Professional Learning Flagship Program: Leading Curriculum Change

The curriculum leader will also need expertise in guiding professional learning. The earlier discussion onPL is relevant here, but for curriculum leaders within the school, additional considerations arise. The UKDepartment of Education and Skills (2005, p. 1) identifies aspects of this role as follows:• creating time for PL• encouraging people to take responsibility for their own professional learning• becoming a professional learning community• setting up teaching and learning groups• coaching and mentoring• using video to encourage reflective practice• developing subject knowledge• classroom research as PL• supporting teachers at different stages in their careers• making the best use of leading professionals• evaluating the impact of PL• linking PL with performance management(Department for Education and Skills, 2005).Curriculum leaders need to master the range of components listed in Table 3 and elaborated throughoutthis review. However, at the heart of their role is expertise in curriculum work itself, which this sectionhas sought to unpack. A summary of what is involved here is presented in Table 4, which combines thecore elements of curriculum work with a planning and evaluation process to construct a matrix throughwhich the nature of curriculum leadership could be mapped.Professional Learning Flagship Program: Leading Curriculum Change: Literature Review 30