Providing Leadership 21/11/25

The chapter “Providing Leadership” explains the principal’s central role as the instructional and curriculum leader of the school. Unlike earlier administrative models that emphasised management, this chapter positions the principal as a vision-setter, culture-builder, facilitator of teaching quality, and orchestrator of curriculum coherence. Glatthorn and Jailall argue that what occurs in classrooms—what is taught and how it is taught—is significantly shaped by the principal’s leadership decisions.

1. The Principal as the Anchor of Curriculum Leadership

The authors describe the principal as the primary agent responsible for ensuring that the school’s curriculum is:

  • Aligned with standards and assessments

  • Coherent across classrooms and grade levels

  • Responsive to students’ needs

  • Consistently implemented

Curriculum success depends on leadership actions that are strategic, purposeful, and collaborative. The principal is not merely a supervisor but a leader of learning.

2. Establishing a Clear Vision for Teaching and Learning

A major task of leadership in this chapter is crafting and communicating a strong instructional vision.

This includes:

  • Articulating what high-quality teaching looks like

  • Establishing shared expectations for curriculum implementation

  • Setting priorities such as literacy, assessment literacy, or differentiated instruction

  • Aligning school improvement plans with curriculum goals

The vision must be shared and co-owned by teachers, not imposed. Glatthorn and Jailall emphasise collaborative vision-building through faculty dialogue, professional learning communities, and ongoing reflection.

3. Building a Professional Culture that Supports Curriculum Improvement

The chapter highlights that curriculum change succeeds only within a positive professional culture. The principal must cultivate:

  • Trust among staff

  • A culture of shared responsibility for student learning

  • Openness to innovation

  • Norms of collaboration and continuous improvement

  • Respect for teacher expertise

Principals model these values through transparent communication, supportive behaviours, and recognition of teacher contributions.

4. Ensuring Curriculum Coherence and Alignment

The principal's leadership ensures that:

  • Curriculum is aligned with national standards, school goals, and assessments

  • Teachers’ instructional practices are consistent with the adopted curriculum

  • Vertical and horizontal alignment prevent gaps and redundancies

  • Assessment practices reinforce curricular priorities

  • Students receive equitable learning opportunities regardless of the classroom

The principal uses data—test results, classroom observations, and teacher feedback—to ensure alignment and coherence.

5. Providing Support Through Resources and Professional Development

Leadership also means empowering teachers with the tools needed to succeed. The chapter identifies two main support areas:

a. Instructional Resources

  • Updated textbooks and digital materials

  • Curriculum guides and pacing documents

  • Assessment tools and exemplars

b. Professional Development

  • Workshops, mentoring, coaching

  • Time for collaborative planning

  • Support for reflective practice and inquiry

The principal ensures that professional development is sustained, job-embedded, and aligned with curriculum goals—not isolated one-off sessions.

6. Monitoring and Supporting Classroom Instruction

The authors emphasise that the principal must be an instructional presence within the school.

Key monitoring strategies include:

  • Walkthroughs and classroom observations

  • Reviewing lesson plans and assessments

  • Engaging teachers in reflective dialogue

  • Using data to guide instructional decisions

  • Providing constructive feedback

The goal is not punitive evaluation, but supportive improvement.

7. Leading Curriculum Change

The chapter underscores that curriculum change requires change management skills, including:

  • Building teacher buy-in

  • Piloting innovations before full adoption

  • Addressing resistance thoughtfully

  • Using research and data to justify changes

  • Establishing implementation teams

Effective principals guide change through collaboration, clarity, and continuous support, avoiding top-down mandates.

8. Advocating for Students and Learning

The principal is ultimately a student advocate. Leadership is exercised through:

  • Prioritising equity and access

  • Ensuring that diverse learners’ needs drive curriculum decisions

  • Removing structural or instructional barriers

  • Championing evidence-based practices

The authors highlight that principals influence not only curriculum structures but also student outcomes and opportunities.

Conclusion

“Providing Leadership” presents the principal as a dynamic curriculum leader who:

  • Sets a coherent vision

  • Builds a strong professional culture

  • Ensures alignment of teaching, curriculum, and assessment

  • Supports teachers with resources and development

  • Leads change with clarity and empathy

  • Monitors and strengthens instructional practice

Glatthorn and Jailall argue that effective curriculum leadership is central to school improvement. The principal’s actions directly influence the quality of teaching and, ultimately, the achievement of every learner.