1. Curriculum Leadership in the Context of Reform
The authors situate curriculum leadership within the broader landscape of educational accountability—particularly policies such as No Child Left Behind (NCLB). These reforms require schools to demonstrate measurable student achievement, making the principal’s curriculum role more central than in previous decades.
The chapter stresses that principals cannot delegate curriculum decision-making entirely to teachers or district offices. Instead, they must guide, coordinate, and monitor all curriculum-related efforts to ensure alignment with standards and improvement goals.
2. Understanding Current Curriculum Trends
Glatthorn and Jailall describe several key trends that affect schools:
a. Standards-Based Education
Curriculum is increasingly shaped by state and national standards, making alignment essential.
b. Accountability and Testing
The rise of high-stakes testing means that what gets assessed strongly influences what is taught. Principals must ensure that instructional programs prepare students for these expectations without narrowing the curriculum excessively.
c. Increasing Diversity
Schools are now more culturally, linguistically, and cognitively diverse. Principals must support curricula that address differentiated needs and equity.
d. Pressure for 21st-Century Skills
Curricula must evolve to cultivate critical thinking, collaboration, digital literacy, and problem-solving.
These trends underscore the need for principals who understand curriculum theory and can interpret external mandates thoughtfully rather than mechanically.
3. The Hallmarks of Curriculum Quality
The chapter identifies several criteria that define a strong curriculum:
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Alignment with standards, assessments, and instructional practices
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Scope and sequence that are logical and developmentally appropriate
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Coherence across grade levels and subjects
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Balance between foundational knowledge, skills, creativity, and higher-order thinking
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Relevance to learners’ lives, needs, and future opportunities
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Manageability, ensuring that curriculum goals can realistically be implemented within available resources
The authors argue that principals must regularly evaluate the school’s curriculum using these hallmarks and intervene to resolve inconsistencies or gaps.
4. The Principal’s Foundational Responsibilities
This chapter frames the principal’s curriculum role as both visionary and operational. Key responsibilities include:
a. Building a Shared Vision
The principal initiates conversations around what high-quality learning should look like and ensures broad staff ownership of curricular goals.
b. Creating Conditions for Effective Curriculum Work
This includes:
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Providing time for teachers to collaborate
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Ensuring access to quality resources
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Encouraging professional development
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Fostering an environment of trust, participation, and inquiry
c. Communicating Expectations
Principals must articulate clear standards for classroom instruction, assessment practices, and curriculum delivery.
d. Monitoring and Supporting Implementation
Effective principals review planning documents, visit classrooms, examine student work, and use data to refine curriculum practices.
5. Moving Beyond Compliance
A key message of the chapter is that principals must avoid becoming mere implementers of external mandates. Instead, they should:
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Interpret policy demands wisely
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Advocate for curricular decisions that benefit students
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Integrate state and national standards into a coherent local curriculum
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Ensure that testing does not undermine deeper learning or creativity
This approach positions the principal as a professional leader, not a bureaucratic rule-follower.
6. Conclusion
“Laying the Foundations” establishes the essential mindset and theoretical framework for the rest of the book. It emphasises that curriculum leadership is the principal’s core function, requiring vision, knowledge, courage, and collaboration. By understanding educational trends, upholding standards of curriculum quality, and providing strong guidance, principals create the groundwork for effective teaching and improved student learning.
