1. The Purpose and Scope of Curriculum Development
Glatthorn stresses that curriculum development is a systematic process that integrates design, evaluation, and continuous improvement. It is not a one-time project but a cyclical and collaborative undertaking involving teachers, administrators, and subject experts.
Key purposes include:
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Ensuring alignment between standards, instruction, and assessment
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Establishing curriculum coherence across grade levels and subjects
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Responding to contextual needs, such as diverse learners, policy changes, or national standards
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Supporting teachers with clear guidelines while allowing flexibility for professional judgment
Glatthorn emphasises that curriculum development must be strategic, ensuring that decisions are based on data, research, and the school’s vision.
2. Models of Curriculum Development
The chapter outlines several models but highlights two major approaches:
a. The Traditional (Technical) Model
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Linear and structured
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Begins with goals → develops objectives → aligns content and assessment
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Prioritises clarity, accountability, and uniformity
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Often driven by national or district standards
This model is appropriate when consistency across classrooms is a priority.
b. The Collaborative (Interactive) Model
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Emergent and participatory
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Encourages teachers to be co-authors of the curriculum
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Recognises classroom realities and contextual differences
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Supports professional agency and innovation
Glatthorn suggests that most effective systems blend both models, maintaining coherence while empowering teachers.
3. The Role of the Curriculum Leader in Development
The chapter positions the principal or curriculum leader as a facilitator, not merely a manager. Key responsibilities include:
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Structuring and supporting teacher teams
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Providing resources, materials, and professional development
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Setting clear expectations for curriculum quality
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Ensuring alignment with standards, school goals, and learner needs
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Monitoring progress through feedback loops and evaluation systems
Leadership is viewed as both technical (aligning content) and transformational (building a culture of shared ownership).
4. Curriculum Implementation: The Critical Phase
Glatthorn emphasises that strong curriculum documents alone do not ensure improved learning; implementation quality determines success.
a. Challenges in Implementation
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Teacher resistance or limited buy-in
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Insufficient professional development
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Inadequate instructional materials
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Misalignment between curriculum, testing, and classroom practices
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Organisational constraints (time, resources, scheduling)
Implementation is therefore a change-management task, requiring support, clarity, and consistent follow-up.
b. Strategies for Effective Implementation
Glatthorn identifies several evidence-based strategies:
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Clear Communication
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Goals, timelines, expectations, and responsibilities must be explicit.
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Professional Development and Coaching
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Teachers require training, modelling, co-planning, and continuous feedback.
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Pilot Programs
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Testing new curricular components before scaling system-wide.
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Collaborative Planning Time
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PLCs and departmental meetings to support mutual understanding.
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Monitoring and Formative Evaluation
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Walkthroughs, assessments, and teacher input guide mid-cycle adjustments.
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Administrative Support
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Ensuring availability of resources, reducing workload barriers, and acknowledging teacher contributions.
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Implementation must be adaptive—leaders should revise plans based on emerging evidence.
5. Evaluation and Continuous Improvement
Curriculum evaluation is integral to both development and implementation. Glatthorn presents two major types:
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Formative Evaluation: ongoing, supporting real-time improvements
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Summative Evaluation: assessing overall effectiveness and learner outcomes
Data sources may include:
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Student achievement results
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Teacher reflections
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Classroom observations
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Curriculum audits
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Feedback from stakeholders (students, parents, teachers)
Effective curriculum leadership ensures that evaluation results feed into the next cycle of development, creating a continuous improvement loop.
6. Building a Culture of Curriculum Fidelity and Flexibility
Glatthorn concludes that successful curriculum systems maintain a balanced approach:
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Fidelity: essential components must be taught consistently
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Flexibility: teachers modify instructional strategies for learner needs
The leader’s challenge is to define which elements are non-negotiables and which allow for teacher creativity and contextual responsiveness.
Conclusion
The chapter on Curriculum Development and Implementation argues that curriculum leadership is fundamentally about enabling coherent planning, effective teacher collaboration, and thoughtful change management. Through structured development processes, strategic support systems, and ongoing evaluation, leaders ensure that curriculum intentions become classroom realities. The chapter ultimately positions curriculum management as an essential, dynamic, and collaborative enterprise central to school improvement.
