After analysis the case from M2, we found an article about the “
Source: Management in Education, v25 n3 p119-124 Jul 2011
This report seeks to examine the leadership challenges posed by the implementation of curriculum innovation in primary schools.
Aim of the project
− the skills, processes and practices that are required in leadership for successful curriculum
innovation in primary schools; and
− the extent to which schools are currently prepared for curriculum innovation
Project methodology
The project employed a blended methodology based on interviews, observations, and documentary analysis, in order to produce rich data. The five main aims of the project are posited in the following research questions:
1. What key skills are required in leading curriculum innovation?
2. How can innovation be encouraged and developed in challenging circumstances?
3. What are the main characteristics of best practice in the leadership of curriculum innovation in primary schools?
4. To what extent is there a link between curriculum innovation and school effectiveness and improvement?
5. To what extent are schools ready to implement the recommendations of the Rose Review?
6. To what extent are primary schools ready to implement the curriculum innovation that will be necessary at a time of strategic review of priorities in education?
4 stage model for curriculum innovation
Process diagram of curriculum innovation
List of main findings of the study
− There was a strong sense that curriculum change is welcomed, especially if it allows and encourages innovation by the schools themselves.
− Leading curriculum innovation is challenging and complex but it is welcomed by headteachers, all of whom view the leadership of learning as central to their role.
− All of the schools reported the necessity of allowing time and space for reflection, evaluation and a carefully staged process of change with the whole school working in a unified direction.
− An ethos for change needs to be created which allows freedom for experimentation, supported risk taking and the trialling and piloting of cross-curricular approaches to teaching.
− Curriculum change needs to take full account and have a good fit with the school’s particular contextual needs and circumstances.
− A clear steer by both central agencies and individual school leaders is required if the important work schools have carried out with respect to planning, tracking and monitoring progress, is not to be lost.
− Teachers value explicit guidance in constructing new formats which capture cross-curricular approaches to learning as well as the skills and knowledge to be covered in specific subject areas.
− Regular meetings to discuss and evaluate children’s work as well as check on progress and quality need to involve teachers and all levels of leadership in order to ensure the widest constituency of knowledge on standards, assessment and monitoring.
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By Andy
This report seeks to examine the leadership challenges posed by the implementation of curriculum innovation in primary schools.
Aim of the project
− the skills, processes and practices that are required in leadership for successful curriculum
innovation in primary schools; and
− the extent to which schools are currently prepared for curriculum innovation
Project methodology
The project employed a blended methodology based on interviews, observations, and documentary analysis, in order to produce rich data. The five main aims of the project are posited in the following research questions:
1. What key skills are required in leading curriculum innovation?
2. How can innovation be encouraged and developed in challenging circumstances?
3. What are the main characteristics of best practice in the leadership of curriculum innovation in primary schools?
4. To what extent is there a link between curriculum innovation and school effectiveness and improvement?
5. To what extent are schools ready to implement the recommendations of the Rose Review?
6. To what extent are primary schools ready to implement the curriculum innovation that will be necessary at a time of strategic review of priorities in education?
4 stage model for curriculum innovation
List of main findings of the study
− There was a strong sense that curriculum change is welcomed, especially if it allows and encourages innovation by the schools themselves.
− Leading curriculum innovation is challenging and complex but it is welcomed by headteachers, all of whom view the leadership of learning as central to their role.
− All of the schools reported the necessity of allowing time and space for reflection, evaluation and a carefully staged process of change with the whole school working in a unified direction.
− An ethos for change needs to be created which allows freedom for experimentation, supported risk taking and the trialling and piloting of cross-curricular approaches to teaching.
− Curriculum change needs to take full account and have a good fit with the school’s particular contextual needs and circumstances.
− A clear steer by both central agencies and individual school leaders is required if the important work schools have carried out with respect to planning, tracking and monitoring progress, is not to be lost.
− Teachers value explicit guidance in constructing new formats which capture cross-curricular approaches to learning as well as the skills and knowledge to be covered in specific subject areas.
− Regular meetings to discuss and evaluate children’s work as well as check on progress and quality need to involve teachers and all levels of leadership in order to ensure the widest constituency of knowledge on standards, assessment and monitoring.
......
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By Andy
I think curriculum decisions made at the institution must take into account the district staff ’s willingness to find a satisfactory solution to the student teaching income barrier; to provide school locations for on-site courses; to supervise participants’ field experiences; to serve as guest speakers for seminars and workshops; and to teach selected courses in the program.
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