To define curriculum leadership, one should first have a working definition of curriculum. According to Marsh and Willis (2007), curriculum usually refers to a program of instruction in a school that includes both planned and unplanned events in the classroom (pp.16, 375). The curriculum has three basic foci: the nature of the individual, the nature of society, and the nature of a subject (P. Brown, CIED handouts 5053, 28 August 2006). Looking at these definitions, you might find several different meanings for leadership curriculum. A curriculum leader might be a school principal who leads teaching and learning in his or her school or might be the head of department who plans the course of study for a subject. A curriculum leader might be the director of curriculum in a district who guides teaching and learning within a school district by defining the district's educational goals, learning objectives, and the curriculum taught to students. Curriculum leaders provide the vision for the teaching and learning that occurs within a school or district. As lifelong learners, they seek professional development opportunities and are knowledgeable about current trends in curriculum and instruction with the goal of improving student learning. Curriculum leaders plan and create professional development opportunities by providing teachers with the opportunity to improve their teaching practice and knowledge, whether through activities such as study groups, book studies, day events or ongoing professional development that covers a certain area such as the math or reading curriculum. .On a broader level, curriculum leaders are people who theorize about how students learn, how students learn and sc...... middle of paper ....... Experience and Education (Touchstone Edition ). New York: Simon and Schuster.Dewy, J. (2004). My pedagogical credo. In DJ Flinders and SJ Thornton (eds.), Reader in Curriculum Studies 2nd ed. (pages 17-23). New York: Routledge Falmer. Marsh, C. J. & Willis, G (2007). Curriculum: Alternative approaches, open questions. Upper Saddle River, New Jersey: Pearson Education.Paris, C., & Lung, P. (2008). Action and child-centered practices in novice teachers: Autonomy, effectiveness, intentionality, and reflexivity. Journal of Early Childhood Teacher Education, 29(3), 253 – 268. Retrieved March 24, 2009, from http://www.informaworld.com.argo.library.okstate.edu/10.1080/10901020802275302Tyler, R.W. (2004). Basic principles of curriculum and instruction. In DJ Flinders and SJ Thornton (eds.), Reader in Curriculum Studies 2nd ed. (pp. 51-59). New York: Routledge Falmer.