Blazing New Trails - Connexions

Redefining Curriculum Leadership for Principals: Perspectives of Texas Administrators 255
indicated that their experiences in their principal preparation programs did not adequately
prepare them as curriculum leaders.
This research indicated that many of the principals that participated in this study did
not understand the connection between effective classroom instruction and curriculum
development and implementation. They did not define curriculum leadership with a focus on
the development and implementation of the curriculum in the classroom, although it was
obvious that they understood their responsibility for campus improvement and accountability.
The superintendents in this study were even less knowledgeable in defining
curriculum leadership or the impact that curriculum had on classroom instruction. In addition,
they rated knowledge of curriculum in the lower half of the rating scale in this study; although
they rated instructional leadership second only to decision-making skills. According to the
results from this study, Texas superintendents that hire campus principals do not have
expectations for their principals to be directly involved in the curriculum process. If principals
are expected to shoulder the responsibility for campus accountability and for developing and
evaluating effective teaching practices in the classroom, then would it not be assumed that
they should have an active role in leading the curriculum? If superintendents have few
expectations for principals to be curriculum leaders and do not understand the connection
between curriculum development and instructional effectiveness, then it should come as no
surprise when schools struggle to attain high ratings on state accountability measures.
Principals and superintendents need to further explore these issues through staff development
and critical dialogue in order to ensure student achievement and success.
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