For curriculum development, it is a requirement that, as a principle, one gets to know what needs to be developed and understands the ways through which he will achieve the same. Past research on effective leadership has always portrayed the principal as an instructional leader in terms of curriculum development (Olivia & Gordon 2013). However much curriculum development has been named as a crucial task by past researchers, many school principals do not head it in their list of priorities in their schools (Olivia & Gordon 2013). It would be important if principals in schools worked hard to see to it that they develop the curriculum to the extent that they harmonize it with the school’s mission statement and the common core state standards.
One should, first, identify the areas that need to be smoothened to achieve an improved curriculum. By so doing, one would be able to create a model or design for the use as a prototype to check for the viability of the new developed curriculum. One should come up with a model whose formulation shall involve all the school stakeholders and later test it for viability. The prototype would then be put to test for a period of one month, after which, results will be analyzed and judgment on whether the new curriculum is better than the former.
In the use of the new strategy, the people involved in the formulation of the plan, as earlier quoted, would be all stakeholders to the school. This shall address the issue of harmonization of the curriculum with the CCSS and the school’s mission statement. The stakeholders in this case would include the students, parents, the school’s community, curriculum workers and the teachers.
Olivia, P.F. & Gordon, W.R. (2013). Developing the curriculum. Boston, MA: Pearson.