Allan A. Glatthorn, Jerry M. Jailall, Julie K. Jailall

The Principal as Curriculum Leader

Shaping What Is Taught and Tested

• Broschiertes Buch

Produktbeschreibung

Packed with useful guidelines, this practical how-to guide helps principals collaborate with teachers and district leaders to create a more meaningful curriculum.

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Produktdetails

• Verlag: SAGE Publications Inc
• 4 Revised edition
• Seitenzahl: 290
• Erscheinungstermin: 14. September 2016
• Englisch
• Abmessung: 229mm x 152mm x 16mm
• Gewicht: 464g
• ISBN-13: 9781483353111
• ISBN-10: 1483353117
• Artikelnr.: 44732618

Autorenporträt

Allan A. Glatthorn (1924-2007) was a major contributor to the third and fourth editions; his research used in the preparation of the first and second editions of Writing the Winning Thesis or Dissertation: A Step-by-Step Guide was the foundation for the third edition. He was the Distinguished Research Professor of Education (Emeritus) in the College of Education of East Carolina University, where he advised doctoral students, chaired dissertations, and taught courses in supervision and curriculum. He was formerly Professor of Education at the Graduate School of Education of the University of Pennsylvania. Prior to his university assignments, he was a high school teacher and principal. In his work as a professor, he chaired close to 100 dissertations. He is the author of numerous professional books, several of which have been published by Corwin.

Inhaltsangabe

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