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

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

Allan A. Glatthorn, Jerry Jailall

Corwin Press, c2017

4th ed

  • : pbk

Available at  / 2 libraries

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Note

Includes bibliographical references and index

Description and Table of Contents

Description

Your best resource for curriculum leadership post-NCLB and beyond! Put quality curriculum front and center with this classic toolkit to savvy curriculum leadership for the 21st Century. Newly revised and updated case studies, research, and state and national curriculum and leadership standards complement a completely new section focused on emerging technologies. New features include up-to-date information on: Professional Standards for Educational Leaders, ESSA, CCSS and more District-level curriculum mapping, planning, and integration Facilitating professional growth, learning-centered scheduling, and leadership time management State curriculum frameworks, online assessments, SBAC, PARCC, and adaptive testing Learn what it really takes to structure, align, integrate and evaluate quality curriculum in the post-NCLB, ESSA and Common Core era. This nuts and bolts guide will help you navigate the new curriculum landscape with ease! "As principals, we so often get caught up in the day-to-day management of our schools. We must quit putting out fires and instead focus our attention on leading, specifically as curriculum leaders. The Principal as Curriculum Leader provides a clear framework with a plan of action to put you and your school on a path to student success." -Stephen Baker, Principal Smithfield-Selma High School, NC "The Principal as Curriculum Leader is a blueprint for principals to use when implementing curriculum reform. It brings clarity to the many trends, mandates, and guidelines that masquerade as simple solutions to complex issues. This book should be read and owned by every principal and curriculum leader." -Dr. Jerry V. Congleton, Former Superintendent Weldon City Schools

Table of Contents

Preface to the Fourth Edition Acknowledgments About the Authors PART I: Laying the Foundations 1. What It Means to Be a Curriculum Leader: Post Race to the Top, the Era of the Common Core of State Standards (CCSS) and the Every Student Succeeds Act of 2015 (ESSA) Movement Toward National Standards Influences on Curricula: Current and Past The Hallmarks of Curriculum Quality Chapter Summary References 2. Some Current Trends in Curriculum, Instruction, and Assessment in the Era of the Every Student Succeeds Act and New State Standards for Curriculum (ESSA and CCSS) Some Current Trends in Curriculum Some Practices Related to Current Trends in Curriculum What These Trends Mean Chapter Summary References 3. The Five Curriculum Levels: National, State, District, School, and Classroom National Functions State Functions District Functions School Functions Classroom Functions Flexible Allocations Chapter Summary References 4. Importance of the Principal No Child Left Behind (NCLB) Commission Report Called for Definition of Highly Effective Principals Professional Standards for Educational Leaders (PSEL) 2015 Defining Curriculum Leadership Understanding the Problems of the Principal's Curriculum Leadership Role Understanding the Rationale for Principal Leadership Uniting Principal and Teacher Leadership Performing the Leadership Functions Chapter Summary References PART II: Shaping State and District Curricula 5. State Policies and Frameworks The Case of State Frameworks in North Carolina, Tennessee, and Mississippi Becoming Informed Getting the Message Across Evaluating State Frameworks Chapter Summary References 6. District Curricula District Functions Exercising Influence as the Principal Chapter Summary References PART III: Providing Leadership 7. Developing Vision and Goals Developing the School's Vision of a Quality Curriculum Developing the School's Curriculum Goals Chapter Summary References 8. Rethinking the Program of Studies Renewing an Existing Program of Studies Restructuring the Program of Studies Chapter Summary References 9. Committing to a Learning-Centered Schedule and Protection of Instructional Time 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 References 10. Integrating the Curriculum Types of Integration Arguments Supporting Integration Arguments Questioning the Use of Integration Some Challenges of Integration at All Levels A Process for Resolving the Integration Issue Chapter Summary References 11. 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 References 12. Monitoring the Curriculum Implementation Process The Argument About Monitoring A Practical Solution for Monitoring Chapter Summary References PART IV: Working With Teachers 13. Making Yearly Planning Calendars and Curriculum Maps The Nature of Yearly Plans and Curriculum Maps and a Rationale for Their Use Organizing for Yearly Planning Developing Yearly Plans Reviewing the Plans Chapter Summary References 14. 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 References 15. Enriching the Curriculum and Remediating Learning Helping Teachers Enrich the Curriculum Helping Teachers Remediate Learning Chapter Summary References 16. 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 References PART V: Looking Ahead 17. 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 References Index

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