Developing an Understanding of District-level Curriculum, Instruction, and Professional Development Coordination and Support Efforts: A Narrative

Abstract

This qualitative record of study seeks to utilize action research to depict one district-level administrator’s experience navigating how and under what circumstances a district-wide curriculum change occurs in multiple schools across one school system. The change process in this study targets improving the posted curriculum and adherence to subsequent curricular structures across three middle schools in one suburban school district in the northeastern United States. The study is theoretically aligned to sociocultural constructivist learning theory and the methods are grounded in narrative inquiry. To allow the reader easier access to my story, the narrative is written in two parts: (1) an objective explanation of my process while attempting to enact change within my organization and (2) a subjective description of my reality and my analysis as the story unfolds. Findings include keeping students and then teachers at the center of all decision-making, ensuring all messaging is aligned to the overarching teaching and learning goals for your organization, leading change through goal-setting, curating support, and inquiry, as well as making the most of every minute with teachers and administrators within your organization.