Edle 6322.N01 & .N02 Curriculum for Educational Leaders

EDLE 6322.N01 & .N02 CURRICULUM FOR EDUCATIONAL LEADERS

3 Semester Hours Credit

Semester/Year: Summer Semester, 2012

Instructor: Robert C. Morris, Dept. of Leadership & Applied Instruction University of West Georgia, 1601 Maple Street, Carrollton, Ga. 30118

Office Location: Coliseum Room #2031

Office Hours: Summer Semester, by appointment

Telephone: (O) 678-839-6132; (H) 770-214-9604

E-Mail: [email protected]

Skype Address: rc.morris

Fax: 678-839-6097

Online Support CourseDen Home Page https://westga.view.usg.edu/

CourseDen Help & Troubleshooting http://www.westga.edu/~distance/webct1/help

UWG Distance Learning http://distance.westga.edu/

UWG On-Line Connection http://www.westga.edu/~online/

Distance Learning Library Services http://westga.edu/~library/depts/offcampus/

Ingram Library Services http://westga.edu/~library/info/library.shtml

University Bookstore http://www.bookstore.westga.edu/ EDLE 6322 2

COURSE DESCRIPTION

This course provides in class and field experiences for students in the investigation of current curriculum literature and in the identification and creation of organizational patterns/designs which support both short-and long-range school goal setting. Students will learn to coordinate and synthesize curriculum development, utilize appropriate instructional designs including delivery, management and resources, as well as to reflect on the interpretation and utilization of test results for the improvement of instructional programs.

CONCEPTUAL FRAMEWORK

The conceptual framework of the College of Education at UWG forms the basis on which programs, courses, experiences, and outcomes are created. By incorporating the theme “Developing Educators for School Improvement”, the College assumes responsibility for preparing educators who can positively influence school improvement through altering classrooms, schools, and school systems (transformational systemic change). Ten descriptors (decision makers, leaders, lifelong learners, adaptive, collaborative, culturally sensitive, empathetic, knowledgeable, proactive, and reflective) are integral components of the conceptual framework and provide the basis for developing educators who are prepared to improve schools through strategic change. National principles (ELCC) and the College of Education framework descriptors are incorporated as criteria against which candidates are measured.

The mission of the College of Education is to develop educators who are prepared to function effectively in diverse educational settings with competencies that are instrumental to planning, implementing, assessing, and re-evaluating existing or proposed practices. The objectives of this course are directly related to the Educational Leadership Constituent Council (ELCC) standards. Class activities and assessments that align with course objectives, course content, and the conceptual framework are identified in a separate section of the course syllabus.

COURSE OBJECTIVES

Students will:

1. Review current periodical literature to identify curriculum philosophies, multicultural issues, diversity trends, demographic changes, and curriculum resources (Sowell, 2005; Hlebowitsh, 2005);

(Culturally Sensitive, Knowledgeable, Reflective; Lifelong Learners, ELCC 1.1a, 1b; 1.2a; 2.1a; 3.1a; 4.1a, 4.1b; 5.1a, 5.2a; 6.1a,6.1b; 6.2a; 7.5a) EDLE 6322 3 2. Investigate the processes of curriculum design and implementation at the classroom, school, and district level through needs assessments, planning, implementation and evaluation (Anderson, 2001; Eisner, 1998; English, 2001);

(Decision Makers, Leaders, Collaborative; ELCC 1.3a, 1.4a; 2.2a, 2b, 2.3b; 6.1a, 1b; 6.2a; 7.5a)

3. Analyze demographics, special needs of learners and the leadership roles of key curriculum participants as they relate to issues of school improvement and school reform (Banks, 2002; Glatthorn, 2006; Meire, 2000; Posner, 1997; Tyler, 1987); and

(Leaders, Adaptive, Culturally Sensitive; ELCC 1.1b, 1.2b, 1.4a; 2.1a, 2.3a; 4.1a, 4.1f, 4.2c)

4. Coordinate and monitor curriculum development student learning activities, utilize test results, survey and/or needs assessment data in order to develop a curriculum profile for school/district decision making; technology resources with applications and their uses are emphasized (Banks, 2002; Marsano, 2003; Meier, 2000; Ravitch, 2003; Sowell, 2005).

(Decision Makers, Adaptive, Proactive, Reflective; ELCC 1.5a; 2.2c; 3.1a, 3.1b, 3.3a, .3b, .3c; 5.1a; 6.1a) TEXTS, READINGS, AND INSTRUCTIONAL RESOURCES

Required Text: (Provided by Instructor)

Oliva, Peter F. (2009).Developing the Curiculum.(7th edition). Allyn and Bacon/Pearson Publication, Boston.

Required Instructional Resource: Tk20 Subscription. These are available at the University Bookstore or at http://westga. tk20 .com/campustoolshighered/start.do. If you have purchased a subscription previously, DO NOT re-subscribe. For more information about this resource, see http://www.westga.edu/coe/index_550.php. For assistance, email tk20 @westga.edu.

References: Anderson, L.W. & Krathwohl, D.R. (2001). A Taxonomy for Learning and Assessing: A Revision of Bloom’s Taxonomy of Educational Objectives. New York: Longman.

Banks, James A. (2002). An Introduction to Multicultural Education. Boston: Allyn & Bacon.

Dewey, J. (1916). Democracy and Education. New York: Macmillan Co.

Eisner, E.W. (1998). The educational imagination (4th ed). New York: MacMillan. EDLE 6322 4 English, Fenwick W. and Stefy, Betty F. (2001). Deep Curriculum Alignment: Creating a Level Playing Field for All Chidren on High-Stakes Tests of Educational Accountability. Lanham, Md.: Scarecrow Press.

Glatthorn, Allan A., Boschee, F. and Whitehead, B.M. (2006). Curriculum Leadership: Development and Implementation. Thousand Oaks, CA: Sage Publications.

Hlebowitsh, Peter S. (2005). Designing the School Curriculum. Boston: Pearson Educ., Inc.

Interstate School Leaders Licensure Consortium (1996). Standards for school leaders. Council of Chief State School Officers, Washington, DC. [ISLLC]

International Society for Technology in Education (n.d.). Standards for basic endorsement in educational computing and technology literacy [On-line]. Available: http://www.iste.compentencies.html

Kendall, John S. and Marzano, Robert J. (2000). Content Knowledge: A Compendium of Standards and Benchmarks of K-12 Education, (3rd. ed). Aurora, Col.: Mid-Continent Regional Educational Laboratory and Alexandra, Va.: Association for Supervision and Curriculum Development.

Marzano, Robert J. (2003). What Works in Schools: Translating Research into Action. Alexandria, Va.: Association for Supervision and Curriculum Development.

McNeil, J. (2003). Curriculum: Teacher’s Initiative. Upper Saddle River, NJ: Merrill/Prentice Hall.

Meier, Deborah, (2000). Will Standards Save Public Education? Boston: Beacon Press.

Ornstein, Allan C., Behar-Horenstein, L. S., & Pajak, E. R. (2003). Contemporary Issues in Curriculum, (3rd.ed.). Boston: Allyn and Bacon.

Posner, C. & Rudnitsky, A. (2001). Course Design: A Guide to Curriculum Development for Teachers (6th ed.). New York: Longman

Ravitch, Diane (2003). The Language Police: How Pressure Groups Restrict What Students Learn. New York: Alfred Knopf.

Sowell, Evelyn J. (2005). Curriculum: An Integrative Introduction (4th Edition). Columbus, Ohio: Merrill.

Tyler, R. (1987). The Five Most Significant Events in the 20th Century. Educational Leadership, 44 (4), 6-38. EDLE 6322 5

ASSIGNMENTS, EVALUATION PROCEDURES, AND GRADING POLICY

Assignments:

Each Student will be required to present one oral presentation in class, hand in three article analysis (3-5 typed pages per analysis) [(or) a book analysis of a current curriculum text [or] another volume approved by the instructor plus one article analysis], write a researched paper for the class, complete the on-line assignments, and take the final examination.

Evaluation Procedures:

Approximate Grade Percentages:

Attendance/Participation (SKYPE) & Bio Sketch: (thoughtfulness)* . . . . 5% Oral Presentation/Handout ...... 10% Three Articles Analyzed [Mid-Semester] ...... 20% WEBCT Lessons Reviewed ...... 15% Research Project ...... 20% Final Examination (take home) ...... 30%

*Each student is expected to attend all classes, be prepared for each class by doing the assigned readings in advance, and have appropirate materials for specific activities. Grading Policy: A = 90% of total possible points B = 80-89% of total possible points C = 70-79% of total possible points F = below 70% of total possible points All assignments must be completed before a final grade is calculated.

CLASS POLICIES EDLE 6322 6 Late assignments will not be accepted without instructor approval and may require documentation of a personal or professional emergency. Re-submission of assignments for improved grades will not be considered.

Professionalism is an essential quality for graduate students. It demonstrates respect for the instructor and colleagues and promotes classroom interaction and learning. Professionalism includes:  Reading all assigned texts and completing all assigned tasks prior to the beginning of each class;  Participating and interacting in class activities in ways that contribute substantively to the learning of self and colleagues;  Turning in assignments on time;  Attending class regularly;  Arriving and leaving class punctually;  Collaborating and working equitably with colleagues;  Treating colleagues and the instructor with respect both in and out of class; and  Eliminating interruptions including cell phones, pages, and food/beverage consumption.

Lack of professionalism will result in grade reduction. Absences may be considered excused only in the case of personal or professional emergencies, and only if approved by the instructor in advance or as soon as possible after the emergency event.

Academic Honesty Students are expected to adhere to the highest standards of academic honesty. Plagiarism occurs when a student uses or purchases ghost-written papers. It also occurs when a student utilizes ideas of or information obtained from another person without giving credit to that person. If plagiarism or another act of academic dishonesty occurs, it will be dealt with in accordance with the academic misconduct policy stated in The Uncatalog, Undergraduate Catalog, and Graduate Catalog.

An Additional Note on Academic Honesty Students MAY NOT turn in work for this course that has been turned in or completed in another class. If a student turns in work for this class that has been completed as part of the academic requirements for another course, that student will automatically receive a failing grade in this course.