Curriculum Leadership National Co-ordinator Changing Ireland IPPN Conference Marie Mc Loughlin National Co-ordinator January 2007

Objectives of the workshop To highlight key elements of curriculum leadership To engage in reflection based on key elements To explore and discuss other forms of support which will lead to greater impact on curriculum development post 2007

Curriculum of the 21st Century From To Skills and processes Holistic learning Self-directed learning Integration of both Lifelong learning Content Subjects Didactic teaching Academic / vocational Compulsory education

Programme of support to date (1999) 2004-2007 Music Physical Education History Geography Drama SESE: Integration 1999-2003 English Maths Science Visual Arts SPHE Gaeilge 2003-2004 Year of Consolidation and Review (2001) Regional Curriculum Support Service (2007)

Key elements of effective curriculum leadership Culture of Collaboration Professional Development Vision Curriculum Leadership Resources Evaluation Planning Networking /Local Support

Culture Culture of separation Culture of connection Culture of integration      Balkanism Fully Collaborative Culture Comfortable Collaboration Individualism Contrived Collegiality

Professional Development There can be no curriculum development without teacher development (Kirk, 1992) Balance between off site and on site learning – without support and feedback for teachers at the level of the school, transfer unlikely to occur (Fullan, 1991, Hopkins et al 1993, Sugrue, 2002) Importance of on-site coaching (Joyce and Showers 1988, 1995; Moon et al, 2000;

Type of engagement Level of Impact Presentation of theory Impacts on awareness Demonstration Impacts on knowledge and awareness Practice Impacts on awareness, knowledge, development of skills Assistance in the classroom Impacts on awareness, knowledge, skills development and application

Networking/Links with community We learn powerfully from our peers. A basic principle of adult learning is that adults learn effectively in groups. Leaders build networks through attendance at conferences, workshops and joining networks. Clustered schools – exchanges between institutions, new perspectives (Craft, 1996). Less likelihood of insularity. Fostering professional discourse. Fostering of ‘bottom up’ and ‘bottom across’ initiatives (OECD 1998)

Planning “Where staff have been involved in the development of plans for their school, there is likely to be school-wide consistency in the usage of the plan. Where staff have not been involved, however, there is likely to be variation, with teachers tending to adopt individual approaches for different curriculum areas” (Webb & Vulliamy 1996)

Resources Time, money, people, space, materials and equipment… “One of the tasks for the subject leader is to secure an appropriate level of resources and to find ways in which the best can be made of whatever resources are available” Bell and Ritchie 1999

Professional Learning Evaluation Professional Learning Community Assessment for learning Pedagogical Practice

Evaluation: Data Collection Review and development Results from tests Learning experiences Teaching styles Teacher expertise and experience Curriculum Resources Budget Professional development Documentation Parental involvement

Aid to self-evaluation Area 1: Quality of school management Area 2: Quality of school planning [Area 3: Quality of curriculum provision] Area 4: Quality of learning and teaching Area 5: Quality of support for students

Vision Provides a sense of higher purpose beyond routine Inspires Encourages ambition Anchors decisions Helps prioritise developments

Discussion Workshop

Some words of wisdom… Steer clear of false certainty (there are no ready made answers out there to the “how” question) Base risk on security (promote risk-taking but provide nets of supportive relationships) Respect those you want to silence (incorporate and learn from dissenters) Move toward the danger in forming new alliances (“out there” may be dangerous, but you need external partners) Manage emotionally as well as rationally (work on your emotional intelligence, don’t take dissent personally) Fight for lost causes (be hopeful against all the odds) Fullan 2001