 Monitoring the implementation of the school district curriculum in relation

to learner needs

 Analyzing the teacher instructional effectiveness in relation to learner learning

in the curriculum

 Monitoring learner outcomes that occur as a result of the teacher’s

instruction

 Analyzing the formal assessment of learner outcomes

 Using assessment information concerning learner outcomes to improve the

curriculum and the teaching of that curriculum.

 Based on the subsequent findings from the supervisory process, the

administrator and teacher must identify staff development activities and
programs that are aimed at improving teacher skills in implementing and
evaluating that curriculum.

Effective curriculum leaders recognize that importance of professional development

of their teachers as a tool that allows administrators to become better curriculum
leaders. When continuous professional development of teachers is done,
principals help teachers to take up the role of curriculum leaders. Let us
understand this through a case presented below: 41
Understanding Curriculum
Mrs Seema, Principal of Summer fields secondary school, realizes
that that the science teachers were not involving Learners in active
discovery experiences and the mathematics teachers, while
knowledgeable about their subject, were following a didactic approach
with relatively few visual aids or concrete examples for Learners.
She prepared a report and listed the methodologies that would
improve each subject- area. She proposed to provide workshops on
new methodologies during the vacation time f the teachers. She also
proposed to provide incentive in terms of giving leaves in lieu of
the holidays which a teacher used it for her workshop. Teachers
happily agreed and joined the workshops, resulting in improvised
teaching and good leaning.

(iii) Collaboration in work

Effective curriculum leaders believe in teamwork and cooperative decision
making for creating a climate of trust and respect. At the same time, it
is ensured that effectiveness is not sacrificed for the goal of efficiency. While
working together, they build trust, collective responsibility, and focus on
improved learner learning.
During their daily interactions with teachers, principals help create a
collective view of professional self-efficacy emphasising how teacher learning
and improved classroom practices affect learner learning. Another approach
could be that a Principal can help teachers individually and collectively
identify the areas of their professional development. This will not only
provide teacher autonomy but also will help in professional decision-making,
which eventually strengthen teacher learning and classroom practices.
Before a teacher uses new pedagogical skills, they need to know that the
principal will be there to provide professional, psychological, and emotional
support. This is especially critical when teachers run into problems and/
or meet with failure during trial periods. Teams of trained teachers should
be allowed to try new strategies, refine their skills and share their knowledge
with other teachers.
(iv) Managing Resources
For creation of a good learning environment in schools, a number of
resources need to be managed, which include:
 recruiting and hiring teachers who are learners;
 coordinating professional development activities;
 making decisions on resources and school priorities;
 scheduling time, spaces and opportunities for teachers to work and
learn together;
 identifying resources and providing information to the staff;
 aligning available incentives with professional development priorities;
 arranging for substitute teachers;
 visiting classrooms;
 developing and implementing teacher evaluation practices that support
42
growth and improvement.
 Curriculum Leadership
Check Your Progress
Notes : a) Write your answers in the space given below.
b) Compare your answers with those given at the end of the
unit.
5. List the major tasks of a curriculum leaders.
.............................................................................................................
.............................................................................................................
.............................................................................................................
6. Explain the role of a principal as a curriculum leader in managing
resources.
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11.6 ROLE OF A TEACHERS AS

CURRICULUM LEADERS
Wiggins (1994) believed that teachers should become instructional leaders to
“...expand their own knowledge base and ... come to a better understanding
of their own conceptualization of teaching” (p. 19). As a curriculum leader, you
have to build instructional capacity that aims at increasing student learning and
achievement. As a curriculum leader, a teacher must have knowledge of and
skills in several curriculum designs and varied teaching strategies. When you
enter the class, you have to do extensive prior planning ; which involves organizing
content sequentially; stating behavioral objectives; effectively presenting content
to learners; determining how learners are progressing in relation to the objectives;
and planning classroom activities that provide appropriate practice. These
techniques enable teachers to instruct learners better, especially in basic skills.
Your role as a curriculum leader can also include sharing the information on
how to develop thoughtful curricula and instruction that incorporates high
standards.
Let us now understand, the varied role of a teacher a as a curriculum leader.
(i) Resource Provider
Resourcefulness is the ability to adapt to situations as they develop, making
the best use of both the human and material resources at hand. Teachers should
not be bound by tradition or other such limiting factors and be willing to search
for alternatives, such as using collaborative teaching methods vs. directive
teaching methods. Teachers must be creative in finding and using the best avenue
for getting the best from students.
Teachers help their colleagues by sharing instructional resources. These might
include Web sites, instructional materials, readings, or other resources to use
with learners. They might also share such professional resources as articles,
books, lesson or unit plans, and assessment tools.

Manisha offers to help mamta, a new staff member to set up her

classroom. Manisha gave extra copies and other web resources on
the topic life cycles for her learners to use, explained her the various
ways through which leaners can be assessed on this topic. She also
shared the assignment questions with her. 43
Understanding Curriculum (ii) Instructional Specialist
An instructional specialist helps you can help other teachers to implement effective
teaching strategies. This help might include ideas for planning lessons in teams
with other teachers. You can also explore and share instructional methodologies
which are appropriate for the school.

When radha a science teachers shared her frustration about learners’

poorly written lab reports with her colleagues. Other teacher, Jamal
suggested inviting several English teachers to recommend strategies
for writing instruction. Radha decided to talk with two English
teachers serving as instructional specialists, the science teachers
examine a number of lab reports together and identify strengths and
weaknesses. The English teachers share strategies they use in their
classes to improve learners’ writing.

From the perspective of the classroom, you are required to make an analysis
of the classroom climate and an assessment of the readiness of your learners
for learning and their differentiated needs. You have to adopt such a style of
instruction which helps in catering the demands of the learner.
(iii) Curriculum Specialist
Curriculum leaders have an clear understanding about content standards and
they also know importance of linking various components of the curriculum .
They lead teachers to agree on standards, follow the adopted curriculum, and
develop shared assessments.
They also help teachers to implement new ideas, often by demonstrating a lesson,
coteaching, or observing and giving feedback. They help them to reflect on their
practices, hence give them an opportunity to on practice and grew together.
(iv) Mentor
Serving as a mentor for novice teachers is a common role for teacher leaders.
Mentors serve as role models; acclimate new teachers to a new school; and
advise new teachers about instruction, curriculum, procedure, practices, and
politics. Being a mentor takes a great deal of time and expertise and makes
a significant contribution to the development of a new professional.

Manoj is a successful teacher in his classroom, but she has not

assumed a leadership role in the school. The principal asks him to
mentor him new teammate, a brand-new teacher and a recent
immigrant from the other state. Manoj prepares by participating in
the training programme on mentoring. His roles as a mentor will
not only include helping her teammate negotiate the district, school,
and classroom, but will also include acclimating her colleague to
the community. Manoj feels proud as he watches his colleague
develop into an accomplished teacher.

From the discussion above, it is clear that leadership are in multiple, sometimes
overlapping. These roles are sometimes formal with designated responsibilities
on other occasions many informal roles are also played by teacher especially
when you are interacting with their your peers. Regardless of the roles you
assume, as a curriculum leaders you have to shape the culture of your school
44 and improve and learning.
 Curriculum Leadership
11.7 CHALLENGES OF CURRICULUM
LEADERSHIP IN SCHOOLS
There many challanges which can be faced by both teachers principals when
they take up the responsibility as a curriculum leaders. One has to identify those
challanges first, in order overcome them. Let us now discuss about the challanges
which can emerge in the following discussion.
(i) Multiple & conflicting goals: Schools has multiple roles to play and often
plan a range of strategic goals which they want to pursue and these can
be conflicting goals. For example, curriculum goals can compete with other
school goals and there is a possibility to lose the focus required to achieve
them.
(ii) Developing a focus for school improvement – Since, curriculum
leadership has a main focus to increase the efficiency of school. Therefore
as a curriculum leader, you have to identify and implement that strategy
which helps in school improvement. It is a challenge to identify and ascertain
the same.
(iii) Lack of Time and resources to implement strategies – For implementing
any plan, there is a requirement of supportive resources, which are often
lacking in the schools. To organize such resources is also a challenge. Also,
schools and teachers are busy and overloaded with their routine work that
for implementing any new strategies becomes a challenge. For example,
if any strategy require collaborative work in teachers, then scheduling a
time can be problematic and a barrier to successful implementation.
(iv) Demands of the role – (depending on teaching allocation and role
description)- curriculum leaders role can be a very busy role with a high
administrative component. Curriculum and instructional leadership is easy
to be lost as a focus as the high demands of the administrative component
are more pressing. The leadership aspect has the potential to make a far
bigger difference but is the easiest to overlook.
(v) Ongoing professional learning – the role requires an ongoing commitment
to learning and the development of knowledge, skills and understanding
of the latest research and its impact for learning. The busy nature of the
role can make this difficult to prioritise.

Check Your Progress

Notes : a) Write your answers in the space given below.
b) Compare your answers with those given at the end of the
unit.
5) Explain the role of a teacher as a mentor.
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45
Understanding Curriculum
6) State any two challanges which can be faced as a curriculum leader.
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11.8 LET US SUM UP

Curriculum leadership is critical to the development of quality in the context
of the school as it will have influence on the practices of leaders and their success
in curriculum reform, implementation and evaluation. It is dicussed in the unit
that as a curriculum Leaders are not only responsible for solely on maintaining
the existing curriculum through their continuous review but also have to provide
vision, organization, and motivation to teachers and other staff members for
school improvement.
Roles of teachers and principals as curriculum leaders are very important and
have been defined in the unit. Principals as a curriculum leaders have to develop
clearly defined vision and mission for the schools. For implementing these
missions, they have to mange the resources. As teachers, the role is specified
as that of a curriculum specialist, mentor to the new teachers, as resource
provider to other teachers. The challenges of curriculum leadership has also been
discussed in the unit.

11.9 UNIT END EXCERSISES

1. Interview your colleagues about the problem faced by them in teaching
a particular topic and develop a strategy to solve their problem.
2. Discuss with the Principal of your school about the various professional
development programme which can be planned for the staff members.
Develop a plan including priority areas of professional development and
its implementation.

11.10 ANSWERS TO CHECK YOUR PROGRESS

1. Go through section 11.3 and answer based on your understanding.
2. Following are the characteristics: learner, strategie thinker, Reletional, action
oriented.
3. Ensuring quality and applicability, integreating and alligning curriculum,
implementing curriculum and evaluation of curriculum.
4. Some of the tasks involves, recruiting and hiring teachers, coordinating
professional development activities, visiting classrooms etc.
5. As a member an experienced teacher can help invoice teacher to allimatize
with the school system, help to find resources for teaching and to promote
her to become a better teacher.
46 6. Multiple and conflicting goals and developing a focus for school improvement.
 Curriculum Leadership
11.11 REFERENCES
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Leithwood, K. A. (1992a). The move toward transformational
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Sergiovanni, T. J. (1990). Adding value to leadership gets extraordinary
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Glatthorn, A.A., & Jailall, J.M. (2009). The principal as curriculum leader:
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