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Northern Kentucky University

College of Education and Human Services

EDA 706 Educational Leader: Designing Curriculum

EDA 707 Educational Leader: Fieldwork

4 credit hours Fall 2016

Online Class

Learn, Lead, Succeed

Mission The College of Education and Human Services plays an important leadership role and collaborates with others in the creation, dissemination, and application of knowledge and research that enhances professional practice and transforms lives, schools, and communities . Vision The College of Education and Human Services aspires to be known throughout the Commonwealth of Kentucky and region at large as the leader in providing opportunities for engaged learning and applied scholarship that fosters individual growth and collective success.

Kentucky Core Academic Standards (KCAS) Preparation of Kentucky’s students for the demands of the 21st century requires districts and schools to prepare every student for successful transition to be College and Career Ready. The Kentucky Core Academic Standards help ensure that all students throughout Kentucky are provided with common content and have opportunities to learn at high levels. As education candidates complete and implement projects and assignments throughout their education programs at NKU, they will incorporate the components of the Kentucky Core Academic Standards.

Professor Dr. Rosa Weaver

Office: MEP 217 off of MEP 209

Telephone: 859-572-5536

Office Hours: By appointment

Email: weaverro@nku.edu

Required Textbook: Glatthorn, A.A. & Jailall, J.M. (2009). The principal as curriculum

leader: Shaping what is taught and tested (3rd ed.). Corwin Press.

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Course Description: EDA 706 Education Leader as Curriculum Leader In this course,

candidates will focus on increasing student learning through effective leadership strategies.

Candidates collect and analyze authentic student work and use current research and practices to

identify effective and diverse strategies and develop intervention plans.

Student Learning Outcomes:

By the completion of this course, candidates will:

1. Understand the processes to align, audit, monitor, and evaluate curriculum; 2. Understand how to design course schedule(s) and sequences that provide rigorous programs accessible by all students; 3. Understand the strategies and structures to support improvements in literacy and numeracy as the priority in a well rounded curriculum; 4. Understand the importance of diversity in developing and implementing curriculum; 5. Understand learning interventions to address skill deficits and learning needs of students; 6. Understand the process of providing multiple opportunities to learn by regrouping students, re-teaching lessons, and modifying strategies based on formal and informal assessments; 7. Understand appropriate use of varied research-based instructional strategies; 8. Understand the appropriate use of technology in instructional settings. Student Learning

Outcome

Assessment

(Assignments)

ISLLC TSSA PPGES

Understand the

processes to align,

audit, monitor, and

evaluate curriculum

Reflection 1,

Discussions

Standard 1 Standard II

and V

Standard 1

and 7

Understand how to design course schedule(s) and sequences that provide rigorous

programs accessible by all students;

Reflection 4,

Discussions,

Leadership School

Project

Standard 2

Standard II

and IV

Standard 4

and 7

Understand the

strategies and

structures to support

improvements in

literacy and numeracy

as the priority in a

well rounded

curriculum

Discussions,

Leadership School

Project

Standard 2

Standard I

and III

Standard 1

and 4

3

Understand the

importance of

diversity in

developing and

implementing

curriculum

Discussions

Leadership School

Project

Standard 1

Standard II Standard 2

and 4

Understand learning

interventions to

address skill deficits

and learning needs of

students;

Discussions,

Reflection 3,

Leadership School

Project

Standard 3 Standard

III and V

Standard 2

and 7

Understand the

process of providing

multiple opportunities

to learn by regrouping

students, re-teaching

lessons, and

modifying strategies

based on formal and

informal assessments

Reflection 2,

Discussions,

Leadership School

Project

Standard 2 Standard II

and III

Standard 1

and 7

Understand

appropriate use of

varied research-based

instructional

strategies

Discussions,

Leadership School

Project

Standard 2 Standard II

and V

Standard 1

and 7

Understand the

appropriate use of

technology in

instructional settings

Discussions,

Leadership School

Project

Standard 3 Standard

III

Standard 3

and 4

Understand the

processes to align,

audit, monitor, and

evaluate curriculum;

Understand the design,

purpose and analysis of curriculum maps and pacing guides that are

aligned with Program of Studies, performance standards, and core content;

Understand how to design course schedule(s) and sequences that provide rigorous programs accessible

by all students;

Anchor Assessment

(data collection) Standard 2 & 3

Standard II

and V

Standard 1

and 7

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Understand the strategies and structures to

support improvements in literacy and numeracy as the priority in a well rounded

curriculum; Understand the importance of diversity in developing and implementing

curriculum;

Anchor Assessment

(school profile) Standard 2 & 3 Standard II

Standard 1

and 5

Understand learning

interventions to

address skill deficits

and learning needs of

students; Understand

the process of

providing multiple

opportunities to learn

by regrouping

students, re-teaching

lessons, and

modifying strategies

based on formal and

informal assessments;

Anchor Assessment

(recommendations) Standard 3

Standard II

and V

Standard 1

and 7

Understand appropriate use of varied research-based instructional strategies;

Understand the

appropriate use of

technology in

instructional settings.

Anchor Assessment

(recommendations) Standard 4

Standard

IV and V

Standard 4

and 6

Alignment with ISLLC Standards

ISLLC Standards and Functions related to this course:

ISLLC Standard 2: An education leader promotes the success of every student by advocating,

nurturing, and sustaining a school culture and instructional program conducive to student

learning and staff professional growth.

Functions: A. Nurture and sustain a culture of collaboration, trust, learning, and high

expectations. B. Create a comprehensive, rigorous, and coherent curricular program. C. Create a

personalized and motivating learning environment for students. D. Supervise instruction. E.

Develop assessment and accountability systems to monitor student progress. F. Develop the

instructional and leadership capacity of staff. G. Maximize time spent on quality instruction. H.

Promote the use of the most effective and appropriate technologies to support teaching

and learning. I. Monitor and evaluate the impact of the instructional program.

ISLLC Standard 3: E. Ensure teacher and organizational time is focused to support quality

instruction and student learning.

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ISLLC Standard 4: A. Collect and analyze data and information pertinent to the

educational environment.

ISLLC Standards (link to the complete set of standards):

http://www.ccsso.org/Documents/2008/Educational_Leadership_Policy_Standards_2008.

pdf

Kentucky Continuum for Principal Preparation and Development - Dimensions &

Functions related to this course:

Dimension: 1

Functions: 1.1a, 1.1b, 1.1c, 1.1d, 1.1e, 1.2a, 1.2b, 1.2c, 1.2d.

Kentucky Continuum for Principal Preparation and Development (link to complete set of

standards):

http://www.education.ky.gov/kde/administrative+resources/school+improvement/leadership+and

+evaluation/kentucky+cohesive+leadership+system+%28kycls%29/principal+preparation+redesi

gn+initiatives.htm

Dispositions:

The Principal candidate believes in, values, and is committed to:

1. The educability of and life-long learning for everyone;

2. Student learning as the fundamental purpose of schooling;

3. Making management decisions to enhance learning and teaching;

4. Schools operating as an integral part of the larger community;

5. Bringing ethical principles to the decision making process for the common good of the

community;

6. The importance of continual engagement with families, community stakeholders, and other

decision makers;

7. Education as key to opportunity and social mobility;

8. Being an advocate for the protection of student rights and the improvement of student

opportunities.

Technology Standards for School Administrators (TSSA) related to this course:

Standard II. Learning and Teaching: (A, B, C, D, E)

Standard V. Assessment and Evaluation (A, B, D)

TSSA Standards (link to the complete set of standards):

http://www.ncrtec.org/pd/tssa/tssa.pdf

Grading Scale Graduate Plus – Minus scale

Letter Grade % Equal to or

Greater than

Grade Point

A 93-100 4.00

A- 90-92.99 3.67

B+ 87-89.99 3.33

B 83-86.99 3.00

B- 80-82.99 2.67

C+ 77-79.99 2.33

C 73-76.99 2.00

F 0-72.99 0

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Please note: C minus grades do not meet the criteria of C or better for continuing in the

education program.

Student Activities, Evaluation, and Grading Policy:

Students will attend all class meetings and participate in class discussion and group activities. In

addition, students will complete the following assignments:

Curriculum Leadership School Project 30 pts.

Leadership Journal – Written Reflections 40 pts.

Blackboard Discussion 100 pts.

Description of Course Projects: In this course, candidates will focus on increasing student

learning through effective leadership strategies. Candidates collect and analyze authentic student

work and use current research and practices to identify effective and diverse strategies and

develop intervention plans.

Overview In this class candidates will move through a series of sequential steps/stages related to curriculum and learning interventions. At the beginning of the activity (Pre-stage), candidates are focused on the ultimate desired outcome of the activity—increasing student learning and achievement through effective leadership strategies. In the second stage (Self-stage) candidates collect and use authentic student work from their classrooms as materials for self-assessment and reflection in combination with current research and practice. In the third stage (Group–stage) the candidates’ self-assessments and reflections will be shared with and critiqued by fellow candidates and improvements will be suggested. One or more improvement plans will be developed based on applicable theory and best practices. In stage four (Leadership-stage) candidates will explore leadership skills and strategies for replicating curricular improvement plans in school settings. Stage four will include a field-based component in which candidates apply an aspect of this assignment in a P-12 setting. Each stage will include the production of an artifact that demonstrates mastery of one or more key indicators. Prior to completing the activity candidates will provide evidence of meeting all key indicators and competencies.

1. Online participation in the Discussion Board Forum. Daily participation in discussion

board and meeting deadlines are mandatory for all candidates. Active and constructive

participation is an integral part of this course. Asking questions of your instructor and peers is

one of the most effective ways to discover new knowledge and assimilate information. You are

encouraged to challenge the instructor and one another. This kind of interaction is difficult to

predict and because it depends on the synergy of the individuals involved…there is no way to

substitute or simulate daily activity in the discussion board. Details of the Discussion Board

questions are outlined below.

Points awarded for weekly activity on Discussion Board (10 points per Discussion) 100

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Discussion #1 – (Chapter 1) Discuss one of the areas of “The Hallmarks of Curriculum Quality”

(Glatthorn & Jailall, 2009, p.16-17). How well has your school addressed this issue?

Discussion #2 – (Chapter 2) Discuss how you currently operationalize the curriculum in your

school. Do you work as an individual? Member of a team? Department? Professional learning

community? What is your process? Who is involved? What have been the results? What

would you recommend if you were the principal?

Discussion #3 – (Chapter 3) Discuss the Leadership Functions as outlined in Table 3.1

(Glatthorn & Jailall, 2009, p. 41). Discuss how these functions are currently carried out (both in

leadership roles and contributor roles) AND how they should be carried out. How might you

then use such a tool with members of your staff?

Discussion #4 – (Chapter 6) Chapter 6 (Glatthorn & Jailall, 2009, p.66-75) outlines the

importance of developing vision and goals. Without looking at any documentation from your

school, what is your school’s vision about curriculum? How is this message/messages translated

to teachers?

Discussion #5 – (Chapter 7) In considering how you might restructure programs of studies at

your school, select one of the current approaches outlined in Chapter 7 (Glatthorn & Jailall,

2009, p.80-81) and detail an overview of the program. This will require you to gather additional

information as the text only gives a one-two sentence definition of each program. Consider

searching for resources on our library’s website/databases or a simple search on the Internet to

gather more information. So that we do not have duplication, go to the discussion board forum

and declare your selection before you start. If someone else has already chosen the program you

want to review, you will need to select an alternative. In the discussion board, give a summary

of your selected approach and include any additional resources or links for class members who

may want to learn more information.

Discussion #6 – (Chapter 8) Committing to a learning-centered school requires leaders to

address several areas. Review these areas as outlined in Chapter 8 and discuss one area. What is

currently being done to address this area in your school?

Discussion #7 – (Chapter 9) Chapter 9 outlines information and recommendations regarding

curriculum integration. Consider how your school currently addresses curriculum integration

and discuss how you might work to make changes (if any) to your current model or approach.

See (Glatthorn & Jailall, 2009, p. 106).

Discussion #8 – (Chapters 10 & 11) Discuss your experiences with curriculum alignment,

mapping and/ or monitoring the implementation process (see Glatthorn & Jailall, 2009, p.109-

125). Considering your current experiences, what opportunities will you seek out in the future

that will help you grow professionally (curriculum committees, readings, etc.).

Discussion #9 – (Chapter 13) This chapter focuses on how principals can lead the curriculum

process through unit development. Specifically, if addresses on how a constructivist approach

could be used in curriculum development. As a principal, how would you influence your

teachers to consider a constructivist approach?

Discussion #10 – (Chapter 14) What are the best methods to remediate learning? After

reviewing this chapter, find an article (online, Steely Library database, professional journal, etc.)

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that relates to this topic and share with the group what you have discovered about remediating

student learning. (Be sure to include a link to the article that you read.)

2. Written Reflections. Candidates are expected to write four Written Reflections in the

Blackboard Journal by briefly summarizing the main ideas from the readings and reflecting on

personal learning from the material (as connected with personal school experiences, other course

readings, etc.) and addressing the specific questions outlined below. Each reflection paper

should be a 1-2 double-spaced page in length. Consider writing them in Microsoft Word and

then copying/pasting into Blackboard.

Points possible (10 points per Written Reflection) 40

Reflection #1 – Address each of the areas of “The Hallmarks of Curriculum Quality”

(Glatthorn & Jailall, 2009, p.16-17). How well has your school addressed these issues?

Reflection #2 – Chapter 6 (Glatthorn & Jailall, 2009, p.66-75) outlines the importance of

developing vision and goals. What is your school’s vision about curriculum? If you do not

know the vision, what areas would you include if you had to write one? If your school’s

vision included the components on page 69, which areas would you consider to be your

school’s current strengths and which ones would you consider to be weaknesses? Which

areas would you want to address first?

Reflection #3 – Committing to a learning-centered school requires leaders to address several

areas. Review these areas as outlined in Chapter 8 and respond to the six areas. What would

you do to address these areas in your school?

Reflection #4 – Free choice. Respond in a meaningful way to a section of the text that that

you found to be helpful as you plan your future as an educational leader.

3. Final Project (choose one of three options):

Choice A. - Curriculum Paper (topic choice text or from a list of prompts detailed below).

OR

Choice B. – Curriculum Map (detailed below)

OR

Choice C. – Propose your own final project. If you choose this option, please contact me

prior to beginning your work. This option requires my approval.

Points possible 30

Choice A: Curriculum Paper option: The final paper for this course should be comprehensive

in scope, dealing with at least one aspect of school curriculum. This should be a review of the

current literature in this area and must include at least six (more are preferred) references. The

paper should be 6-8 pages (not including the reference or title pages) in length, double-spaced,

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using twelve-point font and employing APA style (5th ed.). The paper is due on the final day of

class. A topic listed below may be selected as the focus for your final paper or you may choose

one of the focus questions listed after the topics.

a. reading and writing across the curriculum

b. alternative assessment

c. performance assessment

d. authentic assessment

e. continuous assessment and progressive reporting

f. national standards

g. national voluntary testing

h. a move to privatize public schools

i. the world of work

j. curriculum leadership

k. principal’s role in curriculum development

l. creating a learning centered schedule

m. integrating the curriculum

n. aligning the curriculum

o. mapping the curriculum

p. monitoring the curriculum

q. enriching the curriculum

r. remediating learning

s. differentiated instruction

t. evaluating the curriculum

A sample focus questions:

-How can curriculum development be used to empower teachers? Students?

-How would you compare and contrast the influence of John Locke and John Dewey on

today’s curriculum?

-How can the curriculum be adjusted to stimulate intellectual curiosity?

-How can curriculum planners prevent the information explosion from making the

curriculum shallow?

-How would you describe the change in the need for teacher involvement in school wide

curriculum matters?

-What is the role of curriculum alignment in education reform?

-What are two trends in your subject area? Are they beneficial or detrimental?

-Other topic/question approved by me.

Choice B: Create a Curriculum Map: Many schools have created curriculum maps.

Sometimes these documents are readily used for school improvement initiatives, other times

they are stored in file cabinets, and in some schools they are not used at all. This is your

opportunity to modify/update your current curriculum map or create one from scratch.

Ultimately, the curriculum map should be viewed as a living document that plays an integral

part in teacher planning. There are many types of curriculum maps and the variations are

endless. Curriculum maps can be used to:

-Show relationships from subject to subject (horizontal) or from year to year in the same

subject (vertical)

-Map out textbooks, technology and other resources to units

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-Organize from month to month

-Look at both “macro” level maps that show the high level curriculum throughout the K-

12 experience and the “micro” level maps that explain in detail what happens in one subject

in one grade level (or various combinations).

-Show relationships of the written curriculum to the taught curricula, hidden curricula,

and/or the learned curricula.

For this assignment, identify your starting point. One option is to update your current

curriculum map by adding columns including new areas such as textbook material, hidden

curricula, learned curricula, what was actually taught within a given period of time, etc.

Another option is to start organizing a new curriculum map. There are many types of

curriculum maps and variations are endless. If you are starting from “scratch” consider

doing some brief research by looking at examples from colleagues, on websites, etc. and

select a format that best fits your interests and needs. I have included a few resources below.

After you have updated or created a new map (use Microsoft Excel, Microsoft Word –

tables, etc. to save your work), submit your updated or new map and include a brief

description describing the work that you carried out. Is it a new map? How did you decide

on the areas to include? How did you gather the information. Etc. If it is a revised map,

describe what categories you added/deleted, etc. and why those areas were selected. Describe

what additional work will be needed if any.

Sample Curriculum Mapping resources:

http://www.kde.state.ky.us/KDE/Instructional+Resources/Curriculum+Documents+and+Resourc

es/Teaching+Tools/Curriculum+Maps/

http://www.education-world.com/a_curr/virtualwkshp/virtualwkshp004.shtml

http://www.curriculummapping101.com/index.html

Choice C: Propose your own final project. If you choose this option, please contact me

prior to beginning your work. This option requires my approval.

Course Policies and Procedures

Candidates are expected to log in to Blackboard on Monday, August 2 and go to Assignments to

begin working on the first week’s assignments. Work each week should be completed by

midnight Saturday. If work cannot be completed by then, contact Dr. Weaver via email. All

postings on Discussion board must be professional.

Course Project (25 points):

Anchor Assessment (Rubric attached at the end of the syllabus) : On June 29 the SBDM Council at a school where you have applied and interviewed recommended that the Superintendent hire you as the “new” principal. At your orientation meeting on July 3 the Superintendent shares his/her expectations for you for the coming year. The expectation is that you present your findings and suggestions at the final class

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meeting (on a date near the end of the class - to be determined – look for an announcement in Blackboard late in the first week) as though you are leading your new Council, faculty, and staff to improve student learning. You have the knowledge and skills required to do this. The task is to apply them to a school chosen by NKU faculty (this will be communicated to you during the first few days of this class) to do the following:

1. Identify, locate, and analyze relevant data and the school processes and practices to identify learning and achievement gaps. You can review any data from the school’s website (consider reviewing the school’s CSIP and other relevant information) and other available data such as the school report card (available online at KDE). Remember to consider all sources reflecting and impacting student achievement. (1.1a, 1.1b, 1.1c, 1.1d, 1.1e, 2.1b, 2.1c, .2.2b, 4.1b, 4.1d) 2. Organize, analyze and summarize the findings to:

-Prepare a school profile (your findings from the data related to teaching and learning) that would be shared with the SBDM Council, teachers, staff, and parents (but for the purpose of this assignment will be presented only to members of this class). (1.2a, 1.2b, 1.2c, 1.2d, 2.1c, 2.2b, 3.3b, 3.3d, 4.1d, 4.3c, 5.1d, 5.2a, 5.2b, 5.2c, 5.3b, 6.1b, 5.1e) -Articulate the relevance of the data to curriculum and instruction (be sure to integrate

key information from the text and assignments from EDA706). (1.1a, 1.1b, 1.1d, 1.1e, 2.1a, 2.1b, 4.1d, 6.1c, 6.1e)

3. Present to the class the school profile and recommendations for curricular and instructional

changes. The presentation will take place on a date near the end of this class (to be determined –

look for an announcement in Blackboard late in the first week). The presentation must address

the following:

-The school profile. (3.1a, 3.1b, 3.1c, 3.1d)

-The identification and prioritization of the recommendations. (1.1d, 2.1c, 3.1d, 3.2a,

3.2b, 3.2c, 3.2d, 3.2e, 3.3b, 3.3c, 3.4a, 3.4b, 3.4c, 4.1a, 4.1g, 4.2c, 4.2d, 5.1d)

-Support for the recommendations based upon the profile and research (such as key

information from the text). (1.1d, 1.1e, 1.2a, 1.2b, 1.2c, 2.1c, 2.2a, 5.3b)

4. In addition to the presentation, prepare a short reflection that addresses the following:

• What worked,

• What did not work,

• What would you do differently next time, and

• What did you learn from the feedback provided by the participants?

5. After you have completed the presentation and reflection, you will post both in Foliotek.

Choose EDA 706/707, upload your presentation and written reflection, and then click

“submit for evaluation.” Be sure to select my name (Rosa Weaver) as the evaluator

Credit Hour Policy Statement In accordance with federal policy, NKU defines a credit hour as the amount of work represented

in the achievement of student learning outcomes (verified by evidence of student achievement)

that reasonably approximates one hour (50 minutes) of classroom instruction and a minimum of

two hours of out-of-class student work. For every course credit hour, a typical student should

expect to spend at least three hours per week of concentrated attention on course-related work

including, but not limited to, class meeting time, reading, reviewing, organizing notes, studying

and completing assignments. At least an equivalent amount of time is expected for other

academic activities such as online courses, laboratory work, internships, practica, studio work

and other academic work leading to the award of credit hours.

Estimates of the time required for a typical student to complete course expectations are as

follows:

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Online Communication with instructor: 1 hour x 15 weeks = 17.0 Hours

Required Text Readings: 15 chapters x 2 hours each and small group discussions

= 30.0 Hours

Online PowerPoints/Podcasts: 9 x 2 hours each = 18.0 Hours

Homework Assignments: 15 assignments x 1 hour each = 15.0 Hours

Class Discussion Board Responses 1 per week x 1 hour each = 15.0 Hours

Curriculum Leadership Project = 30 hours

Leadership Journals = 20 hours

Total = 135.0 Hours

:

Student Honor Code Student Honor Code: The Student Honor Code [the "Honor Code"] is a commitment by students of Northern Kentucky University, through their matriculation or continued enrollment at the University, to adhere to the highest degree of ethical integrity in academic conduct. It is a commitment individually and collectively that the students of Northern Kentucky University will not lie, cheat, or plagiarize to gain an academic advantage over fellow students or avoid academic requirements.

The purpose of the Honor Code is to establish standards of academic conduct for students at Northern

Kentucky University and to provide a procedure that offers basic assurances of fundamental fairness to

any person accused of violations of these rules. Each Northern Kentucky University student is bound by

the provisions of the Honor Code and is presumed to be familiar with all of its provisions. Students also

should aspire to conduct themselves in a manner that is consistent with the highest degree of ethical

integrity in all matters, whether covered in the Honor Code or not. The success of this commitment begins

in the diligence with which students uphold the letter and the spirit of the Honor Code.

In addition, students in the education programs must also adhere to the College of Education and Human

Services Code of Ethics and the Professional Code of Ethics for Kentucky School Certified Personnel

Student Evaluation of Instructor and Course: Northern Kentucky University takes Instructor and Course Evaluations very seriously as an important means of gathering information for the enhancement of learning opportunities for its students. It is an important responsibility of NKU students as citizens of the University to participate in the instructor and course evaluation process. During the two weeks* prior to the end of each semester classes, you will be asked to reflect upon what you have learned in this course, the extent to which you have invested the necessary effort to maximize your learning, and the role your instructor has played in the learning process. It is very important that you complete the online evaluations with thoughtfully written comments. Student evaluations of courses and instructors are regarded as strictly confidential. They are not available to the instructor until after final grades are submitted, and extensive precautions are taken to prevent your comments from being identified as coming from you. Students who complete an evaluation for a particular course (or opt out of doing so in the evaluation) will be rewarded for their participation by having access to their course grade as soon as that grade is submitted by the instructor. On the other hand, any student who does not complete the course evaluation (or opt out of doing so in the evaluation) should expect to incur a two week delay in access to his or her course grade beyond the university's official date for grade availability. To complete online evaluations go to http://eval.nku.edu. Click on "student login" and use the same USERNAME and PASSWORD as used on campus.

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In addition, you should be aware of:

Evaluations can affect changes in courses. Evaluations without comments are less valuable and

less credible than those filled out thoughtfully. Comments that are expressed well are more

effective than those that are not.

Positive feedback is just as important as criticism. Moreover, negative evaluations without any

explanation and specifics are not especially useful.

Once grades are submitted, all evaluations are read not only by the instructor, but also by the

instructor’s department chairperson.

Evaluations not only provide feedback to your instructor, but also provide information to the

department chair for use in performance evaluations. This information affects reappointments,

promotions, salaries, and teaching assignments.

Accommodations Due to Disability: Northern Kentucky University is committed to providing reasonable accommodations for all persons with disabilities. The syllabus is available in alternate formats upon request. Students with disabilities: If you are seeking classroom accommodations under the Americans with Disabilities Act, you are required to register with the Disability Programs and Services Office in SU 303. To receive academic accommodations for this class, please obtain the proper DPS forms and meet with me at the beginning of the semester. More information on Disability Services can be found at http://disability.nku.edu.

Daily Schedule August 22

Read: Chapter 1 in Glatthorn & Jailall.

Watch Video: Diana Laufenberg: How to learn? From mistakes

http://www.ted.com/talks/diana_laufenberg_3_ways_to_teach.html

Discussion #1 – (Chapter 1) Discuss one of the areas of “The Hallmarks of Curriculum Quality” (Glatthorn & Jailall, 2009, p.16-17). How well has your school addressed this issue?

Reflection #1 – Address each of the areas of “The Hallmarks of Curriculum Quality” (Glatthorn & Jailall, 2009, p.16-17). How well has your school addressed these issues?

August 29

Read: Chapter 2 in Glatthorn & Jailall.

Watch Video: Dan Meyer: Math class needs a makeover

http://www.ted.com/talks/dan_meyer_math_curriculum_makeover.html

Discussion #2 – (Chapter 2) Discuss how you currently operationalize the curriculum in your school. Do you work as an individual? Member of a team? Department? Professional learning community? What is your process? Who is involved? What have been the results? What would you recommend if you were the principal?

September 6

Read: Chapter 3 & 4 in Glatthorn & Jailall.

Watch Video: Ali Carr-Chellman: Gaming to re-engage boys in learning

http://www.ted.com/talks/ali_carr_chellman_gaming_to_re_engage_boys_in_learning.html

Discussion #3 – (Chapter 3) Discuss the Leadership Functions as outlined in Table 3.1 (Glatthorn & Jailall, 2009, p. 41). Discuss how these functions are currently carried out (both in leadership roles and contributor roles) AND how they should be carried out. How might you then use such a tool with members of your staff?

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Begin Final Project

Sept. 12

Read: Chapters 5 & 6 in Glatthorn & Jailall.

Watch Video: Kiran Bir Sethi teaches kids to take charge

http://www.ted.com/talks/lang/eng/kiran_bir_sethi_teaches_kids_to_take_charge.html

Discussion #4 – (Chapter 6) Chapter 6 (Glatthorn & Jailall, 2009, p.66-75) outlines the importance of developing vision and goals. Without looking at any documentation from your school, what is your school’s vision about curriculum? How is this message/messages translated to teachers?

Sept. 19

Read: Chapter 7 in Glatthorn & Jailall.

Watch Video: Sugata Mitra: The child-driven education

http://www.ted.com/talks/lang/eng/sugata_mitra_the_child_driven_education.html

Discussion #5 – (Chapter 7) In considering how you might restructure programs of studies at your school, select one of the current approaches outlined in Chapter 7 (Glatthorn & Jailall, 2009, p.80-81) and detail an overview of the program. This will require you to gather additional information as the text only gives a one-two sentence definition of each program. Consider searching for resources on our library’s website/databases or a simple search on the Internet to gather more information. So that we do not have duplication, go to the discussion board forum and declare your selection before you start. If someone else has already chosen the program you want to review, you will need to select an alternative. In the discussion board, give a summary of your selected approach and include any additional resources or links for class members who may want to learn more information.

Sept. 26

Read: Chapter 8 in Glatthorn & Jailall.

Watch Video: Sir Ken Robinson: Bring on the learning revolution!

http://www.ted.com/talks/lang/eng/sir_ken_robinson_bring_on_the_revolution.html

Discussion #6 – (Chapter 8) Committing to a learning-centered school requires leaders to address several areas. Review these areas as outlined in Chapter 8 and discuss one area. What is currently being done to address this area in your school?

Reflection #2 – Chapter 6 (Glatthorn & Jailall, 2009, p.66-75) outlines the importance of developing vision and goals. What is your school’s vision about curriculum? If you do not know the vision, what areas would you include if you had to write one? If your school’s vision included the components on page 69, which areas would you consider to be your school’s current strengths and which ones would you consider to be weaknesses? Which areas would you want to address first?

Oct. 3

Read: Chapter 9 in Glatthorn & Jailall.

Watch Video: Richard Baraniuk on open-source learning

http://www.ted.com/talks/richard_baraniuk_on_open_source_learning.html

Discussion #7 – (Chapter 9) Chapter 9 outlines information and recommendations regarding curriculum integration. Consider how your school currently addresses curriculum integration and discuss how you might work to make changes (if any) to your current model or approach. See (Glatthorn & Jailall, 2009, p. 106).

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Oct. 10

Read: Chapters 10 & 11 in Glatthorn & Jailall.

Discussion #8 – (Chapters 10 & 11) Discuss your experiences with curriculum alignment, mapping and/ or monitoring the implementation process (see Glatthorn & Jailall, 2009, p.109-125). Considering your current experiences, what opportunities will you seek out in the future that will help you grow professionally (curriculum committees, readings, etc.). Reflection #3 – Committing to a learning-centered school requires leaders to address several areas. Review these areas as outlined in Chapter 8 and respond to the six areas. What would you do to address these areas in your school?

Oct. 17

Read: Chapters 12 & 13 in Glatthorn & Jailall.

Discussion #9 – (Chapter 13) This chapter focuses on how principals can lead the curriculum process through unit development. Specifically, if addresses on how a constructivist approach could be used in curriculum development. As a principal, how would you influence your teachers to consider a constructivist approach?

Oct. 24

Read: Chapter 14 in Glatthorn & Jailall.

Discussion #10 – (Chapter 14) What are the best methods to remediate learning? After reviewing this chapter, find an article (online, Steely Library database, professional journal, etc.) that relates to this topic and share with the group what you have discovered about remediating student learning. (Be sure to include a link to the article that you read.) Field Work: Begin related field work requirements – see EDA707 for details.

Oct. 31

Read: Chapter 15 in Glatthorn & Jailall.

Reflection #4 – Free choice. Respond in a meaningful way to a section of the text that that you found to be helpful as you plan your future as an educational leader. Field Work: Continue related field work requirements – see EDA707 for details.

Nov. 7

Field Work: Continue related field work requirements – see EDA707 for details.

Nov. 14

Field Work: Continue related field work requirements – see EDA707 for details.

Nov. 21.

Field Work: Continue related field work requirements – see EDA707 for details.

Nov. 28

Course Evaluation

Field Work: Complete related field work requirements – see EDA707 for details.

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BIBLIOGRAPHY

Ainsworth, L. (2003). Power standards: Identifying the standards that matter the most.

Denver: Advanced Learning Press.

Blase, J.R. & Blase, J. (2010). Handbook of school improvement: How high-performing

principals create high-performing schools, 2nd Ed. Corwin Press.

Brubaker, D. L. (2004). Creative curriculum leadership: Inspiring and empowering your school

community. Thousand Oaks, CA: Corwin Press.

Carr, J. F., & Harris, D. E. (2001). Succeeding with standards: Linking curriculum, assessment, and

action planning. Alexandria, VA: Association for Supervision and Curriculum Development.

Doll, B., Zucker, S. & Brehm, K. (2014). Resilient classrooms: Creating healthy environments

for learning, 1st Ed. The Guilford Press.

Drake, S. M. (2007). Creating standards-based integrated curriculum: Aligning

curriculum, content, assessment, and instruction (2nd ed.). Thousand Oaks, CA:

Corwin Press Glatthorn, A. A. (1998). Performance assessment and standards-based curricula: The

achievement cycle. Larchmont, NY: Eye on Education; Glatthorn, A. A. (2000). The principal as curriculum leader: Shaping what is taught & tested

(2nd ed.). Thousand Oaks, CA: Corwin Press. Glatthorn, A.A., Boschee, F.A., & Whitehead, B.M. (2011). Curriculum leadership: Strategies

for development and implementation. Sage Publications. Glickman, C., Gordon, S. & Ross-Gordon, J. (2013). SuperVision and Instructional Leadership

A developmental approach., 9th Ed. Allyn & Bacon.

Gregory, G. H., & Chapman, C. (2012). Differentiated instructional strategies: One size doesn’t

fit all (2nd ed.). Thousand Oaks, CA: Corwin Press. Jacobs, H. H. (Ed.) (2004). Getting results with curriculum mapping. Alexandria, VA:

Association for Supervision and Curriculum Development. Langa, M. A., & Yost, J. L. (2006). Curriculum mapping for differentiated instruction, K-8.

Thousand Oaks, CA: Corwin. Lee-Gumpton, S. (2009). The instructional leadership toolbox: A handbook for improving

practice, 2nd Ed. Corwin Press.

Marzano, R. J. (2007). The art and science of teaching: A comprehensive framework for effective

instruction. Alexandria, VA: Association for Supervision and Curriculum Development.

McCombs, B. L, & Miller, L. (2007). Learner-centered classroom practices and assessments:

Maximizing student motivation, learning, and achievement. Thousand Oaks, CA: Corwin

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Press.

Parks Le Tellier, J. (2006). Quantum learning & instructional leadership in practice. Corwin

Press.

Parkay, F.W., Hass, G.J., & Anctil, E.J. (2013). Curriculum leadership: Readings for

developing quality educational programs (10th ed.). Prentice Hall. Tomlinson, C. A., & Allan, S. D. (2000). Leadership for differentiating schools & classrooms.

Alexandria, VA: Association for Supervision and Curriculum Development. Wiggins, G., & McTighe, J. (2005). Understanding by design (2nd ed.). Alexandria, VA:

Association for Supervision and Curriculum Development. Wolfolk, A. & Kotler-Hoy, W. (2008). Instructional leadership: A research based guide to

learning in schools, 3rd Ed. Allyn & Bacon.

Zepeda, S. (2012). Instructional Supervision: Applying tools and concepts.. Eye on Education.

EDA 706 Tentative Course Schedule

Date Topic Reading Assignments Due

Aug. 22

What it Means to be a

Curriculum Leader

Chapter 1 Discussion 1

Discussion 1 A

Reflection 1 June 18

Aug. 29

The Four Curriculum Levels

Chapter 2

Discussion 2

Discussion 2 A 6/18

Sept. 6 Importance of the Principal Chapter 3 & 4 Discussion 3

Discussion 3 A

Sept. 12 State Policies and

Frameworks

Chapter 5 & 6 Discussion 4 Discussion 4 A 6/25

Sept. 19

Rethinking to Program of

Studies

Chapter 7 Discussion 5 Discussion 5 A

Sept. 26 Committing to a Learning-

Centered Schedule

Chapter 8 Discussion 6 Discussion 6 A Reflection 2

Oct. 3 Integrating the Curriculum Chapter 9 Discussion 7 Discussion 7 A

Oct. 10 Aligning the Curriculum

Monitoring the Implementation

Process

Chapter 10 & 11 Discussion 8 Reflection 3

Oct. 19 Making Yearly Planning

Calendars

Developing Units of Study

Chapter 12 & 13 Discussion 9

Oct. 24 Enriching the Curriculum and

Remediating Learning

Chapter 14 Discussion 10

Oct. 31 Evaluating the Curriculum

Curriculum Leadership:

Putting it All Together

Chapter 15 & 16 Reflection 4 School Curriculum project

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Rubric for Anchor assessment

EDA 706/707 Anchor Assessment #

3 2 1

Accurately identifies how the

school uses the processes of

aligning, auditing, monitoring, and

evaluating curriculum and includes

the results in the school profile.

(1.1a)

Partially identifies how the school

uses the processes of aligning,

auditing, monitoring, and

evaluating curriculum and includes

the results in the school profile.

Minimally identifies processes

used.

COMBINE 1.1a with 1.1a

Accurately makes specific

recommendations for curricular

changes supported by the results

and appropriate protocols. (1.1a)

Partially makes recommendations

for curricular changes supported by

the results and appropriate

protocols. (1.1a)

Makes limited or no

recommendations based upon the

results and/or appropriate protocols.

Accurately describes the

availability and use of curriculum

maps and pacing guides at the

school as well as the alignment of

these school documents to the

Program of Studies, performance

standards, and core content. (1.1b)

Partially describes the availability

and use of curriculum maps and

pacing guides at the school as well

as the alignment of these school

documents to the Program of

Studies, performance standards, and

core content. (1.1b)

Provides limited or no description

of curriculum maps and pacing

guides and their alignment to the

Program of Studies, performance

standards, and core content.

Accurately makes

recommendations for curricular

changes supported by the results.

(1.1b)

Partially makes recommendations

for curricular changes supported by

the results. (1.1b)

Makes limited or no

recommendations supported by the

results.

Accurately describes diversity

issues relevant to the school’s

curriculum. (1.1e)

Partially describes diversity issues

relevant to the school’s curriculum.

(1.1e)

Describes limited or no diversity

issues relevant to the school’s

curriculum. Accurately makes specific

recommendations for curricular

changes based upon research based

“best practices” in cultural

proficiency. (1.1e)

Partially makes specific

recommendations for curricular

changes based upon research based

“best practices” in cultural

proficiency. (1.1e)

Uses limited or no research based

“best practices” in cultural

proficiency to make

recommendations for curricular

changes.

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