6) Improving the Program of Studies 18/11/25

Chapter 6 examines how curriculum leaders can systematically review, revise, and strengthen the Program of Studies (POS)—the formal catalogue of courses, pathways, and learning opportunities offered by a school or school district. The chapter frames improvement of the POS as a strategic, long-term, and collaborative process essential for ensuring educational relevance, coherence, equity, and responsiveness to social change.

1. Understanding the Program of Studies

The program of studies is described as the structural backbone of curriculum planning, outlining:

  • Courses available at each grade level

  • Sequences and prerequisites

  • Elective options and specialised pathways

  • Requirements for graduation

  • Alignment to state/national standards

Glatthorn argues that an effective POS reflects both societal expectations and learner needs, balancing academic, vocational, personal, and civic development.

2. Rationale for Improving the Program of Studies

The authors highlight several reasons continuous improvement is necessary:

  • Changing societal demands (technology, globalization, workforce shifts)

  • Evolving student demographics and needs

  • New research on learning and pedagogy

  • Policy and accountability pressures

  • Emerging subjects and competencies (STEM/STEAM, digital literacy, global citizenship)

Thus, curriculum leaders must ensure the POS remains current, inclusive, and future-oriented.

3. Principles of Program Improvement

Glatthorn outlines guiding principles for successful POS revision:

  1. Alignment – Ensuring vertical (grade-to-grade) and horizontal (across classrooms/subjects) coherence.

  2. Equity and access – Expanding opportunities for all learners; eliminating tracking practices that limit mobility.

  3. Comprehensiveness – Including a balanced mix of core subjects, electives, and interdisciplinary options.

  4. Relevance – Connecting curriculum to real-world demands and student interests.

  5. Feasibility – Considering staffing, resources, time, and community context.

4. A Systematic Process for Improvement

The chapter provides a step-by-step model for curriculum leaders:

a. Establish a Review Committee

Includes administrators, teachers, community stakeholders, and sometimes students. This ensures a participatory and transparent process.

b. Conduct a Needs Assessment

Using data such as:

  • Student achievement patterns

  • Enrollment data

  • Graduation requirements

  • Feedback from teachers, students, and parents

  • Workforce and societal trends

  • Benchmarking against successful schools

c. Evaluate the Current POS

Strengths, gaps, redundancies, and outdated elements are identified. Special focus is placed on ensuring logical course sequences, smooth transitions, and equitable access.

d. Develop Improvement Proposals

This may involve:

  • Adding new courses or pathways

  • Eliminating or modifying outdated courses

  • Integrating cross-disciplinary themes

  • Strengthening career and technical education

  • Redesigning course sequences for coherence

e. Pilot, Review, and Revise

Program changes are tested, monitored, and adjusted based on feedback and results.

f. Formal Approval and Implementation

The school board or governing body finalises the revised POS. Staff training, resource allocation, and communication strategies follow.

5. The Role of Curriculum Leaders

Curriculum leaders act as:

  • Facilitators who guide dialogue and decision-making

  • Data analysts ensuring decisions are evidence-based

  • Vision builders who articulate long-term goals

  • Advocates for innovation

  • Managers coordinating tasks, communication, and resources

The authors stress that leadership is not authoritarian; it is collaborative and distributed, involving shared responsibility.

6. Addressing Challenges

Common barriers include:

  • Resistance to change

  • Budget limitations

  • Lack of teacher training

  • Inadequate community engagement

  • Rigid schedules or staffing constraints

Glatthorn recommends solutions such as building consensus, using data to justify change, phased implementation, and ongoing professional development.

7. Ensuring Continuous Improvement

Program improvement is not a one-off event. The chapter concludes by encouraging:

  • Cyclical review (every 3–5 years)

  • Mechanisms for ongoing monitoring

  • Regular feedback loops from stakeholders

  • Updating the POS as new research and challenges emerge

This continuous-improvement mindset ensures that the POS remains dynamic, responsive, and effective.

Overall Significance

Chapter 6 emphasizes that improving the Program of Studies is central to curriculum leadership, as it shapes what students learn, how they progress, and what opportunities they receive. A well-designed and regularly updated POS helps schools remain relevant, equitable, and high-performing in a rapidly changing educational context.