Sorenson, Goldsmith, Mendez, & Maxwell (2011) described seven expectations oI a principal

who is serving in a leadership role oI a curriculum team. 'The evaluative piece oI curriculum
leadership relates to the principal being cognizant oI diIIering assessment tools such as
diagnostic, placement, Iormative, summative, and accreditation (p. 55). Principals should have
high expectations that are appropriate and realistic. All community members are responsible Ior
providing eIIective instruction. Schools must use a collaborative process that includes all
stakeholders in the process oI improving education.

Expectation 1- Team IdentiIication and Inclusion: Members consist oI educators, administrators,
parents, and members oI the school community. Team members align goals, objectives, a
purpose, and a process with the school`s vision. Curriculum development is an important
activity in which to include educators. Principals decide on participants and responsibility levels
oI individuals on the curriculum team. All team members should take part in aligning goals and
objectives with a purpose that matches the school`s vision.

Expectation 5- Prioritization oI Goals and Objectives: Schools use a collaborative eIIort to
develop and prioritize goals and objectives. Resources are tools to address curricular concerns.
School leaders monitor to ensure that the team is unbiased in the decision-making process.
Schools must enhance instruction to provide the best academic experience Ior students. All
stakeholders should agree that the goals and objectives a curriculum team selects are a priority
Ior improving teaching and learning.

Expectation 7- ConIlict Polarization: ConIlict can arise Ior various reasons. Lack oI
communication is the primary cause oI conIlict. Improving communication and listening skills
will decrease an organization`s chances oI having signiIicant conIlict. Team building exercises
can assist with creating a bond among committee members and all stakeholders. Strong
relationships decrease the likelihood that conIlict will create distention among individuals.
ConIusion lessens the eIIectiveness oI a school community.

Sorenson, R. D., Goldsmith, L. M., Mendez, Z. Y., & Maxwell, K. T. (2011). The principals
guide to curriculum leadership. Thousand Oaks, CA: Corwin Press.