Johns Hopkins University



Curriculum Theory, Development, and Implementation

881.610. (Sec. 9A, 9C, & 9H)

Corkran Middle School

7600 Quarterfield Rd, Glen Burnie, MD 21061

410.222.6493

Instructor: Ms. Patricia H. Orndorff

443.994.8872 (cell) anytime

410.267.0896 (home) 6:00 – 8:00 p.m.

patty3055@

Credit Hours: 3 credits

Class Time: Monday

9/10, 9/17, 9/24, 10/1, 10/8, 10/15, 10/22, 10/29, 11/5, 11/12

4:30 – 7:30 p.m.

Course Description

Students examine curriculum theory through philosophical, historical, and sociological perspectives and apply course content to contemporary curriculum issues. Topics include aligning local curriculum with state and national standards, aligning instruction with state and school district curriculum, differentiating instruction to meet individual learner needs, monitoring the implementation of curriculum and evaluating the effectiveness of the curriculum based on student outcomes. Students also explore effective strategies for implementing curriculum changes.

Course Objectives

The course objectives are based on required departmental objectives and the Interstate School Leaders Licensure Consortium (ISLLC) Standards for School Leaders. Specific references to standards directly addressed are listed with objectives. Standards 3, 4, and 5 will be integrated indirectly throughout the course. The objectives of this course are:

A. To examine the historical roots of curricula in order to understand current policies, practices, and problems. (ISLLC Standard 6)

B. To examine curriculum theory and practice in order to understand underlying principles for selection of curricula for systems or individual schools. (ISLLC Standard 2)

C. To review and analyze recent studies and publications in curriculum and school reform in order to understand the context of decision-making and trends. (ISLLC Standard 6)

D. To explore current implementation issues in curriculum, including questions on testing, textbook controversies, equity, diversity, access, curriculum integration and control. (ISLLC Standard 6)

E. To analyze a framework for curriculum implementation that emphasizes the interconnectedness of the teacher, the learners, the curriculum, and the pedagogy. (ISLLC Standard 1)

F. To explore the complex issues surrounding the implementation of curriculum at the national, state and local levels. (ISLLC Standard 6)

G. To examine the principles of curriculum design in the development of a unit of study. (ISLLC Standard 2)

Required Text*

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

*The instructor will provide additional readings and materials.

Assignments

All written assignments must be double spaced and prepared on a word processor or computer. The standards of grammar, spelling and composition should be at a level appropriate for graduate students. Where appropriate, assignments must have proper references and documentation of sources and APA style is the desired format. The instructor reserves the right to adjust grades if these criteria are not met.

In addition to class assignments, which will be considered in determining the grade for class participation and attendance, the following assignments are due on the dates listed:

A. Personal educational philosophy DUE: 10/01/07

It is important to be aware of your own educational philosophy since it helps you focus on why you make the decisions which you make when you plan and implement lessons, make decisions on hiring staff, selecting methodologies, etc.  Your Educational Philosophy is a description of your goals and beliefs as an educator.  You may wish to approach the development of your philosophy by considering the following:

• What is the purpose of education?

• What is your role as an educator?

• Specifically, how do you reach the wide diversity of children that you have in your schools?

• How do you define your community of learners?

• What are your beliefs about how children learn?

• How do these beliefs impact instruction?

• What are your goals for your students?

• How do you bring a global awareness into your classrooms?

• What is your relationship with the community, parents, teaching colleagues, administration?

• How do you evaluate progress?

Write a one-page paper, double spaced presenting your educational philosophy.

B. Observations of Curricular, Instructional and Assessment DUE: 10/22/07

Conduct three observations of instructional or assessment periods in your own school or another school to identify instructional and assessment strategies, practices and techniques being implemented.

Record the observations in a journal/log (without actual name attributions)

Meet with the teacher to debrief the observations in terms of student learning, not teacher instruction.

Prepare to debrief your observations and the generalizations you generate in class with your colleagues.

C. Curriculum Project DUE: 11/12/07

Obtain a copy of a curriculum guide from your school district for a grade level and/or subject area of special interest to you.

Describe in an essay how this curriculum aligns with Maryland’s Voluntary state Curriculum and relevant content standards. Then, describe steps you would take as a principal to ensure that the curriculum is being implemented and assessed at the school and classroom levels, and that the students are learning the content as prescribed. Five pages, maximum, double-spaced.

Scoring will be based on:

Maryland Instructional Leadership Framework (MILF) Outcome 3 Monitor the Alignment of Curriculum, Instruction, and Assessment. The principal is able to demonstrate that there is/are:

3.1 Ongoing conversations with teachers as to how state content standards, voluntary state curriculum and/or local curriculum, and research-based instructional strategies are integrated into daily classroom instruction;

3.2 Teacher assignments that are rigorous, purposeful, and engaging;

3.3 Student work that is appropriately challenging and demonstrates new learning;

3.4 Assessments that regularly measure student mastery of the content standards

MILF Outcome 5 Ensure the Regular Integration of Appropriate Assessments into Daily. The principal is able to demonstrate that there is/are:

5.1 Multiple and varied assessments that are collaboratively developed;

5.2 Formative assessments that are a regular part of the ongoing evaluation of student performance and that serve as the basis for adjustments to instruction;

5.3 Summative assessments that are aligned in format and content with state assessments;

5.4 Appropriate interventions for individual students based on results of assessments.

Classroom Instruction and Educational Leadership Constituents Council (ELCC) Information Management and Evaluation, 2.2 Use qualitative and quantitative data to inform decisions, to plan and assess school programs, to design accountability systems, to plan for school improvement, and to develop and conduct research.

D. Journal Articles DUE: 11/12/07 Using content-specific or approved general journals in education, read two articles related to best practices in the design, alignment, and evaluation of curriculum for your area of focus. Summarize and reflect on the article. Be sure your summary and reflection illustrate how you have synthesized key ideas from the class.

One page, double-spaced.

Evaluation and Grading

The grade will be determined by:

1. Class participation and attendance 20%

2. Educational Philosophy paper 10%

3. Observations/debriefing 30%

4. Curriculum Alginment Essay 30%

5. Journal Articles 10%

Grading Scale

A 92%

A- 90%

B+ 88%

B 82%

B- 80%

C+ 78%

C 72%

C- 70%

F ................
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