The principal as curriculum leader : shaping what is taught and tested

著者

書誌事項

The principal as curriculum leader : shaping what is taught and tested

Allan A. Glatthorn, Jerry Jailall

Corwin Press, c2009

3rd ed.

  • : cloth
  • : pbk.

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注記

Includes bibliographical references and index

収録内容

  • What it means to be a curriculum leader : no child left behind (NCLB) and beyond
  • The four curriculum levels : state, district, school, and classroom
  • Importance of the principal
  • State policies and frameworks
  • District curricula
  • Developing vision and goals
  • Rethinking the program of studies
  • Committing to a learning-centered schedule
  • Integrating the curriculum
  • Aligning the curriculum
  • Monitoring the implementation process
  • Making yearly planning calendars
  • Developing units of study
  • Enriching the curriculum and remediating learning
  • Evaluating the curriculum
  • Curriculum leadership : putting it all together

内容説明・目次

内容説明

"I highly recommend this book to new and prospective principals. Glatthorn and Jailall provide much food for thought to truly change what is done with curriculum." -Donnan Stoicovy, Principal Park Forest Elementary School, State College, PA Create the best possible curriculum for your school! Strong leadership in curriculum development is an essential element of any school improvement strategy, and today's principals play a vital and ever-expanding role in the process. This revised edition of a best-selling classic examines curriculum at the state, district, school, and classroom level and shows how effective principals can incorporate curriculum leadership into their organizational strategy to influence curriculum at each level. Based on the most up-to-date research, this resource includes an expanded list of references as well as updated information on the effects of No Child Left Behind, the influence of the Interstate School Leaders Licensure Consortium (ISLLC), the importance of state and national standards, and more. The authors examine: New developments in curriculum standards, including the importance of content standards in statewide reforms The gap between the taught and learned curriculum The need for team leadership and professional learning communities Packed with useful guidelines, this practical how-to guide helps principals collaborate with teachers and district leaders to create a more meaningful curriculum.

目次

Preface to the Third Edition Acknowledgments About the Authors Part I. Laying the Foundations 1. What It Means to Be a Curriculum Leader: No Child Left Behind (NCLB) and Beyond Current Trends in Curricula Beyond NCLB: Moving From State Standards and Their Unintended Consequences to Voluntary National Standards for States The Hallmarks of Curriculum Quality Chapter Summary 2. The Four Curriculum Levels: State, District, School, and Classroom State Functions District Functions School Functions Classroom Functions Flexible Allocations Chapter Summary 3. Importance of the Principal NCLB Spurs New National Leadership Standards: Interstate School Leaders Licensure Consortium (ISLLC) Defining Curriculum Leadership Understanding the Problems of the Principal?s Curriculum Leadership Role Understanding the Rationale for Principal Leadership Uniting Principal and Teacher Leadership Discharging the Leadership Functions Chapter Summary Part II. Shaping State and District Curricula 4. State Policies and Frameworks Becoming Informed Getting the Message Across Evaluating State Frameworks Chapter Summary 5. District Curricula District Functions Exercising Influence as the Principal Chapter Summary Part III. Providing Leadership 6. Developing Vision and Goals Developing the School?s Vision of a Quality Curriculum Developing the School?s Curriculum Goals Chapter Summary 7. Rethinking the Program of Studies Renewing an Existing Program of Studies Restructuring the Program of Studies Chapter Summary 8. Committing to a Learning-Centered Schedule The Nature of a Learning-Centered Schedule Developing a Learning-Centered Schedule How the Principal and Teachers Can Make More Effective Use of the Existing Schedule Chapter Summary 9. Integrating the Curriculum Types of Integration Arguments Supporting Integration Arguments Questioning the Use of Integration A Process for Resolving the Issue Chapter Summary 10. Aligning the Curriculum Types of Curricula Aligning the Recommended and the Written Curricula Aligning the Written, the Supported, and the Assessed Curricula Aligning the Written and the Taught Curricula Aligning the Hidden and the Learned Curricula Aligning the Taught and the Learned Curricula Chapter Summary 11. Monitoring the Implementation Process The Argument About Monitoring A Practical Solution Chapter Summary Part IV. Working With Teachers 12. Making Yearly Planning Calendars The Nature of Yearly Plans and a Rationale for Their Use Organizing for Yearly Planning Developing Yearly Plans Reviewing the Plans Chapter Summary 13. Developing Units of Study A Rationale for Unit Development Organizing for Unit Development Developing Units Based on Constructivist Principles Some Criticisms of Constructivism Chapter Summary 14. Enriching the Curriculum and Remediating Learning Helping Teachers Enrich the Curriculum Helping Teachers Remediate Learning Chapter Summary 15. Evaluating the Curriculum Evaluating the Assessed or Tested Curriculum Evaluating the Supported Curriculum Evaluating the Written Curriculum Evaluating the Taught Curriculum Evaluating the Learned Curriculum Chapter Summary Part V. Looking Ahead 16. Curriculum Leadership: Putting It All Together Work Closely With District Leadership Set Up the Curriculum Organizational Structures Use Team Leadership Make Curriculum Improvement Part of an Overall Plan Use an Incremental Process in Effecting Curricular Change Prioritize Curriculum Tasks Use Routine Activities to Support Quality Curricula Develop Specific Plans and Manage Time A Personal and Concluding Note Chapter Summary Index

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