Schools rarely falter because people aren’t working hard. They falter because well-intended efforts speak different dialects. New programs arrive with their own vocabulary, meetings produce action items that don’t point in the same direction, and mid-level leaders become translators instead of accelerators. Teachers hear multiple “top priorities,” so they make local choices to survive.

Chief Academic Officers are under pressure to manage curriculum — and perception. This blog explores why leading with radical transparency builds trust, strengthens alignment, and turns tough curriculum conversations into shared momentum for change.

New initiatives arrived over the summer from the district office—some promising, some overwhelming. By now, the shine has worn off.