Evaluation of Curriculum Development and Reform Framework: A Report

This report evaluates a curriculum development and reform framework through the lens of leadership, focusing on the impact of core leadership capacities on student outcomes and the effectiveness of the curriculum. The report begins by outlining the problem of practice within an ESL program at an Aviation School in Qatar, highlighting a focus on memorization over authentic language interaction. It then introduces the Alberta Teachers of English as a Second Language (ATESL) Curriculum Framework as a tool for analyzing and assessing the curriculum's effectiveness. The analysis includes determining needs, aligning curriculum with research and theory, and applying the framework to address the identified problem. The report draws on resources like the Ontario Leadership Strategy and the five core leadership capacities to suggest improvements. The assignment includes references to articles focusing on teacher leadership, curriculum development, and the role of leaders in supporting student outcomes.

HINDRANCE IN THE EDUCATION SYSTEM THROUGH THE PERSPECTIVE OF LEADERSHIP
SETTING
GOALS
OPTIMUM
UTILIZATIO
N OF
RESOURCE
S
PROMOTING
LEARNING
CULTURE
UTILIZATION OF DATA
EMERGEING
MOTIVATING
CONVERSATION
(Lunenburg,
2011).
These 5 capabilities of
effective leaders are
described by Ministry
of Education
Priorities
of Ontario
Education
High level of
student
achievements
Analyzing the
gap of Student’s
performance as
per the
standards
Fascinating people
towards
government
schools and
collages (Jonnaert
& Therriault,
2013).
Analyzing basic need
of students
Making KPI for
analyzing
performance of the
administration(Whitl
ey, 2010).
Positive mindset Better quality of
instructional practice
What is
required?
Recommendations
Should focus on
formulating a vision
for students
Communicate
effectively
with students
Be
forthright
(Martinez
, 2015).
According to Elimore 2006,
“Locate the learning as close as
possible to the work…the
influence of learning on practice
is greater the more direct and
immediate the application to
practice”

According to Robinson
et al, 2009 “The more
leaders focus their
influence, their learning
and their relationships
with teachers on the
core business of
teaching and learning,
the greater their
influence on student
outcomes.”
Relational trust
with integrated
disciplines
5. Engaging in
courageous
conversations
Use KPIs and data
to monitor
performance
4.Utilizing data
Should focus on
improving existing
model
(Edu.gov.on.ca,
2014).
3.Encouraging
collaborative
learning
Leaders should
ensure that
financial resources
are effectively
utilized
(Edu.gov.on.ca,
2014).
2. Optimum
utilization of
resources
It includes
developing a
vision for school
administration
1. Setting goals
Results of these core
capabilities
These core capabilities will result
in making students more
productive and it will help them
in performing effectively well in
their academic studies.
A.
• Focusing students for
performing well may create
pressure on them
B.
• Even after making effective
leader program, things
should be carry down in
the slow and steady
manner because rapid
actions may create
confusion in students
(Martinez, 2015).

References
Allen, D. (2016). The resourceful facilitator: Teacher leaders constructing
identities as facilitators of teacher peer groups. Teachers and
Teaching, 22(1), 70-83.
Lunenburg, F. C. (2011). Curriculum development: Inductive
models. Schooling, 2(1), 1-8.
Lunenburg, F. C. (2011). Theorizing about Currículum: Conceptions and
definitions. International journal of scholarly academic intellectual
diversity, 13(1), 1-6.
Martinez, M. A. (2015). Engaging aspiring educational leaders in self-reflection
regarding race and privilege. Reflective Practice, 16(6), 765-776.
Whitley, J. (2010). The role of educational leaders in supporting the mental
health of all students. Exceptionality Education International, 20(2), 55-
69.