Use these research snapshots, text-based protocols, and core thinking routines for leaders to prompt professional conversations. The research snapshots support school leadership teams on their journey through the ‘Phases of Curriculum Implementation’.

Managing curriculum change

Research article – Jones, C and Anderson M (2001) ‘Managing curriculum change’. Learning and Skills Development Agency, London, accessed 2 September 2022.

‘Change management involves many factors: quality, resources, staff, students, and funding, to name a few. But above all, it is about processes – how to get to where you want to be.’ (p.9)

This article explores strategies for change management in an international context. The language has been adapted for the New South Wales context.

Research overview

Giving high priority to curriculum change is the first step to creating an environment where effective change can take place.

• Ensure changes to the curriculum are explicit in Strategic Improvement Plans.
• Provide a clear picture of how the change will affect staff, students, and parents.
• Allocate school leaders and teachers responsibility for making change happen.
• Place curriculum change at the top of agendas for meetings.
• Provide adequate resources to make sure that the change happens.

Teaching staff are more likely to accept changes to the curriculum if they are given additional support during implementation phases.

• Divide big changes into manageable steps.
• Develop the coaching skills of middle leaders.
• Demonstrate commitment to change by being visible and available for staff.

As with anything, curriculum change is most effective when it is planned.

• Be realistic about the timescales and resources needed for effective change.
• Look for champions who can motivate others.
• Define what is non-negotiable and what is fixed.
• Include a plan for clear communication.

Effective leadership teams, who lead from the front by setting an example of hard work, flexibility, responsiveness, and commitment have greater success when implementing new curriculum.

• Explain what the change means in positive terms for staff, parents, and students.
• Seek opportunities to talk to staff and community about the change.

Teachers need to develop ownership of the change and the process for curriculum initiatives and quality to be effective.

• Ensure staff understand the ‘why’ for change.
• Give teaching staff an opportunity to share responsibility for shaping curriculum change.

Using the expertise of staff can have positive effects on instigating change and improve staff morale.

• Look for evidence of previous success in curriculum change.
• Build teams that include individuals with recognised expertise.
• Map people skills to specific elements of curriculum change at an early stage of planning.

It is vital that leaders have professional credibility in the eyes of teaching staff.

• Recognise that perceptions influence behaviour.
• Communicate with students about curriculum change and how this will impact them.

Staff need to be kept informed of curriculum change and take part in regular professional development activities. Invest in your teachers.

• Implement action plans.
• Provide staff with appropriate information to keep them fully informed.
• Ensure that staff have the necessary professional development to meet the changing needs of the curriculum.

Professional discussion and reflection prompts

• As a leader, which strategies for managing curriculum change are already in place in your context? Which strategies could be strengthened to effectively implement curriculum change?
• How might you modify your current systems and processes to incorporate new strategies for managing curriculum change in your context?

Challenges and enablers

Research article – Dao L, (2021) ‘Challenges and enablers encountered by a curriculum leadership team in implementing the national curriculum in one Australian school’, Leading and Managing, 27 (1): 77-98.

Use the pdf link or follow these steps

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• High Impact Professional Learning (HIPL).

‘Change is non-linear, complex and multi-dimensional.’ (p 81)

Research overview

This article explores the change process for implementation of large-scale mandated curriculum change. Internal and external factors can enable, or act as barriers, to successful implementation. Teacher belief, values and motivation also influence effective implementation of educational change. The author uses Sergiovanni’s (1995) change process model to explore the complexity and interaction of different factors when seeking to effectively implement change.

Sergiovanni suggests change is dependent on four interacting ‘units of change’:

• individual
• school
• workflow
• political system.

Challenges to effective curriculum implementation are the:

• need to provide practical support for teachers
• time to plan and develop programs, systems and processes
• availability of appropriate syllabus-aligned resources
• access to professional learning aligned to new syllabuses
• willingness and opportunities to collaborate with colleagues
• effective management of workload issues when implementing multiple syllabuses.

Enablers for effective curriculum implementation include:

• collaboration when planning for implementation
• additional release time to support implementation planning
• resources to support implementation, such as digital curriculum, work samples
• formal and informal (professional dialogue and reading) professional learning both in school and through networks

Professional discussion and reflection prompts

• As a leader, reflect on the four ‘units of change’. How might they interact to influence implementation of educational change in your context?
• What enablers can you identify in your context?
• What challenges could impact effective implementation of change in your context?
• As a leader, what resources do you have available to overcome these challenges and enable effective curriculum implementation?