‘What does a Director of Curriculum and Learning actually do?’
I have been asked this question more than a couple of times over the last few weeks while I have been back in New Zealand. I had been pondering this myself and became grateful for the opportunity to reflect upon what the answer might be. I have now distilled that answer into 3 words (apologies to those who asked the question before a few chats at The Avonhead Tavern and Pomeroy’s Old Brewery Inn had crystallized my thinking…)
Simplify the context and systems within which teachers work. Support teachers in their work. Connect the work of teachers to their own goals and values, the work of other teachers, the mission, values and goals of the school, and the learning of students.
I saw your blog on the NFI page and wanted to check it out. This was interesting to read because a lot of times as teachers in int’l schools we have the same question that you started out with. Not in a critical way, but just curious.
Speaking of just being curious, I’m curious how your framework fits into starting initiatives that may not have a lot of teacher buy-in, or working with teachers that are resistant to change?
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Hi Beckett,
I find the 3 focusing questions of Adaptive Schools really useful in considering whether to introduce something new:
1. Who are we? (i.e School’s Mission)
2. Why are we doing this? (Is there a good reason for the change? Whose needs are being met?)
3. Why are we doing this, this way? (Is what is proposed the most effective way of implementing the change?)
If it is clear to teachers that there is a good reason for the change and that it will be implemented in the most efficient way possible then ‘buy-in’ will be achieved. This is made more likely if the answers to the 3 questions are arrived at via a collaborative process by a representative group of those people who the change will affect.
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