Greany, T; Waterhouse, J; (2017) Leading curriculum innovation. In: Earley, P and Greany, T, (eds.) School Leadership and Education System Reform. (pp. 111-120). Bloomsbury: London, UK.

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Abstract

This chapter focusses on what is known about the leadership of curriculum improvement and innovation, largely focussing on evidence and examples from England but drawing on evidence from a wider international study where relevant. It aims to: • Provide definitions of key terms and summarize recent debates on the purpose and nature of the curriculum, including how it relates to wider aspects of teaching, learning, leadership and school improvement • Describe the context of curriculum and assessment reform in England over the past three decades, discussing this in the context of wider school reforms focussed on autonomy and accountability • Set out some of the ways in which school leaders are innovating their school’s curricula, and the emerging evidence for the conditions and leadership practices required for successful curriculum innovation • Discuss some of the key implications for leaders and leadership in ‘self-improving’ school systems.

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