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

2. 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

3. 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

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

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

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

7. 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;

8. 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

9. 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)

10. 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)

11. 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

12. Professional Learning
Evaluation
Professional Learning
Community
Assessment for learning
Pedagogical Practice

13. 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

14. 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

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

16. Discussion Workshop

17. 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