Revolutionizing Curriculum Leadership and Instructional Coaching for Effective Teaching and Learning in Schools

Abstract

In the rapidly evolving landscape of education, traditional approaches to curriculum leadership and instructional coaching are no longer sufficient to meet the diverse and dynamic needs of today’s learners. The demand for transformative change requires educational leaders to rethink how curriculum is designed, implemented, and supported in schools. This paper explores innovative frameworks and practices that redefine curriculum leadership as a collaborative, adaptive, and data-informed process. It highlights the concept of curriculum leadership and instructional coaching, relationship between curriculum leadership and instructional coaching and the strategies for revolutionizing curriculum leadership and instructional coaching. The study adopts a conceptual review methodology, relying on secondary data from peer-reviewed journals and educational reports. Findings reveal that revolutionizing curriculum leadership fosters coherent instructional vision, while instructional coaching operationalizes that vision through teacher professional development and reflective practice. The paper concludes that revolutionizing curriculum leadership and instructional coaching will provide a sustainable pathway for improving teaching and learning outcomes. The paper recommends amongst others institutionalize professional learning Communities (PLCs) and Coaching into Teacher Appraisal Systems.