The document discusses the role of curriculum leader and leadership in curriculum development. It describes that effective leadership is foundational for curriculum design. Transformational and relational leadership styles tend to be most effective. The curriculum leader should have expertise in curriculum, strong relational skills, organizational abilities, knowledge of change processes, and institutional knowledge. Their responsibilities include relational leadership, curricular oversight, and organizational management. Developing curriculum leaders through education, mentoring, and career planning is important for the future of nursing education.

1. Chapter 6
Deciding on
the
Curriculum
Leader and
Leading
Curriculum
Development

2. 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.

3. 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

4. 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

5. 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

6. 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.

7. 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.

8. Curriculum Leadership
• Curriculum leader has three categories of
responsibility and accountability:
– Relational
– Curricular
– Organizational/managerial
• These operate synergistically, and must be
filled simultaneously.

9. 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

10. 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

11. 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

12. 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

13. 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

14. 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

15. 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

16. 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.

17. 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.

18. 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

19. 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

20. 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.