Consider ONE major change (see list below) you have experienced in a school:

  • Technology, 
  • School Direction, 
  • Curriculum Adoption, 
  • Accreditation, 
  • Program Adoption OR
  • Another change driver.

Briefly consider:

  1. The predominant leadership style and how this shaped the way change was initiated. 
  2. How staff reacted. 
  3. The outcome of the change.

The adoption of the new curriculum in NSW has been a major change within schools.  Currently, my role within schools is as an Assistant Principal, Curriculum & Instruction, which means my role is to assist teachers with the rollout of the new English and mathematics syllabuses.  Whilst the syllabuses have been slowly implemented, with K-2 enacting in 2023 and 3-6 enacting in 2024, there still never seemed to be enough time for teachers to fully immerse themselves in the syllabuses and understand the evidence underpinning the changes before having to teach it.  Alongside the new syllabuses, the NSW Department of Education delivered units of work but once again, limited time for understanding has led to teacher confusion and frustration.

 

To overcome this, I have had to adopt an instructional leadership role.  With teacher frustration already at high levels, I have instigated the gradual release of responsibility model (NSW Department of Education, 2024).  I began by assisting teachers by programming new elements of the curriculum for them, drawing on my knowledge, professional development and evidence-based practices, and incorporating elements of their own teaching practice.  By leading professional development sessions, I slowly introduced new concepts to the staff and allowed them some time to explore the syllabuses.  Following this, once I believed that staff were ready, I met with individuals fortnightly to program collaboratively.  Team teaching and demonstration lesson opportunities meant that I was able to evaluate the programs that we had designed as well as teacher confidence.  Once teachers demonstrated confidence in programming and delivering the new syllabuses, they began to create their own programs with the knowledge that I was always there for support if necessary.  As a result, the majority of teachers now have a better understanding of the new syllabuses and are more confident in planning for and delivering quality lessons.

 

References

NSW Department of Education. (2024). Gradual release of responsibility. Explicit Teaching. https://education.nsw.gov.au/teaching-and-learning/curriculum/explicit-teaching/explicit-teaching-strategies/gradual-release-of-responsibility