Curriculum Leaders Are the Organization's Partners in Establishing the New Curriculum Ecosystem for the Junior Elementary School

The Director General of the Bureau of Curriculum Planning and Compilation for Primary and Academic Secondary Education identified curriculum leaders as the main arm in establishing the new curriculum ecosystem in the country's schools, stating: "The successful implementation of this plan requires continuous participation, collaboration, and accompaniment of curriculum leaders with teachers, school principals, and the Educational Research and Planning Organization (OERP)."

According to the Public Relations and International Affairs Office of the Educational Research and Planning Organization, Seyed Mehdi Bagherian, Director General of the Bureau of Curriculum Planning and Compilation for Primary and Academic Secondary Education at OERP, speaking at the opening ceremony of the "New Curriculum Ecosystem for the Junior Elementary School" meeting for curriculum leaders from provinces across the country, stated: "In an era when enemies seek to halt the path of progress and innovation of Islamic Iran, today a group of representatives from all provinces of the country have gathered to launch a new chapter of transformation in the education of junior elementary school students."

Emphasizing that this meeting marks the start of a continuous, multi-year journey, Bagherian added: "The goal is not merely to hold a training course, but to form a network of curriculum leaders who will stand alongside schools and teachers until the full establishment of the new curriculum ecosystem."

Elaborating on the status of curriculum leaders, the Director General of the Bureau of Curriculum Planning and Compilation for Elementary and Secondary Education described them as advisory teachers who, while possessing mastery over the fundamentals, components, and policies of the new ecosystem, will bear the responsibility for disseminating, scientifically supporting, advising, developing, and evaluating the implementation of the curriculum.

He outlined the main roles of curriculum leaders in the form of promoting and explaining new approaches, training and empowering teachers, advising principals and schools, developing the curriculum at the school level, and providing specialized feedback for the improvement and evolution of the program.

Highlighting the importance of "scientific support for the school," Bagherian clarified: "In addition to participating in the program's establishment, curriculum leaders will be tasked with empowering teachers and principals, assisting in drafting annual school plans, providing consultation in implementing educational packages, supporting schools with special conditions—including multi-grade and nomadic schools—as well as raising awareness and convincing families."

Stating that the evaluation approach in the new ecosystem is based on accompaniment and continuous improvement, he said: "Visiting schools, monitoring program implementation, evaluating teacher and student performance, and conveying operational experiences and challenges to the Organization will be among the most key responsibilities of curriculum leaders."

The Director General of the Bureau of Curriculum Planning and Compilation for Elementary and Secondary Education named the three main axes of this training course as explaining the nature of the new curriculum ecosystem, outlining its implementation path, and practicing operational exercises of certain implementation components, adding: "Moving forward along this path, continuous communication with curriculum leaders will be maintained through inter-session activities, specialized meetings, and supplementary courses."

In conclusion, Bagherian, emphasizing that from the start of this course, curriculum leaders are considered colleagues of the Educational Research and Planning Organization in executing the first phase of the new curriculum ecosystem, expressed hope that through empathy, participation, and joint effort, this movement will pave the way for a lasting transformation in the country's elementary education system.