ABSTRACT
In this companion piece to our original manuscript, we explore the philosophical and praxis-oriented facets needed for district and school leaders to successfully employ teacher-led curriculum design teams. Philosophically, we believe that leaders must espouse a collective leadership model in their schools while concurrently embracing teachers as valued and trusted professionals. Practically, administrators must have the courage to reimagine traditional structures such as the bell schedule and roles of instructional specialists. In doing so, leaders demonstrate a commitment to a “better together” approach to the lifeworld and systemsworld of the school community.
