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Link to the Online Curriculum guide:
New Zealand Curriculum
Brown (2009) highly believes that “the publishing of Curriculum Matters indicates that there is a growing interest in issues to do with curriculum”.  By viewing the table provided below comparing the five orientations suggested by Brown (2009), this would “...help tease out the conflicting agendas at work in the official curriculum, and help us understand what teachers mean when they claim to support or oppose the curriculum”. Brown even further explains that “there is not one systematic approach to deciding what should be taught, and this, I suggest, is the cause of curriculum conflict. The needs of the individual for personal development are authorised by the NZCF, which at the same time invokes a technological orientation to performing education” and provides evidence of this through the study of teachers conceptions and the study reports “...is that teachers are able to recognise and discriminate between various conceptions of curriculum--their acceptance of the curriculum should not mean support for all conceptions” (p.4).

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Reeves (2006) suggested that leaders can streamline curriculum content standards by answering these 3 questions:

1.  Which standards capture knowledge or skills that facilitate students’ learning long-term?

2.  Which standards are applicable to many academic subjects?

3. Which standards denote knowledge or skills critical to success in the next grade/course?
(as cited in Tallerico, 2012)

Rettig, McCullough, Santos, and Watson (2003) suggested that

leaders can also coordinate pacing and formative assessment by

1. Developing a pacing guide that outlines the intended curriculum into units and suggested time frames.

2. Creating and administering common assessments.

3. Targeting interventions ~ analyzing assessment to gauge student needs.               (as cited in Tallerico, 2012)

McTighe and Wiggins, (2004) suggested that curriculum leaders can also design curriculum units backward ~ Also referred to as universal design  (as cited in Tallerico, 2012)

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Barrett and Breyer (2014) study "how modeling instructional strategies by principals influence teachers' implementation of strategies that promote greater students engagement and learning" (p. 1).  While making a clear distinction that they are not speaking of a principal as a mere manager, but more so as Kotter (1990) cites as form of "Leadership that Produces Change and Movement" (as cited in Northouse, 2016).  By focusing on retaining relevancy, instilling passion and motivation while creating a "positive and stable environment where teachers view principals as competent leaders and cooperative partners..." (p. 2). Barrett and Breyer explore the effect of administration and leadership modelling effective lessons.The authors concluded that "teachers need an opportunity to see effective teaching strategies being implemented by school leaders.  By participating in different activities, teachers  were able to experience learning similar to that which students experience during a lesson" (p.6).

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Are the authors suggesting that 'demo' lessons be provided through teacher-only professional development seminars?  Or that school leaders take part in teaching in the classroom?  Which do you agree with?   Which would you find most effective or conducive to the growth and inspiration for teachers?  What are the pros and cons for each method in terms of curriculum leadership?

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Through the readings and other resources we have discovered that effective leadership creates a path that makes educators and administrators to be more introspective and mindful about the processes when dealing with curriculum. When there is a positive and collaborative work environment between teachers and principals/curriculum leaders, teachers often feel supported and therefore more motivated and empowered to enhance educational programs, take risks and commit to innovative classrooms.  This may result in more productive and effective academic learning. Barrett and Breyer (2014) found
"through effective modeling and relationship and team-building between faculty and school leadership, teachers felt supported and were able to view administrators as more capable, trustworthy, and deserving of respect, which can help to counter the perception of the classroom as a hostile environment." (p. 7)

Leadership and relationships through positive modeling and structuring can create connections amongst teachers and administrators that enhances school environment, student achievement, teacher practices and overall the atmosphere of the holistic school.

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The Lee County District and their take on Backward Design

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The Lee County District and their take on Backward Design

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Lee Schools TV student intern Paige Renyhart shows us how the school district is educating students beginning with the end in mind.

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Barret and Breyer (2014) suggested that the

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Barret and Breyer (2014) suggested that the

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"21st century teacher must educate with passion, be knowledgeable and be enthusiastic about the content, and find ways to make topics fun and appealing for all to ensure academic success" ( p. 1)
Please click above to watch video.

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By analysing all three articles and comparing it to leadership and curriculum, it may be suggested that teachers’ conceptions are often very different from that of the leadership within the schools. DuFour and Mattos (2013) note that principals and leadership must find “innovative ways to increase academic achievement, as well as develop, nurture and retain effective teachers” (as cited in Barrett & Breyer, 2014). Finding the common, productive and successful ground between the two schisms are essential for schools in both a local and global context. Tallerico (2012) notes that principals can support (even varied perceptions of curriculum) though direction setting, meaning  “…collaboratively establishing priorities for which standards a school curriculum will emphasize, include or leave out” (p. 18).  Thinking beyond the traditional expectations of both leadership and prescribed curriculum can make way for innovative teaching, learning and curriculum design that is globally appropriate and grounded in the local context.

*Please note that in many cases, we will use the words principal and leader/position of leadership interchangeably.   We have done this with the assumption that the job description of principals and other leaders in the school, vary considerably across contexts.

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1. In what ways has the readings for this week helped you understand curriculum? Which orientation of curriculum to you most align with? How is this evident in your teaching?

2. In relation to the articles, in what ways have you seen principals model effective use of leadership and the use of curriculum?

3. How does the leadership support within your school and/or district plan for professional understanding of the the curriculum? Or increasing student achievement through curriculum use?

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Have you ever seen backward design being used within your teaching career? How was it similar or different than the processes above?

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 Tallerico (2012) also suggested strategies for principals

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 Tallerico (2012) also suggested strategies for principals

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1.  Share Leadership with teachers/teacher leaders                    2. Train for Group Facilitation through PD and and Staff meetings  3.  Sustain Concentration on Priorities  by keeping collective efforts focused on curriculum  improvement priorities.  (Tallerico, 2012)

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In what ways do you feel the framework presented in Brown (2009) would help you understand and relate to the new reformed or upcoming reformed curriculum within your province or district?

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This is "Key competencies in leadership" by Ministry of Education on Vimeo, the home for high quality videos and the people who love them.

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As a teacher, what is your opinion on the New Zealand's curriculum focus? Do you feel that leadership roles can use this focus to establish a starting point within schools?

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How can principals ‘direction-set’ while including varied and professional opinions towards curriculum priorities?

When effective leading also equals effective modeling of sound pedagogical skills, as Barrett and Breyer suggest, is there unavoidable innate bias among leadership?  How can leadership demonstrate that they are taking steps to overcome this bias and see multiple pedagogical perspectives?

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Here is another short article that recounts the reasons why administrators actually return to the classroom. Please click on this
link to read the article.

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How to Fix a Broken School? Lead Fearlessly, Love Hard.

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How to Fix a Broken School? Lead Fearlessly, Love Hard.

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Linda Cliatt-Wayman: How to fix a broken school? Lead fearlessly, love hard

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On Linda Cliatt-Wayman's first day as principal at a failing high school in North Philadelphia, she was determined to lay down the law. But she soon realized the job was more complex than she thought. With palpable passion, she shares the three principles that helped her turn around three schools labeled "low-performing and persistently dangerous."

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Smylie and Eckert (2014 ) identified the following

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Smylie and Eckert (2014 ) identified the following