Curriculum Leadership: Strategies for Development and Implementation

Preface
PART I FOUNDATIONS OF CURRICULUM
	Chapter 1 The Nature of Curriculum
		The Concept of Curriculum
		The Types of Curricula
			The Recommended Curriculum
			The Written Curriculum
			The Supported Curriculum
			The Taught Curriculum
			The Tested Curriculum
			The Learned Curriculum
		Components of the Curriculum
			Curricular Policies
			Curricular Goals
			Fields of Study
			Programs of Study
			Courses of Study
			Units of Study
			Lessons
		The Mastery, the Organic, and the Enrichment Curricula
		The Hidden Curriculum
			The Constants of the Hidden Curriculum
			The Variables of the Hidden Curriculum
		Summary
		Applications
		Case Study: Bridging the Gap Between Theory and Practice
		The Challenge
		Key Issues or Questions
		Webliography
		References
	Chapter 2 Curriculum History: The Perspective of the Past
		Academic Scientism (1890–1916)
			The Predominant Trends
			The Exemplary Leaders
		Progressive Functionalism (1917–1940)
			The Predominant Trends
			The Exemplary Leaders
		Developmental Conformism (1941–1956)
			The Predominant Trends
			The Exemplary Leaders
		Scholarly Structuralism (1957–1967)
			The Predominant Trends
			The Exemplary Leaders
		Romantic Radicalism (1968–1974)
			The Predominant Trends
			The Exemplary Leaders
		Privatistic Conservatism (1975–1989)
			The Predominant Trends
			The Exemplary Leaders
		Technological Constructionism (1990–1999)
			The Predominant Trends
			The Exemplary Leaders
		Modern Conservatism (2000–2009)
			The Predominant Trends
			The Exemplary Leaders
		Technological Functionalism (2010–Present)
			The Predominant Trends
			The Exemplary Leaders
		A Century Plus of Curriculum Trends in Retrospect
		Summary
		Applications
		Case Study: Curriculum Approaches Can Challenge Administrators
		The Challenge
		Key Issues or Questions
		Webliography
		References
	Chapter 3 Curriculum Theory
		The Nature and Function of Curriculum Theory
			Curriculum as Praxis
			Linear Thinkers
			Holistic Teachers
			Laissez-Faire Advocates
			Critical Theorists
		Leadership in Curriculum Theory
		Classifying Curriculum Theories
			Structure-Oriented Theories
			Value-Oriented Theories
			Content-Oriented Theories
			Process-Oriented Theories
			A System for Examining Curricular Processes
			Alternative Curriculum Approaches
			Curriculum as Transmission of Information
			Curriculum as End Product
			Curriculum as Process
			Curriculum as Praxis or Awareness
		Organizational Leadership Models
			Burke–Litwin Model
		Research Theory Into Practical Application
			Melding Theory and Research Into Best Practice
			On-the-Ground Connections
			New and Aspiring Teacher–Leaders as Partners
			Changing Curriculum: Theory Into Practice
			Complex Issues Involving Accountability
			Socioeconomic Challenges, Tolerance, and Cultural Capital
			Technology as a Catalyst of Change
		The Theoretical School of the Future
		Summary
		Applications
		Case Study: Integrating Curriculum Theory
		The Challenge
		Key Issues or Questions
		Webliography
		References
	Chapter 4 The Politics of Curriculum
		Myths About U.S. Schools
		Political, Cultural, and Socioeconomic Realities
		An Overview of the Curriculum Influence Process
		The Role of the Federal Government
			Scholarly Structuralism (1957–1967)
			Romantic Radicalism (1968–1974)
			Privatistic Conservatism (1975–1989)
			Technological Constructionism (1990–1999)
			Modern Conservatism (2000–2009)
		Technological Functionalism (2010–Present)
		Common Core State Standards
		Every Student Succeeds Act (ESSA)
		State Role in Curriculum
			Education Is Becoming a State Function
		The Role of Professional Organizations
			National Accreditation and Teacher Preparation
		Guiding Preservice Teachers
		Increasing Role of the Courts and Congress
		Local Education
			A Principal’s Political View of Schools
		The Classroom Teacher
			Internal Pressures
			External Pressures
		Technology and Elements of Change
		Summary
		Applications
			Perceptions Regarding Curriculum Influence in Your State
		Case Study: Building a Political Firewall
		The Challenge
		Key Issues or Questions
		Webliography
		References
PART II CURRICULUM PROCESSES
	Chapter 5 Curriculum Planning
		Goal-Based Model of Curriculum Planning
		Locus of Planning Decisions
		Organizational Structures
			District Curriculum Advisory Council
			Local School Advisory Council
			Curriculum Task Forces
			Community Participation–Cultural Awareness
		Identification and Allocation of Leadership
		Importance of Integrity
		Alignment of Educational Goals
		Formulating a Curriculum Database
		Planning a Calendar
		Conducting a Needs Assessment
		Organization and Evaluation of Resources
		Teacher-Powered Professional Learning
		Creating Teacher-Led Professional-Learning Strategies
			The Rule of Three
			Early-Out Time for Students
			Send Pairs of Individuals to Workshops and Seminars
			Substitute Rotation
			Free Consulting Services
			Schedule Adjustment
			College and University Preservice Programs
			School, University, or College Partnerships
			Curriculum and Technology Cooperatives
			Community Resources
			Management Planning Matrix
		Global Connections: Research and Practice
		Summary
		Applications
		Case Study: Involving Community and Teacher-Leaders
		The Challenge
		Key Issues or Questions
		Webliography
		References
	Chapter 6 Improving the Program of Studies
		Reconceptualizing Programs of Study
			Interdisciplinary Courses
			Restructured Programs of Study
		Improving the Program of Studies
			Improving Low-Performing Schools
			Using Pacing Guides
			Closing the Achievement Gap
			Developing Dynamic Knowledge
			Developing Learner Interaction and Curriculum Integration
			Operationalizing Change and Reform
			Developing Balanced Assessments
			Using Standards and Outcome Statements
			Aligning District Goals and the Curriculum
			Correlating Curricula
			Analyzing Resources Allocated to Curricula
			Importance of Data Analysis in Assessment
			Assessing Learner and Cultural Needs
			Improving the Program of Studies
			Assessing Constituent Satisfaction
		Global Connections
			Finland’s Model
		Summary
		Applications
		Case Study: Data Before Concepts
		The Challenge
		Key Issues or Questions
		Webliography
		References
	Chapter 7 Improving a Field of Study
		Reconceptualizing Fields of Study
			Diagnostic–Prescriptive Models
			Elective Models
		Role of Collaborative Leadership
		Improving the Field of Study
			Rationale for a Teacher-Centered Process
			Student-Centered Process
			Prepare to Teach Culturally Diverse Classrooms
			Establish Educational Project Parameters
			Orient for Mastery
		Mapping the Desired Curriculum
			Refine the Map
			Developing and Selecting Curriculum Materials
			Suggest Time Allocations
			Ensuring Curriculum Change
		Summary
		Applications
		Case Study: Providing Diverse Teaching Strategies
		The Challenge
		Key Issues or Questions
		Webliography
		References
	Chapter 8 Processes for Developing New Courses and Units
		The Technological Process of Curriculum Planning
			Determine Course Parameters
			Assess the Needs of the Learners
			Identify Course Objectives
			Sequence and Cluster Course Objectives
			Identify Learning Activities
			Select Instructional Materials
			Identify Assessment Methods
			Develop the Curriculum Guide
			The Technological Model Summarized
		The Naturalistic Process of Curriculum Planning
			Assess Alternatives: Academic, Cultural, and Social
			Stake Out the Territory
			Develop a Constituency
			Build the Knowledge Base
			Plan Quality Learning Experiences
			Develop the Course Examination
			Develop the Learning Scenarios
			The Naturalistic Model Summarized
		The Inverse Design Process of Curriculum Planning
		Preparing Schools for New Beginnings With Technology
			A Three-Dimensional Assessment Matrix
		Global Connections: Dual Systems in Korea
		Summary
		Applications
		Case Study: When Trivial Becomes Tragic
		The Challenge
		Key Issues and Questions
		Webliography
		References
PART III CURRICULUM MANAGEMENT
	Chapter 9 Supervising the Curriculum: Teachers and Materials
		Supervising the Taught Curriculum: Current Approaches
			Hunter’s “Essential Elements”
			Farrell’s “Backwards Model”
			Glickman, Gordon, and Ross-Gordon’s “Developmental Supervision”
			Costa and Garmston’s “Cognitive Coaching”
		Elements of Supervision
			Understanding Change
		Differentiated Professional Development
			Professional Learning
			Informal (Walk-Throughs) Observations
			Instructional Rounds: The Art and Science of Teaching
			What Teachers Can Learn
			Revitalization
			Rating
			Individual Development
		Maslow’s Theory of Human Needs
			The Interrelationship of Processes
		Supervising the Supported Curriculum
			Determine How Teachers Will Allocate Space
			Board Policy
			Appoint the Textbook Adoption Committee
			Prepare the Committee
			Textbook Adoption Committee Involving Distance Learning
			Provide the Committee with Selection Resources
			Determine How Teachers Will Use the New Materials
		Supporting Culturally Revelant Teaching
		Supporting Teaching and Learning With Technology
			Supporting Digital Solutions for 21st-Century Learning
		Global Connections: French Partnership
		Summary
		Applications
		Case Study: Teacher-Leaders as Instructional Coaches
		The Challenge
		Key Issues or Questions
		Webliography
		References
	Chapter 10 Curriculum Development and Implementation
		Developing a Program Philosophy and Rationale Statement
			Procedure
			Sample: English Language Arts Program Philosophy
			Sample: English Language Arts Program Rationale Statement
			Methods for Choosing Teacher Representation
		Developing a Scope and Sequence, Program Goals, Objectives, Learning Outcomes, and Authentic Tasks
			The Committee Structure
			Samples: Program Scope and Sequence, Program Goal, Exit Outcomes Met, Objectives, Learning Outcomes, and Authentic Tasks
			Primary Grades
			Elementary Intermediate Grades
			Middle Level or Junior High
			High School
		Global Connections: Narrowing the Achievement Gap
		Leadership Truths for Curriculum Leaders
		Summary
		Applications
		Case Study: Building Consensus by Committee
		The Challenge
		Key Issues or Questions
		Webliography
		References
		Notes
	Chapter 11 Aligning the Curriculum
		A Rationale for Curriculum Alignment
		Philosophy Statement
		Role of the Principal
			Aligning Curriculum With State Standards
			Role of Common Core State Standards
			Assessment and State Standards
		Curriculum Design
			Goal-Based Design
			Unit and Lesson Design
			Designing Preassessments
		Organizing the Alignment Project
		Organizational Strategies
			Identifying Mastery Objectives
			Developing Curriculum-Based Assessments
			Focusing on Culture and Social Diversity
			Correlating the Mastery List and Instructional Materials
			Developing Instructional Planning Aids
			Making a Yearly Planning Matrix
			Developing a Management Planning Matrix
			Creating a Unit-Planning Guide
		Utilizing Research for Curriculum Alignment
			Using Data-Driven Programs
		Monitoring and Evaluating Curriculum Alignment
		Summary
		Applications
		Case Study: Making Adjustments Via Alignment
		The Challenge
		Key Issues or Questions
		Webliography
		References
	Chapter 12 Curriculum and Teacher Evaluation
		The Goals of Curriculum and Teacher Evaluation
		Evaluation Models
			Tyler’s Objectives-Centered Model
			Stufflebeam’s Context, Input, Process, Product Model
			Scriven’s Goal-Free Model
			Stake’s Responsive Model
			Eisner’s Connoisseurship Model
			Bradley’s Effectiveness Model
		Developing an Eclectic Approach
		Evaluating a Field of Study
			Preparing for the Evaluation
			Assessing the Context
			Identifying the Evaluation Issues
			Developing the Evaluation Design
		Measuring Effectiveness Versus Developing Teachers
			Leadership and Evaluation
			Role of the Principal in Evaluation
			The Principal and Evaluation Design
			Understanding Effective Teaching
			Measuring for Success
			Bridging Cultural Knowledge
			Assessing Teaching and Learning
			Focusing on Student Performance
			Value-Added Models
		Evaluation Program Guidelines
			Evaluation Checklist
		Evaluation Strategies for Success
			Setting Goals and Indicators
			Identifying Target Populations
			Educational Research Centers
			Implementing the Evaluation Design
		Technology and Evaluation: The Final Piece of the Puzzle
			Connectivity
			Integrated System Assessments
			Technology and Student Achievement
			Digital-Age Learning
			Digital-Age Teaching
			Digital-Age Leadership
			Data Collection
			Technology Plan Assessment
			Professional Learning and Evaluation
			Classroom Technology Environment
			Equity Issues
		Global Connections: Evaluation and Accountability
		Summary
		Applications
		Case Study: Teaching to the Test
		The Challenge
		Key Issues or Questions
		Webliography
		References
PART IV CURRENT TRENDS IN THE CURRICULUM
	Chapter 13 Current Developments in the Subject Fields
		Developments in English Language Arts, Reading, and Writing
		English Language Arts
			Trends in English Language Arts
			English Language Arts Common Core State Standards Literacy Checklist
			Critical Literacy
		Realities in Reading
			Trends in Reading
			Recommendations for Curriculum Leaders
		Expanding a Culture of Writing
			Writing to Learn
			Trends in Writing Across the Curriculum
		Dual Immersion Programs in English Language Arts
		History–Social Studies
			Revised National Curriculum Standards for Social Studies
			Trends in History–Social Studies
		Mathematics
			Trends in Mathematics
			Key Strategies
			The Equity Principle
		Science
			Trends in Science
		Foreign Language
			Trends in Foreign Language Education
		Education in the Arts
			Trends in Art Education
			What Students Should Know and Be Able to Do in the Arts
		Physical Education and Health
			Trends in Physical Education
			A New Vision for Physical Education
		Multicultural Education
		Technology and Exponential Change
		Summary
		Applications
		Case Study: What Is Taught Versus What Should Be Taught
		The Challenge
		Key Issues or Questions
		Webliography
		References
	Chapter 14 Current Developments Across the Curriculum
		Thinking Skills
			Effective Schools Process
		Improving Listening Skills
		Improving Speaking Skills
		English Language Learner Education
		Leadership for Socially Diverse Groups
		Accommodating Diversity
		Innovation and 21st-Century Learning
			Technology and Pedagogy
			Redefining the Culture of School
			Technology Linked to Student Achievement
			Impact of Technological Advances
		Professional Learning and Technology
			Setting Priorities
		Global Connections: Canada’s Shifting Minds Model
			Strategies for Success
			Successful School Technology Strategies
		Summary
		Applications
		Case Study: Developing and Sharing Strategies
		The Challenge
		Key Issues or Questions
		Webliography
		References
	Chapter 15 Individualizing the Curriculum
		Differentiated Instruction
		Types of Individualized Instruction
			Elective Courses
			Curriculum Tracking
			Minicourses
			Open Classrooms
			Self-Paced Instruction
			Personalized Learning
			National Association of Early Childhood Specialists in State Departments of Education
			Adaptive Learning Environments Model
			Learning Styles Models
			Cooperative Learning Models
			Mastery Learning Models
		Enhancing Teaching and Learning
			Special Needs: Accommodations and Modifications
			Section 504
			Cross-Cultural Comparisons in Special Education
			Adaptive Programs for the Gifted
			Parallel Curriculum for the Gifted
			Compacting
			Discovery Method
			Special Pace: Acceleration
			Special Curricula
		PreK and Early Childhood
			Value-Added Early Learning
			Early Intervention Programs
			Reading Test
			Spelling Test
			Reading Recovery
			Response to Intervention
		Social and Economic Considerations
			Focusing on Social Media and Ethical Issues
			Social Ramifications of Cyberbullying
		Digital Citizens
			Nine Themes of Digital Citizenship
		Global Connections: Third Culture Kids
		Applications
		Case Study: Response to Intervention Issues
		The Challenge
		Key Issues or Questions
		Webliography
		References
Glossary
Index
About the Authors