714 syllabus

photo by Dylan Stolley

EdL 714 Leadership for Curriculum Development
Department of Human Services and Educational Leadership
College of Education and Human Services
UW Oshkosh
Dr. Susan Cramer
Summer 2008

photo by Dylan Stolley

Course Description
This course is designed to develop skills for leading staff in the planning, implementation, and evaluation of programs and curriculum. (3 credits)

Objectives
The graduate student will:

Explore various curriculum definitions, goals and philosophies of education, and curriculum models then identify their personal preferences as well as the model(s) followed by their organization.
Examine the curriculum development process then develop a timeline/planning sheet illustrating the curriculum development process.
Explore program/curriculum evaluation models and issues including standards, data-driven decision making, data types, formative and summative assessment, and inputs-outputs-outcomes.
Examine leadership models related to curriculum/program development then identify their personal preferences as well as the model(s) followed by their organization.
Explore a curricular/program challenge or opportunity that exists in their organization then present solutions to address the challenge/opportunity.

Evaluation Methodology

Active Class Participation....................................................................... required ................................ daily
Come to class, actively participate, question, be respectful of others (verbally and nonverbally), examine issues from multiple perspectives. Five points deducted per class absence.

Curriculum at a Glance Booklet............................................................. 35 points ............................... due July 1
Score sheet and section details (MS Word, pdf)

	Points Possible	Your Points
Content (see below)	20
Presentation (visually appealing and interesting, graphics, design principles)	5
Mechanics (spelling, grammar, APA citations in text and reference list)	5
Work shared equally (send email evaluating each group member’s participation and contributions)	5

-- Introduction
-- Learning Goals for a 21st Century Education
-- Standards
-- Audience profile
-- Learning styles and expectations/Philosophies of Education
-- Curriculum approval process and guide's content
-- Curriculum evaluaion
-- Curriculum definitions
-- Reference list

Leadership Options 3-fold Brochure...................................................... 10 points ............................... due July 7
Prepare a three-fold flier explaining five leadership theories and styles. Refer to theories and theorists by name when possible. Include citations.

Curriculum Project................................................................................. 55 points ............................... due July 10
Identify a (curriculum/program related) challenge and/or opportunity in your workplace then propose a solution to it. In a formal paper, explore what the challenge/opportunity is, the history behind it, its size/importance (cite real data where possible), who is involved, consequences of inaction, your solution, an evaluation plan including timeline/action plan, costs/resources, who wins and loses with your solution, goals and philosophies that are supported by your solution, and the leadership you will offer. Write the paper as if you were going to submit it to your supervisor or the person who can approve the change. Also, prepare a 15-minute formal presentation to be presented to the class outlining your entire project. Envision the class as your colleagues (tell us who we are and any background information that would be useful so we can listen in an appropriate frame of reference). Be prepared also for a 15-minute question and answer period related to your project. You will be teaching us about a curricular issue while demonstrating your leadership abilities in relation to curriculum. Demonstrate your expertise, professionalism, and leadership. Use APA format for citations both in the body of the paper and in reference list. http://www.uwosh.edu/library/citing.html
Refer to people and theories by name when possible. Utilize a significant number of references to demonstrate you fully understand the issue, solutions, and what works elsewhere. Select a real challenge/opportunity that you care about and have a chance to propose change.
Student Presentation Feedback sheet (pdf, or MS Word)
Written Curriculum Project Scorecard (pdf or MS Word)

Potential project resources/ideas
What Works Clearinghouse -- http://www.whatworks.ed.gov/
Edutopia (project based learning, teachnology) magazine -- http://www.edutopia.org/
Educational Leadership magazine, ASCD -- http://www.ascd.org/
Chronicle of Higher Education -- http://chronicle.com
Teaching Resources -- http://free.ed.gov/
International Center for Leadership in Education -- http://www.leadered.com/
International Journal for the Scholarship of Teaching and Learning -- http://academics.georgiasouthern.edu/ijsotl/current.htm

Grading
A = 93%
AB = 92-88%
B = 87-83%
BC = 82-78%
C=77-73%
Below 73% = Incomplete

Educational Leadership Program Goals and Dispositions

The MS Educational Leadership degree program serves educators or other professionals who want to assume formal or informal leadership roles in their organizations. Our purpose is to prepare educators or other education-related professionals to assume leadership roles in their organizations. We focus primarily on the four outer components of our COEHS model -- Change Agent, Reflective Professional, Lifelong Learner, and Skillful Practitioner -- which are more fully articulated in our four overall program goals and six dispositions:

Goals -- Through our program, we seek to develop the individual's capacity to:
1. envision and guide organizational change;
2. communicate effectively, engage constituents, develop people and build community;
3. advocate and promote equity for diverse populations, and respect for individuals; and
4. integrate theory, data, research and ethical standards into the context of one's practice through continual learning.

Dispositions -- Throughout our program, we actively encourage individuals in developing the capacity to:
1. value change as the source of opportunity for improvement;
2. display the ability to understand people and relations and be receptive to the ideas of others;
3. show a willingness to implement non-discriminatory access, accommodations and assessments;
4. demonstrate empathic understanding of diversity in all domains;
5. regularly reflect upon the philosophical assumptions, ethical principles, and rationale that guides one's practice; and
6. understand oneself as a learner, and value learning as a core capacity.

The primary focus of this course is on Program Goals 1, 3, and 4 as well as Change Agent and Skillful Practitioner from the COEHS conceptual model. You are also demonstrating you are a Lifelong Learner and Reflective Professional by exploring current challenges and opportunities in your workplace and proposing solutions. Save materials from this class to demonstrate your excellence in these areas.

Recommended Text
Glatthorn, A.A. (2004). Developing a quality curriculum. Long Grove IL ,Waveland Press.
OR (it is the same book, simply reissued in 2004)
Glatthorn, A.A. (1994) Developing a quality curriculum. Alexandria VA, Association for Supervision and Curriculum Development.

Tentative Course Outline
Note:
Please review materials before class so we are able to discuss them during class.
Resources will be added throughout the semester. This is a living document so visit it online often.

June 16	Class Overview Welcome, Introductions Explore course expectations/syllabus/assignments/due dates Establish work groups, select group roles, divide up course readings and responsibilities Identify how syllabus meshes with what you want/need/desire to learn Review Program goals and portfolio entries
June 17	What is Curriculum? (models and definitions) Defining Curriculum PowerPoint Discuss various curriculum/program definitions Technical guru shares with group collaborative workspace that will be used Complete definitions section of Curriculum at a Glance Booklet
June 18	Educational Goals, Needs, Wants Discuss goals of education and calls for reform -- who wants what and why Read Goals of Education materials Phi Delta Kappan - Goals of Education Middle School Students beliefs Cramer PowerPoint on Goals of Education Read Calls for Reform materials: America's Perfect Storm: Three Forces Changing Our Nation's Future Tough Choices Or Tough Times: The Report of the NEW Commission on The Skills of the American Workforce Results that Matter: 21st Century Skills and High School Reform The Silent Epidemic: Perspectives of High School Dropouts Teaching and Learning Conditions Improve High School Reform Efforts College leraning for the New Global Century State Superintendent Elizabeth Burmaster's High School Task Force Report (2006) Reshaping High Schools: Making Changes to Avert a Crisis, Educational Leadership, May 2008 issue 21st Century Skills (Partnership for 21st Century) WEMTA 2008 ppt by Cramer
June 19	Standards Are Standards clear enough to guide instruction? American Educator, Spring 2008 -- read especially Common Ground: Clear, Specific Content Hold Teaching, Texts, and Tests Together (articles are all available in pdf format) What do your professional standards say? (locate, bring a copy to class) --- WI pk-12 teacher standards --- WI student academic standards --- Early Childhood standards How do they match with the goals of education we discussed yesterday? How do they match what you actually teach? How do they match any manditory assessments?
June 23	Audiences Who do we serve? Who are our audiences? How do they differ from the past? Create a robust profile of your current audiences (students, families, community, colleagues, administrators). Collect info to understand the changing US and Fox Valley population/demographics. Include: ages, generational characteristics, race/ethnicity, SES/income levels, educational level, geographic mobility, languages spoken at home, residence type, etc. Tell how the audience has changed over the past decade or so. http://quickfacts.census.gov/qfd/states/ Tell what is predicted for the future (Review the reform articles for changing demographics. ) Identify who you are serving well and not-so-well (which students are you not enrolling, retention rates, graduation rates, other equity issues) Bring articles to class for reference. Read about Millennials Oblinger, D. Boomers, Gen-Xers and Millennials: Understanding the New Students. Beloit College Mindset list Net Day - Students and Teachers Speak Up Managing Millennials The Key to Competitiveness: Understanding the Next Generation Learner (A Guide for College and University Leaders) Millennial Behaviors and Higher Education Focus Group Results
June 24	Learning Styles and Expectations/Philosophies of Education Discuss how each philosophy meshes with the goals of education, calls for reform, your audiences' needs/wants, your beliefs, how your organization works Cramer's Philosophies PowerPoint Hobbs' Philosophies of Education materials Individualism vs Collectivism ( Managing Diverse Classrooms, ASCD) -- do a Google search
June 25	Curriculum Development/Approval Process AND Curriculum/Program Guides Curriculum Development/Approval Proces Read: Glatthorn text (especially chapters 1-2) Curriculum Development Process PowerPoint Review curriculum development process and various people's roles according to Glatthorn Share your organization's process and roles Compare/contrast processses/roles Curriculum/Program Guides Discuss what Glatthorn says should be in a guide Share what's in your guide Identify common components Explore scope and sequence charts, Standards, alignment, meeting all student needs, curriculum compacting Explore online curriculum development software -- Build Your Own Curriculum – Menasha School District (follow link) http://www.mjsd.k12.wi.us/district/curriculum/curriculum.html If you need to develop rubrics, explore Rubistar Benchmark example: Technology (ISTE NETS)
June 26	Data-Driven Decision Making, Program Evaluation What is it Why is data important How can it inform thinking Give an example you can implement Curriculum Evaluation PowerPoint Program Assessment Cycle handout (MS Word, pdf) Discuss data-driven decision-making, why its done, the process, examples, data types (quantitative, qualitative) Discuss components of a program evaluation plan, its cyclical nature, inputs-outputs, outcomes Write (Curriculum at a Glance Booklet -- Shortened directions for entry f07 ): Data-Driven Decision Making defined, process, reflection and components to a program evaluation plan
June 30	Leading Curriculum Development and Change In groups divide up task of locating and understanding leadership theories such as Contingency Model (Hersey and Blanchard and others), Managerial Grid (Blake and Mouton and others), Motivation Theory (Maslow), Motivation-Hygiene Theory (Herzberg), Zone of Indifference, Theory X/Y (McGregor), Compliance Theory (Etzioni), others. What do the theories say, how does your organization function, what is your style? Develop a three-fold brochure explaining five theories.
July 1	Leading Curriculum Development and Change Leading Change handout (we will use this in class to access these websites -- no need to print to bring to class) ** Curriculum at a Glance Booklet due
July 2	Leading Curriculum Development and Change
July 3	Work on curriculum project/presentation
July 7	Student presentations of projects ** Leadership 3-fold brochure due ** Curriculum project due
July 8	Student presentations of projects
July 9	Student presentations of projects
July 10	Student presentations of projects

Wisconsin Educator Standards
Course objectives and outcomes support, at least in part, the following Wisconsin Educator Standards:

Teachers -- http://dpi.wi.gov/tepdl/stand10.html
1. Teachers know the subjects they are teaching.
The teacher understands the central concepts, tools of inquiry, and structures of the disciplines she or he teaches and can create learning experiences that make these aspects of subject matter meaningful for pupils.
3. Teachers understand that children learn differently.
The teacher understands how pupils differ in their approaches to learning and the barriers that impede learning and can adapt instruction to meet the diverse needs of pupils, including those with disabilities and exceptionalities.
7. Teachers are able to plan different kinds of lessons.
The teacher organizes and plans systematic instruction based upon knowledge of subject matter, pupils, the community, and curriculum goals.
8. Teachers know how to test for student progress.
The teacher understands and uses formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social, and physical development of the pupil.
9. Teachers are able to evaluate themselves.
The teacher is a reflective practitioner who continually evaluates the effects of his or her choices and actions on pupils, parents, professionals in the learning community and others and who actively seeks out opportunities to grow professionally.
10. Teachers are connected with other teachers and the community.
The teacher fosters relationships with school colleagues, parents, and agencies in the larger community to support pupil learning and well-being and acts with integrity, fairness and in an ethical manner.

Administrators -- http://dpi.wi.gov/tepdl/standadm.html
1. The administrator has an understanding of and demonstrates competence in the Ten Teacher Standards.
2. The administrator leads by facilitating the development, articulation, implementation, and stewardship of a vision of learning that is shared by the school community.
3. The administrator manages by advocating, nurturing and sustaining a school culture and instructional program conducive to pupil learning and staff professional growth.

Page Created by Dr. Susan Cramer
Last updated June 18, 2008
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