K-12 Curriculum Development

Dozens of books have addressed the role of the building principal as a curriculum leader or an instructional leader, but most authors do not explain how a principal interacts with state standards, local curriculum writing committees and with the Central Office staff.  In today’s schools, the principal has more responsibilities than ever before, but in the age of No Child Left Behind (NCLB) and increasing levels of accountability, the principal must be aware of practical strategies which will support the ongoing curriculum work of teacher teams.  While this book is designed for principals, it is also a practical book for assistant principals, classroom teachers, curriculum specialists, superintendents, state department of education curriculum consultants and others interested in curriculum development.

Glatthorn and Jailall (2009) wrote, “Curriculum making is a constructed process between districts and schools, and it is a high-value activity into which the principal, as curriculum leader, must extend strong influence” (p. 62).  Chapter one is titled, What It Means to Be a Curriculum Leader: No Child Left Behind and Beyond.  One of the highlights of the first chapter is the authors’ answer to the question, ‘What constitutes a quality curriculum?’  The Hallmarks of Curriculum Quality are shared and are supported by research.  

Chapter ten is titled, Aligning the Curriculum.  Curriculum alignment is an ongoing process and it requires teachers and administrators to have a plan and ongoing communication about the plan.  The authors outline seven types of curricula which need to be monitored.  The Types of Curricula described are the Recommended Curriculum, Written Curriculum, Taught Curriculum, Supported Curriculum, Assessed Curriculum, Learned Curriculum, and Hidden Curriculum.  Most school districts focus on the written, taught, and assessed, and hope for the best. 

The tables and resources included in this book make it a valuable resource for educators involved in K-12 curriculum development.  “Strong, intentional leadership in curriculum development is a necessity for strong instructional leadership” (p. 188).  Please feel free to share your thoughts on The Principal As Curriculum Leader: Shaping What is Taught and Tested.  

Table 

1.1      Generic Skills for a 21st Century Workplace

2.1        Summary of Curriculum Functions by Levels

3.1        Analyzing Curriculum Leadership Roles

5.1        Criteria for Evaluating Curriculum Guides or Courses

6.1        Example of a District Vision of Curriculum

15.1    Unit Analysis Form

*  This is not a complete list of the resources provided.
    There are several more tools and resources.     


Glatthorn, A.A., & Jailall, J.M. (2009). The principal as
       curriculum leader: Shaping what is taught and tested
       (3rd ed.).  Thousand Oaks, CA: Corwin Press.      

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