Curriculum Leaders Are the Axis of Transformation in Schools and the Connecting Link Between Curriculum and the Classroom

Elaborating on the approaches of the new curriculum ecosystem for the junior elementary school, the Secretary-General of the Supreme Council of Education identified curriculum leaders as the most vital link in implementing transformation in schools and emphasized: "In the new model, the focus of action shifts from 'teaching the textbook' to 'realizing the curriculum and designing learning situations,' and curriculum leaders will play a fundamental role in empowering teachers and establishing this transformation."

According to the Public Relations and International Affairs Office of the Educational Research and Planning Organization, Dr. Mahmoud Amani, Secretary-General of the Supreme Council of Education, speaking at the opening ceremony of the "New Curriculum Ecosystem for the Junior Elementary School " meeting for curriculum leaders from provinces across the country, reviewed curriculum transformation experiences over the past three decades and described the launch of the new curriculum ecosystem as a milestone in the country's education system.

Referring to the experience of textbook transformation since the 1990s, he stated: "The first step of transformation was shifting the educational approach from pure knowledge transmission to active learning, skill development, and shaping students' attitudes; an approach that gradually expanded across all textbooks and changed the student's role from a passive receiver of content to an active learner."

Stating that further along this path, curricula were aligned with the Fundamental Reform Document of Education, Amani added: "At this stage, paying attention to Iranian and Islamic culture and civilization, moderating the volume of textbooks, and designing new subjects such as 'Work and Technology,' 'Thinking and Media Literacy,' 'Man and Environment,' and 'Health and Hygiene' were among the most significant achievements of transformation."

The Secretary-General of the Supreme Council of Education cited the launch of the new curriculum ecosystem as the third stage of transformation in the country's curriculum planning system and remarked: "The most important feature of this period is the emergence of the new role of curriculum leaders; a role that did not previously exist in the country's educational structure and will now function as the intermediary link between the curriculum, the school, and teachers."

He clarified: "A curriculum leader is not merely an instructor of training courses, but an individual who continuously stands alongside teachers, monitors curriculum implementation, identifies their educational needs, and paves the way for optimal curriculum execution by providing consulting and specialized support."

Emphasizing that in the new approach, the school moves away from being textbook-centered toward being curriculum-centered, Amani Tehrani stated: "The curriculum is a 'design for learning,' and what matters is students attaining the competencies and performance expectations anticipated at the end of each educational cycle; therefore, teachers must create the groundwork for achieving these goals by designing learning situations suited to classroom conditions."

He identified the "school version of the curriculum" as one of the innovations of the new ecosystem and added: "This document will serve as a common language between the headquarters and the school, granting teachers the autonomy to design and execute diverse pathways to achieve curriculum goals based on school and student conditions."

The Secretary-General of the Supreme Council of Education also stressed the role of all school stakeholders in the successful implementation of the curriculum, stating: "In this model, the teacher is not the sole target of transformation; principals, vice-principals, counselors, and even families must become familiar with the goals and approaches of the new curriculum so that the school transforms into an integrated environment for learning."