Chapter 6

Deciding on the

Curriculum Leader and

Leading Curriculum

Development

Theoretical Perspectives on Leadership

• Effective leadership is foundational for effective curriculum design to occur.

• For change to occur, the leader must influence the group to give ongoing attention and commitment to the collective purpose.

• Studies have suggested that transformational and relational leadership styles yield better results in nursing than transactional.

Theoretical Perspectives on Leadership (cont.)

• Transformational leadership– Leaders motivate others to full potential over

time, by influencing change in perceptions, providing vision, sense of direction, and encouraging participatory decision making.

– Factors include:• Idealized influence (charisma)• Inspirational motivation• Intellectual stimulation• Individualized consideration

Theoretical Perspectives On Leadership (cont.)

• Authentic leadership– Based in positive psychology, emphasizing positive

and developmental interactions between leaders, and followers.

– Genuineness in relationships.– Components include:• Balanced processing• Internalized moral perspective• Relational transparency• Self-awareness

Deciding on the Curriculum Leader

• Criteria for selection of the curriculum leader• Curriculum expertise• Relational skills• Organizational/Managerial Skills• Knowledge of the change process• Institutional knowledge

Deciding on the Curriculum Leader (cont.)

• Appointment from within the school– Most typical, appointed by school leader.– Chosen by usual practices in school of nursing.

• Appointment from outside the school– Appointed for 2-3 years to allow time for

curriculum development.– Not familiar with school culture, can be

advantageous or problematic.

Deciding on the Curriculum Leader (cont.)

• Announcement of the appointment of a curriculum leader– School leader should make formal announcement

of appointment of curriculum leader to all interested, affected groups.

– Announcement gives legitimacy to the position, and the leader’s activities.

Curriculum Leadership

• Curriculum leader has three categories of responsibility and accountability:– Relational– Curricular– Organizational/managerial

• These operate synergistically, and must be filled simultaneously.

Curriculum Leadership (cont.)

• Relational and change leadership– Relational leadership activities include:• Projecting sense of agency, self-confidence, optimism• Model exemplary interpersonal skills• Demonstrate confidence in colleagues• Facilitate discussion to shape a vision• Initiate, lead respectful discussions• Liaise with school leader• Engage stakeholders, foster creativity• Build capacity through formal, informal teaching

Curriculum Leadership (cont.)

• Relational and change leadership (cont.)– Relational leadership activities include (cont.):• Offer a positive outlook on progress• Consider relevant data before reaching decisions• Maintain focus on agreed upon vision, goals• Provide opportunities for group reflection• Be alert, responsive to interpersonal dynamics• Recognize individual, group state of change• Lead discussion about changes in school culture• Be visible, accessible

Curriculum Leadership (cont.)

• Relational and change leadership (cont.)– Relational leadership activities include (cont.):• Acknowledge own knowledge gaps• Mediate conflicts in balanced fashion• Plan for recognition of milestone achievements• Behave in consistent, reliable, authentic manner

Curriculum Leadership (cont.)

• Curricular leadership– Specific examples of curricular leadership are:• Listen to curriculum ideas, post stimulating questions• Consult with curriculum groups• Critique completed work, provide feedback• Provide formal, informal faculty development sessions• Identify matters requiring discussion• Alert curriculum developers to potential problems• Provide technical information, resources related to

specific aspects of curriculum development

Curriculum Leadership (cont.)

• Curricular leadership (cont.)– Specific examples of curricular leadership are

(cont.):• Model behavior consistent with curriculum

philosophical approaches• Arrange for faculty development activities• Participate in planning for curriculum implementation,

evaluation

Curriculum Leadership (cont.)

• Organizational and managerial responsibilities– Curriculum leader is responsible for:• Serving as an ex officio member of committee• Initiating organization of development work• Proposing committees to be formed• Developing a communication strategy• Ensuring activities proceed in timely fashion• Negotiating with school leader for resources• Initiating discussion with other departments

Curriculum Leadership (cont.)

• Organizational and managerial responsibilities (cont.)– Curriculum leader is responsible for (cont.):• Preparing reports and finalizing documents for

institutional approval• Participating in planning for strategies to inform

stakeholders of curriculum redesign• Assisting in publicizing redesigned curriculum

Leadership within Curriculum Teams

• Members of committees, task groups, etc. within the overall curriculum team typically choose team leaders from within the group.– Typically, identified leader or co-leaders

• Responsibilities mirror those of the curriculum leader, although on smaller scale.

• Leadership can also be informal, and shared within the teams.

Development of Curriculum Leaders

• There is typically no defined development path for nursing curriculum leaders, with many thrust into the role.

• Moving forward, more deliberative preparation for curriculum leadership is key.

• Minimum level of education could be obtained in graduate certificate programs.

• Needs to be addressed in doctoral programs.

Development of Curriculum Leaders (cont.)

• To advance curriculum leadership:– Nursing faculty should have preparation in nursing

education theory as condition of hiring, renewal– Specific attention given to all aspects of

curriculum development in graduate programs– Curriculum leadership becomes a specific course

in doctoral nursing education– Knowledgeable nursing curricularists are named as

curriculum mentors in schools of nursing

Development of Curriculum Leaders (cont.)

• To advance curriculum leadership (cont.):– Opportunities for discussion, reflection for

curriculum processes, leadership added in schools– Aspects of curriculum leadership addressed in

career development– Schools of nursing support faculty attendance at

conferences, workshops– Planning for curriculum leadership development,

succession is instituted in schools of nursing

Core Processes of Curriculum Work

• Faculty development– Preparing leaders for the curriculum process is

essential to the future of nursing education.• Ongoing appraisal– Curriculum leader engages in self-appraisal.– Those involved in work appraise leader.

• Scholarship– Many scholarship projects for curriculum

leadership are possible.