Now in its fourth edition, this best seller has helped successive cohorts of principals create the best possible curriculum. The authors examine four levels of curriculum state, district, school, and classroom to explain how effective principals influence curriculum at every stage. The authors re-examine the key issues that continue to influence principals in the "real world", and include examples of ways principals can incorporate curriculum leadership into their organizational behaviour. This book will guide principals in working with teachers to generate meaningful curricula which will raise the level of learning and teaching in your school.

PART I: Laying the Foundations: 1. What It Means to Be a Curriculum Leader: Post Race to the Top, the Era of the Common Core of State Standards (CCSS) and the Every Student Succeeds Act of 2015 (ESSA) -- Movement Toward National Standards -- Influences on Curricula: Current and Past -- The Hallmarks of Curriculum Quality -- Chapter Summary -- References -- 2. Some Current Trends in Curriculum, Instruction, and Assessment in the Era of the Every Student Succeeds Act and New State Standards for Curriculum (ESSA and CCSS) -- Some Current Trends in Curriculum -- Some Practices Related to Current Trends in Curriculum -- What These Trends Mean -- Chapter Summary -- References -- 3. The Five Curriculum Levels: National, State, District, School, and Classroom National Functions -- State Functions -- District Functions -- School Functions -- Classroom Functions -- Flexible Allocations -- Chapter Summary -- References -- 4. Importance of the Principal: No Child Left Behind (NCLB) Commission Report Called for Definition of Highly Effective Principals -- Professional Standards for Educational Leaders (PSEL) 2015 -- Defining Curriculum Leadership -- Understanding the Problems of the Principal’s Curriculum Leadership Role -- Understanding the Rationale for Principal Leadership -- Uniting Principal and Teacher Leadership -- Performing the Leadership Functions -- Chapter Summary -- References -- PART II: Shaping State and District Curricula: 5. State Policies and Frameworks -- The Case of State Frameworks in North Carolina, Tennessee, and Mississippi -- Becoming Informed -- Getting the Message Across -- Evaluating State Frameworks -- Chapter Summary -- References -- 6. District Curricula -- District Functions -- Exercising Influence as the Principal -- Chapter Summary -- References -- PART III: Providing Leadership: 7. Developing Vision and Goals -- Developing the School’s Vision of a Quality Curriculum -- Developing the School’s Curriculum Goals -- Chapter Summary -- References -- 8. Rethinking the Program of Studies -- Renewing an Existing Program of Studies -- Restructuring the Program of Studies -- Chapter Summary -- References -- 9. Committing to a Learning-Centered Schedule and Protection of Instructional Time -- The Nature of a Learning-Centered Schedule -- Developing a Learning-Centered Schedule -- How the Principal and Teachers Can Make More Effective Use of the Existing Schedule -- Chapter Summary -- References -- 10. Integrating the Curriculum -- Types of Integration -- Arguments Supporting Integration -- Arguments Questioning the Use of Integration -- Some Challenges of Integration at All Levels -- A Process for Resolving the Integration Issue -- Chapter Summary -- References -- 11. Aligning the Curriculum -- Types of Curricula -- Aligning the Recommended and the Written Curricula -- Aligning the Written, the Supported, and the Assessed Curricula -- Aligning the Written and the Taught Curricula -- Aligning the Hidden and the Learned Curricula -- Aligning the Taught and the Learned Curricula -- Chapter Summary -- References -- 12. Monitoring the Curriculum Implementation Process -- The Argument About Monitoring -- A Practical Solution for Monitoring -- Chapter Summary -- References -- PART IV: Working With Teachers -- 13. Making Yearly Planning Calendars and Curriculum Maps -- The Nature of Yearly Plans and Curriculum Maps and a Rationale for Their Use -- Organizing for Yearly Planning -- Developing Yearly Plans -- Reviewing the Plans -- Chapter Summary -- References -- 14. Developing Units of Study -- A Rationale for Unit Development -- Organizing for Unit Development -- Developing Units Based on Constructivist Principles -- Some Criticisms of Constructivism -- Chapter Summary -- References -- 15. Enriching the Curriculum and Remediating Learning -- Helping Teachers Enrich the Curriculum -- Helping Teachers Remediate Learning -- Chapter Summary -- References -- 16. Evaluating the Curriculum -- Evaluating the Assessed or Tested Curriculum -- Evaluating the Supported Curriculum -- Evaluating the Written Curriculum -- Evaluating the Taught Curriculum -- Evaluating the Learned Curriculum -- Chapter Summary -- References -- PART V: Looking Ahead: 17. Curriculum Leadership: Putting It All Together -- Work Closely With District Leadership -- Set Up the Curriculum Organizational Structures -- Use Team Leadership -- Make Curriculum Improvement Part of an Overall Plan -- Use an Incremental Process in Effecting Curricular Change -- Prioritize Curriculum Tasks -- Use Routine Activities to Support Quality Curricula -- Develop Specific Plans and Manage Time -- A Personal and Concluding Note -- Chapter Summary -- References -- Index.