1. The Principal as the School’s Instructional Leader
The chapter positions the principal not simply as an administrator or manager but as the instructional leader accountable for ensuring effective teaching and learning. This includes:
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Setting a clear academic vision and ensuring alignment with curriculum standards.
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Monitoring instruction through classroom observations, data analysis, and feedback cycles.
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Creating conditions that foster high-quality teaching, such as professional learning communities, mentoring systems, and protected instructional time.
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Prioritising curriculum coherence so that the school moves in a unified direction.
The authors stress that instructional leadership is the most direct path through which principals influence student learning outcomes.
2. Symbolic and Cultural Leadership
The principal acts as the symbolic centre of the school community. Their actions send signals about what the school values. In curriculum matters, symbolic leadership includes:
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Demonstrating commitment to learning by being visible in teaching spaces.
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Celebrating academic success and modelling professional behaviours.
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Establishing a culture of trust, collaboration, and high expectations.
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Encouraging shared ownership of curriculum decisions.
The chapter highlights that the principal’s attitudes, daily habits, and interactions create a climate in which curriculum innovation can flourish—or fail.
3. The Principal’s Role in Curriculum Development
Glatthorn and Jailall identify curriculum development as a strategic responsibility, not a peripheral task. The principal’s role involves:
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Clarifying the school’s curriculum priorities and ensuring alignment with district and national standards.
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Guiding teachers in developing and evaluating units, assessments, and instructional materials.
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Coordinating curriculum committees and facilitating teacher leadership.
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Ensuring that curriculum documents remain living tools, updated based on evidence and reflective practice.
A strong principal ensures that curriculum development is continuous, collaborative, and grounded in sound academic rationale.
4. Managing Curriculum Implementation
The authors differentiate between development and implementation, arguing that many curriculum plans fail during implementation due to inconsistent leadership. Effective principals:
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Provide resources and training required to enact curriculum changes.
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Remove barriers that impede instructional improvement.
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Monitor fidelity of implementation and adjust strategies using data.
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Support teachers through coaching, modelling, and professional development.
Leadership consistency and sustained follow-up are presented as non-negotiable components of successful implementation.
5. The Principal as a Change Agent
Chapter 3 frames principals as change agents who drive school improvement. Key change-oriented responsibilities include:
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Anticipating resistance and managing it constructively.
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Communicating vision clearly and repeatedly.
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Using evidence to persuade stakeholders and guide decision-making.
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Encouraging reflective practice and continuous learning.
The chapter stresses that meaningful curriculum reform requires a principal who is patient, persistent, and strategically adaptive.
6. Ethical and Professional Leadership
Finally, the authors note that principals must embody ethical leadership to protect the integrity of the curriculum. Ethical behaviours include:
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Fairness in decision-making.
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Transparency in curriculum evaluation and assessment policies.
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Commitment to equity and meeting the needs of diverse learners.
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Upholding professional standards for teachers and students.
Such ethical foundations help the school maintain legitimacy and trust, which are essential for long-term curricular success.
Overall Significance
Chapter 3 argues that effective curriculum leadership begins and ends with the principal. While teachers implement curriculum and districts provide frameworks, the principal is the person who:
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Sets direction
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Builds culture
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Ensures coherence
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Drives implementation
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Sustains improvement
The chapter concludes that without a strong, knowledgeable, and committed principal, curriculum quality and instructional coherence are unlikely to be achieved.
