Curriculum Development at Different Levels The table of Contents 2.2.3 School Organization Development School Culture Teacher Collaboration The Contribution of Leadership and Curriculum Control 2.2.4 Towards realistic innovation ambitions The possible curricular ambitions 2.2.3 School Organization Development Two main aspects of school organization: The School Culture The infrastructure of the school School Culture Teacher Collaboration Leadership Collaboration between teachers is crucial to develop and implement change and reflect on its outcomes School culture is also reflected in the distribution of leadership and curriculum control within the school. Teacher Collaboration There are different ways to collaborate within a team (Nieveen & Handelzalts, 2006; Onderbouw-VO, 2006): 01 02 03 04 05 As a group of autonomous team members: The starting group A team of colleagues An enterprising team A dream team The Contribution of Leadership and Curriculum Control Delegated leadership Incremental leadership Teacher leadership (top-down) (combination of top-down and bottom-up) (bottom-up): Curriculum decision is organized in a top-down manner. Leadership is not hierarchically determined: everyone can be a leader, including pupils. Teachers are influential actors in curriculum decision making The infrastructure of the school The infrastructure refers to the facilities, such as time and budget, that are available to the school for learning and changing, and the communication tools that are used for the coordination and implementation of the innovation. The school as a teaching environment Such a school focuses on the school as a location for pupils to learn. The school as a teaching as well as a professional learning environment This school also presents teachers with the opportunity to learn. The school as a teaching, professional learning, as well as a curriculum design environment Such a school offers teachers the opportunity to provide good education, to learn together, and to develop education together. Careful communication is another precondition for cohesive curriculum innovation within the school. To monitor cohesion, it is important for all parties involved to inform each other about their activities, to reflect on implications, and to indicate to what extent the initiatives correspond with the framework of innovation. 2.2.4 Towards realistic innovation ambitions For curriculum innovation to be successful, it is important that the school’s innovation ambitions are in line with the teachers’ commitment and their willingness to change, the abilities of the different teams, and the culture and infrastructure of the school. 2.2.4 Towards realistic innovation ambitions The possible curricular ambitions, in increasing order of complexity: many teams starting with innovation will benefit from analyzing and discussing the existing curriculum often leads analyzing the current practice, as teachers do not always to further collaboration and suggestions for strengthening have a clear view of the educational practice of cohesion. colleagues and the design of education as a whole. a next challenge could be to strengthen cohesion in order to develop a continuous learning trajectory between subjects by developing cross-curricular throughout the school years, teachers should not only be themes and projects or to develop broad learning familiar with the years in which they are active, but also with areas comprising of different subjects. the years preceding and following these. 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