Professional Learning Flagship Program: Leading Curriculum Change

Much of the foregoing discussion is encapsulated in Fullan’s (2006, p. 8) seven core premises that, heargues, underpin an understanding of change:1. a focus on motivating people for change2. capacity-building, with a focus on results3. learning in context4. changing the larger context, including schools and districts learning from each other5. a bias for reflective action to produce shared vision and ownership6. ‘tri-level’ engagement of school and community, district and state7. persistence and flexibility in staying the course.Teachers are at the centre of curriculum change, but their preparedness (in both senses of theword) cannot be assumed. Leaders of curriculum change need the capacities to engage teachers incommitting to the process.RecommendationsProfessional learning for leading curriculum change should prepare leaders to:• Understand and address the key influences on successful curriculum innovation identified inthe literature, including such factors as clarifying goals, supportive organisational structures andmanagement processes, school cultures and beliefs, collective capacity-building through learningand reflection, and trust and collegiality.• Appreciate the complexity of institutional processes and the relevance of strategic leadership andsystems thinking, to planning a comprehensive approach to innovation.Professional Learning Flagship Program: Leading Curriculum Change: Literature Review 8