SOUTH DAKOTA STATE UNIVERSITYCollege of Education and Human Sciences

Department of Teaching, Learning, and LeadershipEDFN 747 Curriculum: Theory into Practice

ELED 748 Elementary Practicum/SEED748 Secondary Practicum – 1 Credit HourSpring 2012 (Starts January 11, 2012 and ends May 4, 2012)

Course Syllabus“If you are a person with a disability and anticipate needing any type of accommodation in order to participatein this class, please inform me and make the appropriate arrangements with the Office of Disability Services |(ODS). The Office of Disability Services is located in 110 West Hall. To schedule an appointment, call (605) 688-4504 and request to speak with Nancy Schade, the Coordinator of Disability Services.”

Instructor: Dr. Gus Scully Coordinator of the Educational Administration & Adult and Higher Education ProgramOffice Location: University Center Rapid City-SDSU 4300 Cheyenne Blvd. P.O. Box 250

Rapid City, SD 57709Office hours By appointment

(605) 718-4369 Office (605) 718-4021 FAX E-mail: gus.scully@sdstate.edu

Greetings, I welcome all of you to the Curriculum Leadership class. This is the class that focuses on the principal as the instructional leader, however, those of you who are in C&I should approach the text content as Building Curriculum Leaders. The textbook by Glatthorn, Boschee, and Whitehead provides thought provoking case studies, activities to challenge and strengthen your philosophical curriculum position, and increase your knowledge that also provokes ideas for change when needed.

I have also listed a number of Practicum activities that will fit well with the Portfolio. The chapter activities, cases studies and discussion topics will also prepare you for your Oral questions.

Catalog Description A study of the nature and principles of curriculum and curriculum development in schools. Process of curriculum change, development and evaluation will be examined. Roles of teachers, administrators, students and the public in curriculum change will be studied.

Course Description This course examines the principles and practices essential to developing and administering curricular programs, including knowledge and understanding about measurability, scope and sequence, taxonomy, program designs, and the fit between a planned program and a taught or implemented one.

Major concepts, principles, and theories will be examined in order to provide the student with a background for curriculum planning and development. The dominant themes throughout the course will be education reform, multicultural education, and constructivism. Case studies from across the country, as well as local examples, will be used to detail curriculum planning and development activities.

Rationale Curriculum directors, administrators, instructional supervisors, and teachers must have a vision of what curriculum planning, development is, and they should be able to facilitate the delivery of effective instruction. Regardless of the level of instruction, these individuals must promote and facilitate the integration and articulation of all students’ academic experiences

Students arrive at their classrooms with widely varied cultural backgrounds. Successful curriculum planning and development and the translation thereof into direct instruction must prepare all educators to help all students succeed. Each student has a right to be educated to his or her highest potential in a classroom that values cultural diversity.

Current research shows that we learn best when we can first connect what we know with what it is that we are to learn (the learning cycle). When this happens, we can begin to “construct” new understanding and a deeper appreciation for true understanding. It is the professional educator’s job to help students discover relationships between old and new information.

Reflective leaders are skilled educators whose practices and decisions draw upon the best available theory, research, and experiential wisdom. Reflective decision making engages administrators in cycles of thought and action based on theoretical, ethical, and professional knowledge.

This course is designed to prepare graduate students who exercise or aspire to educational leadership responsibilities for planning, implementing, and evaluating curricular programs. Through lecture, independent study, collaborative group work, and fieldwork, the course will (1) examine basic concepts of curriculum planning, implementation, and evaluation; (2) explore the historical, philosophical, and political underpinnings of curriculum; (3) examine curriculum management and supervision of human and material resources; (4) investigate current developments and trends in the curriculum; (5) provide opportunities to gather practical information regarding the curriculum process through structured interviews and discussions with practitioners in the field; and (6) provide opportunities for students to exchange ideas and information regarding the curriculum process through meaningful and reflective dialogue.

Course Prerequisites Previous Course: none

Technology skills: Learning at a distance may be a very different environment for many of you. You will generally set your own schedules, participate in class activities at your convenience, and work at your own pace. You may spend some additional time online during the first few weeks while you become acclimated to the online class format and you may feel overwhelmed. You should also be prepared to spend approximately 10 – 12 hours per week online completing lessons, activities, and participating in class discussions. Finally, you may want to incorporate these tips to help you get started:

Set yourself a schedule—check the course web site early in the class week to see what tasks you’ll need to work on for the week. Become very familiar with the site and how to use it. It is a tool to help you learn! Team up with your classmates to discuss class assignments and questions you might have. Check the “Classlist” located in Desire2Learn for biography information and email addresses. Ask questions when you need answers. If you have problems, contact me ASAP! I will help you come up with a solution! You can e-mail me or call me. gus.scully@sdstate.edu 1-605-718-4369

Technical Support: Helpdesk 605-688-6776 or SDSU.supportdesk@sdstate.edu.http://www3.sdstate.edu/TechnologySupport/InformationTechnologyServices/

Distance Education Support: http://distance.sdstate.edu/

Desire2LearnURL: https://d2l.sdbor.edu/Special Technology Utilized by Students: This is totally an online asynchronous course. You must have consistent access to the Internet. All instructional content and interaction takes place over the WWW. In addition to baseline word processing skills and sending/receiving email with attachments, students will be expected to search the internet and upload / download files. In addition, students may need one or more of the following plug-ins:

Adobe Acrobat Reader: http://www.adobe.com/products/acrobat/readstep2.html PowerPoint Viewer: http://microsoft.com/downloads/details.aspx?FamilyId=D1649C22-B51F-4910-93FC-

4CF2832D3342&displaylang=en Windows Media Player: http://www.microsoft.com/windows/windowsmedia/download/ Quicktime Player: http://www.apple.com/quicktime/download/ Real Player: http://forms.real.com/netzip/getrde601.html?h=207.188.7.150&f=windows/

RealOnePlayerV2GOLD.exe&p=RealOne+Player&oem=dl&tagtype=ie&type=dl Macromedia Flash Player: http://macromedia.com/shockwave/download/download.cgi?

P1_Prod_Version=ShockwaveFlash http://learn.sdstate.edu/online/require.htm

Description of Instructional Methods

This course will use a combination of web-based activities. Students are required to learn the concepts through diligent reading of the specified chapters and materials, getting involved in the discussion boards, completing the assignments, taking the chapter quizzes, and seeking assistance when necessary. The instructor facilitates the course by providing readings, practice problems, discussion board questions and responses, additional resources, links to appropriate websites, feedback on assignments.

http://learn.sdstate.edu/online/require.htm. Please send in all assignments that are attachments in either Microsoft Word or text files.

Class Attendance You are expected to do your weekly assignments, quizzes, and participate in a discussion forum. Failure to do so, without notifying the instructor will mean a reduction in grade for that given assignment, quiz, and discussion period.

The SDSU EDAD Program is based upon the six standards of the Educational Leadership Constituent Council (ELCC). Your Internship, Portfolio, and Orals will be judged according to these standards. You are to electronically store all course graded assignments (PowerPoints, Essays, Research papers, Projects, etc.) You can use these as Artifacts for your Portfolio.

Creating a Vision of Leadership and LearningStandard 1.0: Candidates who complete the program are educational leaders who have the knowledge and ability to promote the success of all students by facilitating the development, articulation, implementation, and stewardship of a school or district vision of learning supported by the school community.

Develop a Positive School ClimateStandard 2.0: Candidates who complete the program are educational leaders who have the knowledge and ability to promote the success of all students by promoting a positive school culture, providing an effective instructional program, applying best practice to student learning, and designing comprehensive professional growth plans for staff.

Manage the OrganizationStandard 3.0: Candidates who complete the program are educational leaders who have the knowledge and ability to promote the success of all students by managing the organization, operations, and resources in a way that promotes a safe, efficient, and effective learning environment.

Interacting with the External School EnvironmentStandard 4.0: Candidates who complete the program are educational leaders who have the knowledge and ability to promote the success of all students by collaborating with families and other community members, responding to diverse community interests and needs, and mobilizing community resources.

Demonstrates Integrity through a Fair and Ethical MannerStandard 5.0: Candidates who complete the program are educational leaders who have the knowledge and ability to promote the success of all students by acting with integrity, fairly and in an ethical manner.

Political LeadershipStandard 6.0: Candidates who complete the program are educational leaders who have the knowledge and ability to promote the success of all students by understanding, responding to, and influencing the larger political, social, economic, legal, and cultural context.

Course Objectives Each participant will:

Standards Assessments

Explain and demonstrate an understanding of the social, technological, historical, and philosophical foundations of curriculum

ISLLC/ELC 2.2a, 2.2b, 2.2c

Chapter 2 Critique of Applications, The Challenge, Quiz, written essays, and projects

Compare and contrast the theories and models of curriculum development.

ISLLC/ELCC 2.2 a2.2b 2.3 a 2.3b 2.3c

Chapter 1, Chapter 3 Critique of Applications, The Challenges, Quizzes, written essays, and projects.

Describe the political influences exerted by various governmental and profession agencies on the curriculum process.

ISLLC/ELCC6.1b

Chapter 4 Critique of Applications, The Challenge, Quiz, written essays, and projects.

Distinguish among the federal, state, district, local, and classroom levels of curriculum.

ISLLC/ELCC2.2 a 2.2b, 2.2c

Chapter 4 Critique of Applications, The Challenge, Quiz, written essays, and projects.

Articulate the role of state policies as a framework for curriculum development at the district and local levels.

ISLLC/ELCC6.1d, 6.3c

Chapter 4 Critique of Applications, The Challenge, Quiz, written essays, and projects.

Describe the importance of the local board of education, superintendent, principal, and other relevant administrators and supervisors in the curriculum development process.

ISLLC/ELCC6.1b, 6.1d

Chapter 4 Critique of Applications, The Challenge, Quiz, written essays, and projects.

Explain the importance of developing a vision and goals to the overall curriculum development process.

ISLLC/ELCC1. 0, 2.0, 3.0, 4.0, 5.0, 6.0,

Chapter 5 Critique of Applications, The Challenge, Quiz, written essays, and projects.

Define the role of curriculum evaluation and describe several specific evaluation models.

ISLLCE/ELCC2.2a

Chapter 6 Critique of Applications, The Challenge, Quiz, written essays, and projects.

Describe the curriculum planning process in terms of the assessed needs of those affected by curriculum.Catalog means of improving programs of studies and fields of study through revision of existing curricula.

ISLLC/ELCC2.2a 2.2b 2.3a 2.3b

Chapter 6, Chapter 7 Critique of Applications, The Challenges, Quizzes, written essays, and projects.

Identify technological and naturalistic processes for developing new courses and units.

ISLLC/ELCC2.2a, 2.2c 2.3a, 2.3b

Chapter 8 Critique of Applications, The Challenge, Quiz, written essays, and projects.

Explain supervision of curriculum in terms of effective and efficient use of human and material resources

. ISLLC/ELCC2.4a 2.4b 2.4c

Chapter 9 Critique of Applications, The Challenge, Quiz,written essays, and projects.

Examine the various stages of curriculum implementation and curricular change and design a PowerPoint explaining these stages.

ISLLC/ELCC 2.2a 2.2b, 2.2c 2.3a, 2.3b 2.4a, 2.4b,

2.4c

Chapter 10 Critique of Applications, The Challenge, Quiz, written essays, and projects.

Investigate the relationship of curriculum alignment to student achievement and discuss the process of aligning the curriculum.

ISLLC/ELLC2.2a, 2.2b, 2.3a, 2.3b

Chapter 11 Critique of Applications, The Challenge, Quiz, written essays, and projects.

Elucidate current trends in the curriculum such as improving thinking skills, computer technology in the classroom, and integrating the curriculum.

. ISLLC/ELCC2.2c

Chapter 13 Critique of Applications, The Challenge, Quiz,written essays, and projects.

Examine how the curriculum leader facilitates curriculum development. Compare how two different school principals facilitate curriculum development.

ISLLC/ELCC 1.1a 1.1b,1.2a, 1.2b, 1.3a, 1.3b, 1.4a, 1.4b, 1.4c, 1.5a, 1.5b2.1, 2.2a, 2.2b, 2.2c, 2.3a2.3b, 2.3c, 2.4a, 2.4b, 2.4c

Chapters 13, 14, and 15 Critique of Applications, The Challenge, Quizzes written essays, and projects.

Interpret the importance of individualizing the curriculum in such areas as gifted and talented education, education for the handicapped and bilingual education.

ISLLC/ELCC5.2

Chapters 13, 14, and 15 Critique of Applications, The Challenge, Quizzes written essays, and projects

TextbookGlatthorn, Allan A., Boschee, Floyd, Whitehead, Bruce M. (2008). Curriculum Leadership: Strategies for Development and Implementation (2nd. Ed.). Los Angeles: Sage Publishing Company.

Textbook can be ordered by mail through the University Bookstore.

Call 1-800-985-8771 and ask for Cheryl or Arnie. You will need a valid credit card number, and I believe a shipping fee is charged. Books are usually sent on the day they are ordered.

Your SDSU ID number is both the username and password D2L in the past use your own password—the username stays the same. Participants will be able to access our class by 6/2/08. If you experience any technical difficulties, call Distance Education toll free: 1-866-827-3198. You may also be able to get assistance by calling the Help Desk (1-605-688-6776) during regular business hours or through their website athttp://www3.sdstate.edu/TechnologySupport/InformationTechnologyServices/. You will also need to allow pop ups for this course. In addition, the technical requirements for your computer and other technical support can be found at

Freedom in learning Under Board of Regents and University policy student academic performance may be evaluated solely on an academic basis, not on opinions or conduct in matters unrelated to academic standards. Students should be free to take reasoned exception to the data or views offered in any course of study and to reserve judgment about matters of opinion, but they are responsible for learning the content of any course of study for which they are enrolled. Student who believe that an academic evaluation reflects prejudiced or capricious consideration of student opinions or conduct unrelated to academic standards should first contact the instructor of the course to initiate a review of the evaluation. If the student remains unsatisfied, the student may contact the department head and/ or dean of the college which offers the class to initiate a review of the evaluation.

NetiquetteManners that are expected in a face to face class are expected in a virtual class. We will be communicating to each other by way of e-mail, in a discussion forum, and a possible chat room. Proper etiquette will be expected at all times. No sarcasm or unkindly public criticism of others will be tolerated. Grammar and spelling do matter so please proofread your work.

Cheating and Plagiarism The South Dakota State University Student Code outlines guidelines and rules for student behavior. A copy of the Student Code can be found at the reserve desk of the library. Questions may be directed to the Coordinator for Judicial Affairs (Phone: 688-5148, office: Wecota Hall 115). The following section summarizes some of the offenses that can be relevant to instructional settings:

I. Dishonesty (see Student Code section 01:10:23)A. Cheating.

1. Unauthorized assistance in taking quizzes, tests, or examinations. 2. The use of sources beyond those authorized by the instructor in

writing papers, preparing reports, solving problems, or carrying out other assignments; or

3. The acquisition of tests or other academic material, belonging to a member of the institutional faculty or staff, without that individual’s permission.

B. Plagiarism. 1. The use, by paraphrase or direct quotation, of the published or unpublished work of another

person without full and clear acknowledgment consistent with accepted practices of discipline. 2. The unacknowledged use of materials prepared by another person or agency engaged in the selling of term papers or other academic materials.Course Topics

The major topics to be considered in this course are:

Curriculum foundations Current trends in the curriculum Political influences Importance of the school administrator

Curriculum policies and frameworks Curriculum planning Curriculum improvement Curriculum alignment Curriculum implementation Working with teachers Curriculum evaluation Interventions that improve student achievement Practices that improve student achievement

Course Requirements

1. Biography: Write a brief paragraph about yourself so that the class and I can get to know something about you and post it on the Discussion Board Due no later than 1/15/2012

2. Learning Theories: Due on 1/22/2012 There will be eight theorists you will read and then do the following: Type a brief overview of the person’s theory. In the overview give an example of how this might work in a classroom and your personal reflection on what you have read. 3. Curriculum Definition: Due on 1/22/2012 In a paragraph, define for me in your own words what the word “curriculum” means to you.

4. Textbook: Chapter activities At the end of each chapter, there are several applications that you will have to address. Towards the end of this syllabus is a matrix that points out what is to be read, applications that are to be addressed and the type of quiz that follows it. There is also an activity that speaks to reviewing a Case Study. You are to analyze the problem presented and answer the questions.

5. Submit five journal article summaries as evidence of your extended reading. Date due: 5/2/2012 Session 10 The summary should include:

o name of journal o author of the article o date of publication o number of pages o reason for choosing this article o summary of the article o reaction to the information contained in the article length 2-3 pages for each summary following APA 6 th edition

style guidelines

Three of the articles should concern the principal or teacher as the curriculum leader. At least four different journals should be used as resources. The following journals are just some

examples: Journal of Special Education, Educational Leadership, Phi Delta Kappan, The Principal, and Journal of School Leadership.

Please make use of the Briggs library in helping you find all the sources you need. Information about the library is about five paragraphs below.

6. Position Paper or Policy Options Brief: Prepare a position paper or policy options brief on a topic or issue of your choice. The topic or issue should be of current interest and important to the principalship. Your paper should be four to six pages in length and should include the following points:

*The Delimitation of the topic*What others have said about the topic*Your position on the topic

*A defense of your position on the topic: Date due: 5/2/2012 Session 10

** Minimum Standards for Writing Style ** Unless expressly indicated by the instructor, all written assignments must (per APA 6 th ed.) : a. Conform to Standard English conventions for spelling, punctuation, capitalization, and sentence and paragraph construction; writing must be free of spelling, grammatical and typographical errors; b. Include a title page (title of paper, candidate name, South Dakota State University, course name and date); c. Use standard margins (minimum 1 inch), line spacing (double, exceptions noted), and font type and size (Times Roman or Courier, 12 point); d. Include a page header (abbreviated title) and page number, upper right corner; e. Include an introduction, section headings, and a conclusion section when appropriate; and

f. Include in-text citations and a corresponding reference list for all ideas/facts that are not the writer’s.

APA Style 6 th help I have listed several APA sites for you to use to help you if you have any questions about APA citing. Also, you have the SDSU Briggs Library people available to help. Please use them on any questions concerning your writing or citing sources.http://owl.english.purdue.edu/owl/resource/560/01/http://library.csudh.edu/info/guides/APA%20Cheat%20Sheet.pdfhttp://www.library.ohiou.edu/subjects/psycblog/?page_id=64

7. Chapter quizzes-Failure to do the quiz will affect your final grade. 8. Discussion Board Postings Students should post responses to discussion prompts by Friday before the discussion prompt’s due date. This will allow students to reply to postings of at least four other students by Sunday night when the discussion will be closed. As with the quizzes, all discussion prompts for the entire course will be available until the due date, allowing students to work ahead, if desired. There will one discussion prompt related to each chapter in the text. Your reply to the discussion prompt OR to other students’ reply should be substantial: “Ditto for me” of “I disagree” is not enough– state your beliefs and views that promote discussion on the topic. 9. Portfolio Reflection paper: Write a reflection paper that explains the importance of the course and what you learned from it. Date due: 5/2/2012 Session 10

Evaluation

The final grade for the course will be based on the following: 1. Biography =10 points 2. Journal Articles 20 points for 1 journal 5 journals =100 points 3. Quizzes 25 points for 1 quiz 15 quizzes =375 points 4. Homework assignments-Cases 25 points for chapter assignment 15 assignments =375 points 5. Curriculum Definition =25 points 6. Learning Theories =25 points 7. Position Paper or Policy Options Brief =100 points 8. Discussions 10 points for 1 discussion x 20 discussion topics =200 points 9. Curriculum Reflection paper =100 points 10. Practicum =100 points

Total =1410 points Each of these areas will be judged in relation to the course objectives.

Be advised that D2L automatically records all student activities (i.e., your first and last access to the course, the pages you have accessed, and the number of conferencing messages you have read and sent) and will be used as a means of evaluating student performance.

Grading A=1304-1410

B=1101-1303 Anything below a B, the student is to make arrangements with the instructor for working out assessment alternatives.

Library Use

SDSU Students Enter your MyState Online username. This is the same as your WebAdvisor login ID. Enter your MyState Online password. This should be $ and then your student ID number, i.e.,

$1234567, unless you have changed your password.

Contact the SDSU Computer Support Desk at (605) 688-6776 if you have login problems.You may use the Books in Print catalogs, the University’s on-line computer catalog, the ERIC system, the Reader’s Guide to Periodical Literature, the Internet system, and other sources to find material suitable for this course. The following is a brief list of suggested texts and periodicals.

Selected Periodicals and Other Publicationswww.pdkintl.org (Phi Delta Kappa) www.nsdc.org (National Staff Development Council) www.ascd.org (Association of Supervision and Curriculum Development) www.nassp.org (National Association of Secondary School Principals) www.naesp.org (National Association of Elementary School Principals) www.nmsa.org (National Middle School Association)www.nsba.org (National School Board Association)www.aasa.org (American Association of School Administrators)www.aera.net/ (American Research Association)American Journal of Education (AJE)

Bibliography

A. Contemporary References (1990-2006)

Armstrong, T. (1994). Multiple intelligences in the classroom. Alexandria, VA: Association for Supervision and Curriculum Development.

Baron, M. A., & Boschee, F. (1995). Authentic assessment: The key to unlocking student success. Lanham, MD: The Rowman & Littlefield Publishing Group.

Boschee, F., Beyer, B. M., Engelking, J. L., & Boschee, M. A. (1997). Special and compensatory programs: The administrator=s role. Lanham, MD: Scarecrow Press/Books.

Boschee, F., & Baron, M. A. (1993). Outcome-based education: Developing programs through strategic planning. Lanham, MD: The Rowman & Littlefield Publishing Group.

Boschee, F., Whitehead, B. M., & Boschee, M. A. (1993). Effective reading programs: The administrator=s role. Lanham, MD: The Rowman & Littlefield Publishing Group.

Caine, R. N., & Caine, G. (1997). Education on the edge of possibility. Alexandria, VA: Association for Supervision and Curriculum Development.

Catron, E. E., & Allen, J. (2003). Early childhood curriculum: A creative play model (3rd ed.). Columbus, OH: Merrill Prentice Hall.

Eliason, C., & Jenkins, L. (2003). A practical guide to early childhood curriculum (7th ed.). Columbus, OH: Merrill Prentice Hall.

Frase, L. E., English, F. W., & Poston, W. K. (1995). The curriculum management audit. Lancaster, PA: Technomic Publishing Company, Inc.

Geisert, P., & Futrell, M. (1990). Teachers, computers and curriculum. Boston, MA: Allyn and Bacon.

Glatthorn, A. A. (1997). The principal as curriculum leader: Shaping what is taught and tested. Thousand Oaks, CA: Corwin, Press, Inc

Marsh, C. J., & Willis, G. (2003). Curriculum: Alternative approaches, ongoing issues (3rd ed.). Columbus, OH: Merrill Prentice Hall.

McNeil, J. D. (1999). Curriculum: The teacher=s initiative (2nd ed.). Columbus, OH: Merrill, an imprint of Prentice Hall.

McNeil, J. D. (2003). Curriculum: The teacher=s initiative (3rd ed.). Columbus, OH: Merrill, an imprint of Prentice Hall.

Morrison, G. R., Ross, S. M., & Kemp, J. E. (2004). Designing effective instruction. Hoboken, NJ: John Wiley & Sons, Inc.

Oliva, P. F. (2001). Developing the curriculum (5th ed.). Boston, MA: Longman.

Rosenberg, M. J., O’Shea, L. J., & O’Shea, D. J. (2002). Student teacher to master teacher: A practical guide for education students with special needs (3rd ed.). Columbus, OH: Merrill Prentice Hall.

Slattery, P. (1995). Curriculum development in the postmodern era. New York, NY: Garland Publishing, Inc.

Steffy, B. E., & English, F. W. (1997). Curriculum and Assessment for World-Class Schools. Technomic Publishing Company, Inc.

Tanner, D., & Tanner, L. (1995). Curriculum development: Theory into practice (3rd ed). Columbus, OH: Merrill, an imprint of Prentice Hall.

Thornburg, D. (2002). The new basics: Education and the future of work in the telematic age. Alexandria, VA: Association for Supervision and Curriculum Development.

Tye, K. A. (Ed.). (1990). Global education: From thought to action. Alexandria, VA: Association for Supervision and Curriculum Development.

Whitehead, B. M., Jensen, D. F. N., & Boschee, F. (2003). Planning for technology. Thousand Oaks, CA: Corwin Press, Inc.

Wiles, J., & Bondi, J. (1998). Curriculum development: A guide to practice. Columbus, OH: Prentice Hall.

B. Classic References

Beck, R. H., Cook, W. W., & Kerney, N. C. (1960). Curriculum in the modern elementary school (2nd ed.). Englewood Cliffs, NJ: Prentic-Hall, Inc.

Bloom, B. S. (1981). All our children learning. St. Louis, MO: McGraw-Hill Book Company.

Boschee, F. (1989). Grouping = growth. Dubuque, IA: Kendall/Hunt Publishing Company.

Bradley, L. H. (1985). Curriculum leadership and development handbook. Englewood Cliffs, NJ: Prentice-Hall, Inc.

English, F. W. (1988). Curriculum auditing. Lancaster, PA: Technomic Publishing Company, Inc.

English, F. W. (1987). Curriculum management for schools $ colleges $ business. Springfield, IL: Charles C. Thomas Publisher.

Glatthorn, A. A. (1987). Curriculum leadership. Boston, MA: Addison, Wesley, Longman.

Glatthorn, A. A. (1987). Curriculum renewal. Alexandria, VA: Association for Supervision and Curriculum Development.

Gronlund, N. E. (1977). Constructing achievement tests. Englewood Cliffs, NJ: Prentice-Hall, Inc.

Lathrop, A., & Goodson, B. (1983). Courseware in the classroom. Menlo Park, CA: Addison-Wesley Publishing Company.

Mehrens, W. A., & Lehmann, I. J. (1978). Standardized tests in education. Chicago, IL: Holt, Rinehart and Winston.

Nerbovig, M. H. (1970). Unit planning: A model for curriculum development. Worthington, OH: Charles A. Jones Publishing Company.

[Journals]

American School Board Journal (NSBA)

Bulletin (NASSP)

Educational Leadership (ASCD) This is a key journal for curriculum specialists. Phi Delta Kappan (PDK)

Principal (NAESP)

The School Administrator (AASA)

EDFN 747 Spring 2012 Schedule:

(Reading assignments are always for the next class)Homework Assignments

DateAssigned

Session ELCC Standards Reading Assignments Activities Quiz

1/11/2011 1 1, 3, and 5

http://tip.psychology.org/http://tip.psychology.org/theories.htmlDue 1/22/2012

There will be ten theorists- You will read and then do the following: Type a brief overview of the person’s theory. In the overview, give an example of how this might work in a classroom and your personal reflection on what you have read. The ten theorist are:Adult Learning Theory (P. Cross)Andragogy (M. Knowles)Constructivist Theory (J. Bruner)Experiential Learning (C. Rogers)Genetic Epistemology (J. Piaget)Multiple Intelligences (H. Gardner)Operant Conditioning (B.F. Skinner)Social Development (L. Vygotsky)Structure of Intellect (J. Guilford)Conditions of Learning (R. Gagne)

Also, in a paragraph, define for me in your own words what the word curriculum means to you.Due 1/22/2012

1/23/2012 2

2.2 a2.2b 2.2c 2.3 a 2.3b

2.3c

Glatthorn, Boschee, & Whitehead

Chapters1 & 2

Due 1/29/2012

Read chapter 1 and write responses to Applications (1, 5, & 6) at end of the chapter and The Challenge.Read chapter 2 and write responses to Applications (1, 2, 4, and 6) at end of the chapter and The Challenge.Due 1/30/2011

Chapters1 & 2Due

1/29/2012

1/30/2011 3

2.2 a2.2b 2.3 a 2.3b 2.3c 6.1b, 6,1d, 6.3c

Glatthorn, Boschee, & Whitehead

Chapters3 & 4

Due 2/5/2012

Read chapter 3 and write responses toApplications ( 1, 2, 3, and 6) at end of thechapter and formulate a response forApplication #5 and The Challenge.Read chapter 4 and write responses to the Applications( 1,2, 5, and 6) at end of the chapter and The ChallengeDue 2/05/2012

Chapters3 & 4

Due 2/05/2012

2/06/2012 41.0, 2.0, 3.0, 4.0, 5.0, 6.0, 2.2a

Glatthorn, Boschee, & Whitehead

Chapters5 & 6

Due 2/12/2012

Read chapter 5 and write responses to Applications( 1, 2, 5, and 6) and The Challenge

Read chapter 6 and write responses to Applications( 2, 3, 5, and 6) and The ChallengeDue 2/12/2012

Chapters5 & 6Due

2/12/2012

2/13/2012 5

2.2a, 2.2b, 2.2c 2.3a, 2.3b

Glatthorn, Boschee, & Whitehead

Chapters7 & 8

2/19/2012

Read chapter 7 and write responses to Applications( 1, 3, 4, and 6) and The Challenge

Read chapter 8 and write responses to Applications(1, 2, 3, and 4) and The Challenge Due 2/19/2012

Chapters 7 & 8

2/19/2012

2/20/2012 6

2.2a, 2.2b, 2.2c, 2.3a, 2.3b, 2.4a 2.4b 2.4c

Glatthorn, Boschee, & Whitehead

Chapters9 & 10

2/26/2012

Read chapter 9 and write responses to Applications( 1, 2, 3, and 4) and The Challenge

Read chapter 10 and write responses to Applications (1, 4, 7, and 8) and The Challenge Due 2/26/2012

Chapters 9 & 10

Due 2/26/2012

2/27/2012 72.2a, 2.2b, 2.2c, 2.3a, 2.3b

Glatthorn, Boschee, & Whitehead Chapters

11 & 12

Due 3/04/2012

Read chapter 11 and write responses to Applications(2 and 5) and The Challenge

Read chapter 12 and write responses to Applications( 2, 3, and 5) and The ChallengeDue 3/04/2011

Chapters11 & 12

Due 3/04/2012

3/5/2012 8

ISLLC/ELCC 1.1a 1.1b,

1.2a, 1.2b, 1.3a, 1.3b, 1.4a, 1.4b, 1.4c, 1.5a, 1.5b2.1, 2.2a, 2.2b, 2.2c, 2.3a2.3b, 2.3c, 2.4a, 2.4b, 2.4c, 5.2

Glatthorn, Boschee, & Whitehead

Chapter13 & 14

Due 3/18/2012

Read chapter 13 and write responses to Applications( 1, 3, 4, and 6) and The Challenge

Read chapter 14 and write responses to Applications( 1, 2, 3, and 4) and The ChallengeDue 3/18/2012

Chapters 13 & 14

Due 3/18/2012

3/19/2012 9

ISLLC/ELCC2.0, 2.1a, 2.2, 2.3a,

2.3b, 2.c, 5.2a

Glatthorn, Boschee, & Whitehead Chapter 153/25/2012

Read chapter 15 and write responses to Applications( 1, 3, 4, 5, and 7) and The Challenge Due 3/25/2012

Chapter 15

Due 3/25/2012

10

ISLLC/ELCC1.1a 1.1b,

1.2a, 1.2b, 1.3a, 1.3b, 1.4a, 1.4b, 1.4c, 1.5a, 1.5b2.1, 2.2a, 2.2b, 2.2c, 2.3a2.3b, 2.3c, 2.4a, 2.4b, 2.4c, 3.0, 4.0, 5.0, 6.0

Due 5/02/2012Portfolio Reflection PaperPosition PaperJournal ArticlesPracticum Project

ELED/SEED Practicum Projects

The practicum project is the equivalent of 15 hours of classroom instruction. You should be prepared to spend at least one hour to two hours of preparation for each hour of classroom time. Therefore, it is expected that you will spend between 30 and 45 hours on your project. Below are approved projects that are applicable at either the elementary or secondary level or in some cases appropriate to both levels.

Approved projects: 1. Analyze student testing data and identify strengths and weaknesses then identify goals and address needs. Type a four to five page report on your results incorporating colored charts to demonstrate your results. In your goals and addressing the needs, cite research to support your positions. Remember to use APA 6th edition.

2. Interview three different school principals from different school systems about their roles in the curriculum development process. After you have collected all your information from the three principals, you are to type a four to five page paper comparing and contrasting your results and your opinion of your results. * What is the principal’s curriculum philosophy? * What is the principal’s definition of curriculum? * Does the principal take an active leadership role or just lets the teachers handle it. Ask why for answer. * Have the principal describe what the curriculum development process is. * Develop additional questions from what you have learned in this course.

3. Do a Technology Audit of a school building from three different school districts. * List all the tech hardware and software in each building * Check to see if there is a 5 year strategic district technology plan * How old is each of the tech hardware software in the building? * Is there a manual showing how often the hardware and software is used and by whom, how often staff development is conducted, what software is on a building or district license, and when hardware is serviced and is due to be replaced?

4. Study your school’s and community resources. Prepare an annotated booklet of multicultural resources that could be used by school staff members. This could be used at either the elementary or secondary level.

5. Look at one area of the curriculum such as social studies. This could be at either the elementary or secondary level. Examine the materials used by the instructors at these levels. Prepare an evaluation of the materials based on reading level, gender, special education teachers’ involvement in the adoption of these materials, and aspects of cultural diversity. Do this activity in three different school districts. Type a four to five page paper on your results. After you have collected your results from the three schools, you are to compare and contrast your results and give me your opinion.

6. Compare how your building and district does the curriculum mapping process to another school building and district. Type a four to five page report with your results and opinion of the results.

7. Do an itemized analysis of the math, reading, and science scores from this year’s standardized testing scores. Type your report using colored charts to demonstrate your results and then establish plans that need to be taken to correct any weaknesses using research to support your positions. 8. Analyze a curriculum guide and determine its strengths and weaknesses. See me; I have the list of what you should look for in a guide.

9. Research the processes used for curriculum evaluation in three school districts. Evaluate the methods used, intervals of time, and degree of participation by teachers, students, parents, community, and administrators. Include a method of evaluation, timelines, and recommendations in your five paged typed report.

10. Do an analysis of your school’s culture and climate. Establish a plan on how, if you were the principal, you would improve any areas of concern. Type a four to five page report with your results and cite research to support your positions. Remember to use APA.

11. Check with three school districts on how they are practicing differentiated instruction. * What evaluation tool is used to help to plan for differentiated instruction? * What staff development is used to help faculty at all levels to have the necessary skills to handle this type of instruction? * Have all the school administrators been schooled on differentiated instruction? * Have the parents and community been schooled on this concept? * How are teachers using this type of instruction at the elementary, middle, and at the high school? * Are there concerns, or is everything going well? Type a five page report on your findings. Compare and contrast the three districts. In your report share your thoughts on what you would do if you were an educational consultant to each of the three districts who favored differentiated instruction.

12. Describe the various types of authentic assessments used in your district at the elementary, middle, and high school, to measure student achievement. How much weight do they have against the Standardized Test? In the typed report next to each described authentic assessment should be a little history of the assessment: who developed it, how old is it, what does it specifically measure, what grade levels use it, and how often is it used during the school year.

13. Type a four to five page comparative report on the district-level plan for assessing student achievement in your school district against another neighboring school district. Point out the similarities and differences and your opinion. Use colored Venn Diagram Charts to help demonstrate your results.

14. Do a demographic study on the makeup of your school (not district) community adults 18 and up (age, ethnic, socio-economic, religion, marital status, education, sex, etc.) and write a five page reflection on your findings.

15. Write a 4 page paper, using the latest research, on how principals can motivate their faculty. Remember to cite sources using (APA 6th edition) and have a bibliography.)

16. With the permission of the principal and two teachers, conduct two classroom observations using the clinical supervision mode (pre-conference, observation, analysis and post conference. Following each of the classroom

observations and summaries, complete the district’s teacher evaluation for the two teachers (names are not to be USED). Compare and contrast the difference between a clinical model the district evaluation. The differences, recommendations and completed forms should be included in your report.

17. School Improvement Plan: Principals, as instructional leaders, are required to lead school improvement. Your school improvement plan for this assignment should be based on the following: * The need to improve student achievement in either math, reading or both; * The need for improvement should be based on student achievement data from an actual school (you may change the school’s name) and include the school’s demographics; * Please describe process, stakeholder involvement goals and evaluation; * Please describe your role as principal and leadership activities; * Please use APA format and the paper should be five to six pages in length.

The completed report should include an introduction, background information about the school and the principal that will provide the reader with a context for understanding, interview findings, and a discussion that integrates the interview with relevant points from your study of the principalship. This report will also provide the student with the opportunity for reflection on the roles and responsibilities of principals.

18. Describe the organizational culture of your school. a. Be sure and include a description of the norms and values for each of the following areas: innovation, stability, attention to detail, outcome orientation, people orientation, team orientation, and aggressiveness. Provide examples of the consequences of each. b. Also identify any other shared values that make your school distinctive and give examples. c. Critique your school's organizational culture; that is, discuss its strengths and weaknesses. d. Finally, develop a two year plan of action for improving the school culture.

19. Analyze the state report card results for your school over the past three years. a. Identify specific areas of students strengths and weaknesses. b. Develop a report to your faculty that is formative but not accusatory. c. Then jointly devise a plan with your teachers for capitalizing on the strengths and improving the areas of weakness.

20. Prepare a forty-five minute Parent-Teacher Organization talk about direct instruction. a. Start by describing direct instruction. b. Consider the pros and cons of direct instruction. c. Contrast direct instruction with a constructivist approach to teaching. d. Under what situations is each approach appropriate? e. Propose and defend a balanced approach to teaching. Remember you are speaking to parents as well as your teachers.

21. Prepare a forty-five minute PowerPoint presentation to explain your three favorite motivation theories for a teacher or parent meeting. a. What series would you select? Why? b. What are the strengths and weaknesses of each theory? c. What are the practical applications of each perspective? Give some hands-on examples of each? d. Develop a series of questions for your teachers to discuss about student motivation. What end products do you expect from your teachers?

22 community involvement . As principal of your school, outline a one-day in-service program to help your teachers understand student motivation so they can apply it in the classroom. a. What motivational theories will be discussed? Why? How? b. What hands on approaches to motivation will be demonstrated and discussed? Why? How? c. How will you and your teachers decide on motivational program to be implemented in yo school? Consider the pros and cons of various approaches, and then develop a rationale for your choice(s).

23. You have just received your annual test scores from the superintendent's office and again this year, your school has not scored well. Your school board has passed a policy for the superintendent to implement, which involves a mandated school improvement program for all schools in your district not scoring to expectation. As the principal, you must plan, organize, monitor, and evaluate an instructional improvement plan for a major area of weakness reflected in your school's scores. The proof of your success will be realized in improving the quality of instruction in this area, as reflected in improved test scores( i. e. Reading, writing, or math) as requested in the school boards directives.

The following components should be addressed in your improvement plan. *described the proposed curriculum area of improvement acceptance *tell how the proposal relates with the vision and mission statement of your school *graphically represent the data used to select this area *provide the improvement program with a name and describe the project *tell who was responsible for implementing the program *tell how the student body will be involved in the program *state the goals and or objectives of the program *tell how the goals and objectives were established *explain the community involvement in the development of this plan *describe the teaching techniques and strategies of the proposed program *develop a timeline for the total project *tell how the needed materials and supplies will be funded *explain how your school's personnel will be involved in the program *explain how you will implement school's vision of learning *identify the staff development components of the program for accountability, explain the process that will be used to evaluate the success of the program

sample programs of improvement: various reading programs Title I technology programs afterschool programs, remedial summer school

This document will be a minimum of 12 two double spaced pages. The format of this paper will be similar to a grant proposal or an action plan that is open to the creativity of the individual. Recent years have seen public school administrators more responsible for improvement programs for the local state and federal levels. If you become a school administrator, you will definitely be doing this activity with great frequency.

The above practicum ideas were taken from Woolfolk Hoy & Hoy Instructional Leadership: A Research-Based Guide to Learning in Schools 2nd edition 2006

Reflection PaperDevelop a Reflection Paper that indicates your learning from the class. The paper is to be written in APA format and is to be 4-5 pages in length. This paper will be used for your Student’s Portfolio as an artifact.Due date: May 2, 2012. (This assignment does not apply to those who are just taking the practicum for certification) This assignment applies, if you are taking the Curriculum course and one or more of the practicums.

****The instructor reserves the right to exercise professional judgment in adjusting course requirements or the syllabus in the best interests of students, course material or activities.