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.