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EDLP 336: Curriculum Leadership in Educational and Social Services Agencies

COURSE SYLLABUS OVERVIEW 1 Summer, 2011

Judith A. Aiken, Ed. D. 499B Waterman Building College of Education and Social Services

Burlington, VT

05405

802.656.8199

Judith.Aiken@uvm.edu

M-F, July 11-15, 2011 Location, Waterman, 426

8:30-4:30

A change in curriculum is more than it appears. It involves not simply the substitution of one element for another; that new element frequently requires for its survival a compatible organizational structure. In other words, when a curriculum change is introduced without due regard for the context in which the change is to take place, that innovation is almost surely doomed to short life.

Herbert M. Kliebard, 1988

When I act as a transformative curriculum leader, I consciously embody a role needed to move others or myself toward richer teacher-learner enactments. To determine what is needed, I assess the context and apply what I have come to value and believe about learning, human development, and decision-making. This interpretation of leadership implies that leadership is shared among participants, and is collaborative, not hierarchical.

Henderson & Hawthorne, 1995

Introduction

This course is designed to engage participants in a study of curriculum leadership and how one leads curriculum change and renewal in our educational institutions. The course is intended for aspiring school administrators, as well as teacher leaders, curriculum coordinators, department chairs, and instructional leaders. The goal is to help each course member advance his or her own professional inquiry and understanding of basic concepts and processes of curriculum, and to inquire into the leadership knowledge, skills, and strategies one needs to serve in curriculum leadership roles. Through an investigation into the philosophy and perspectives of curriculum, curriculum concepts, curriculum planning, development, and assessment, and the skills one needs to lead curriculum change in educational and human services, leaders will be

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better poised to contribute to the organizational processes and human interactions influencing their organizations.

1 This is an overview of the course. A complete syllabus will be available in June.

Through readings, class discussions, and course assignments and projects, it is intended that participants will meet the Vermont competencies for administrative endorsement and/or for other curriculum leadership positions in Vermont. The goals for this course are:

l. To deepen and expand understanding about the character and meaning of curriculumtheoretical, philosophical, sociological, global, and historical-- and to examine currently held values, beliefs, and dispositions toward the curriculum development process.

2. To broaden one’s view of curriculum leadership and effective curriculum management techniques to support curriculum development and renewal in their institutions.

3. To understand the concepts and processes associated with curriculum

development, levels of curriculum development, types of curriculums, and factors that impact curricular effectiveness, e.g. school culture, climate, scheduling, professional development,

etc.

4. To build understanding about multicultural dimensions of curriculum and how

the curriculum supports equal educational opportunities for all students/members by ensuring a curriculum that reflects the diversity/needs of all groups.

5. To recognize challenges and problems associated with curriculum and that

have potential to influence the system and delivery of curriculum and instruction.

6. To meet personal learning goals for course participants.

Note: The above listed outcomes are linked to the VT Administrative Endorsement Competencies, 6.1, 6.2, 6.4, 6.6, 6.8, 6.9,6.10, 6.11, and 6.12. (See Program Handbook.)

Note: Given this is a one-week, intensive course, students should be prepared to

 

work hard making best use of time both in and out of class. It is important that

 

students attend all sessions. The goal is to provide a level of awareness and

 

understanding of the principles and practices of Curriculum Leadership, namely, the

processes to bring about curriculum development and renewal to support student

 

learning. Students will prepare concise reflections on all of the assigned readings in

 

preparation for each class. Reading reflections will provide opportunity for students

to think about how ideas relate to and or can help improve their own practices.

 

Students will also develop and present an individually designed research brief in

 

class related to an important curricular issue or topic. More information will be

 

provided in class.

 

SELECTED COURSE ACTIVITEIS:

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Selected course readings, discussions and reflections

Instructor and student lead lecturettes and presentations

Guest presenters by expert practitioners

Panel Presentations

Case study, simulations, vignettes, film, and role-play activities

Student Journals/Notebooks (electronic preferred)

Skill-based Practice

Small group cooperative/collaborative activities

Student designed applied projects

Reflection, planning and writing time

It is intended that the agenda for each daily each session may include:

a.

Review and discussion of assigned readings, small and large groups.

b.

Guest speakers on particular topics

c.

Collaborative sharing and discussion of materials as well as review of new materials provided by both students and the instructor

d.

―Workshop‖ time to work on the projects--group and/or individual

e.

Writing/reflective time

f.

Library time (2x per week)

g.

Quiet reading time/research/project development work

h.

Consultation with Instructor time as needed

Note: Students are strongly encouraged to bring their laptop computers to use in class.

Note: Students are strongly encouraged to bring their laptop computers to use in class.

Course Products:

We will learn through a variety of experiences combined with readings, activities, dialogue, and guest presenters. Opportunities to apply new learning in class and

outside-of-class are important components of the course.

More information about

these products will be presented at our first class

. Specifically, course participants will

complete the following:

l. Complete all readings and participate in class discussions and activities.

Prepare notes on readings and maintain them in electronic or notebook format, in order to enrich class discussions. These notes are to be concise and capture the most salient

ideas in the readings, how they apply to you, and what you ―takeaway‖ from the reading. They will be collected.

2. Select and research a ―curriculum‖ issue or problem. Based on your inquiry

you will prepare a ―research briefto present to the class. More information will be provided in class.

3. Prepare your own personal ―curriculum platform‖ that will direct your work as

a curriculum leader. This is a reflective piece, completed closer to the end of the

week.

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4.

Group presentation on the Schiro book on curriculum ideology. More

information will be provided in class.

Course Evaluation:

Course grades will be based on your learning with respect to the course goals and evaluation criteria as indicated above. Assessment will take into account your understanding of the principles and practices that define good curriculum leadership and how you are thinking about and applying this learning in course discussions and assignments. Overall, grades will be determined using the following rough or approximate ―weighting‖ for products and contributions:

Course Participation, Readings, and Mini Assignments

30%

Team Presentation

25%

Research Brief

35%

Curriculum Platform

10%

Course participants will also be asked to complete the standard UVM written evaluations on the course and the instructor. Additional formative evaluation feedback may be invited.

Any changes or modifications to this syllabus will be discussed with cohort members and approved by members of the course and instructor.

Required Course Readings:

The texts for the course will be ordered through the UVM Bookstore. However, you

may purchase them online as well.

It is important that you purchase your books in

 

advance of the class due to reading assignments for our first session. If you choose to

order on line, be sure to give yourself at least 2-3 weeks to obtain books!

 

Sorenson, R. D., Goldsmith, L. M., Mendez, Z. Y. & Taylor-Maxwell, K.

(2011). The Principal’s Guide to Curriculum Leadership. Thousand Oaks, CA:

Sage Publications. ISBN 978-1-4129-8080-7

The Principal’s Guide to Curriculum Leadership brings an important aspect of

educational leadership to the forefront of practice. This book introduces leaders and aspiring leaders to the dynamic curriculum leadership and development processes that lead to success for all students. The author walks the reader through the curriculum development and renewal process that includes how a leader fosters a learning culture and works collaboratively with personnel. The functions of curriculum leadership are introduced to the reader along with a definition of what it means to be a curriculum leader and the tasks associated with this work. Building learning environments and teams, as well as planning for and implementing curriculum change and renewal are

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discussed in the book. The book offers many practical ideas and forms and helps leaders see how to do curriculum leadership work.

Schiro, M. S. (2008). Curriculum Theory: Conflicting visions and

Enduring concerns. Los Angeles: Sage Publications. ISBN 978-1-4129-5316-0

Curriculum Theory: Conflicting Visions and Enduring Concerns by Michael Stephen

Schiro offers a clear and understandable analysis of four major educational ideologies that have driven the curriculum field historically and currently. It helps the reader understand the foundations upon which curriculum development has evolved, as well as interpretations of the complexities and controversies in this work. The four major ideologies (or theories) are explored and compared and contrasted in ways that illuminate many of the ongoing debates inherent in the field of curriculum.

Other Readings:

In addition, supplemental readings may be assigned based on course content and based on questions that may arise in class discussions. These readings will be on electronic reserve and can be accessed from your own computer. Course participants will also have opportunities to search out readings, through the library and/or on-line, especially as they are related to your research brief presentation. A library training has been arranged for you, as well as a research class.

Note #1: Students will be encouraged to visit websites of their professional associations for their disciplines about information on standards and best instructional practices, and so forth. These sites are often rich in resources (e.g. National Middle School Association, National Science Teachers Associations, National Assessment of Educational Progress, National Association of Teachers of Mathematics, etc.).

Note #2: Students may also visit some of the Vermont State’s web sites as well as the US Department of Education sites to view recent and current information, educational standards, reports and/or legislation about education in the US.

Religious Holidays: Students have the right to practice the religion of their choice. Each semester students should submit in writing to their instructors by the end of the second full week of classes their documented religious holiday schedule for the semester. Faculty must permit students who miss work for the purpose of religious observance to make up this work.

UVM Code of academic integrity: Offenses against the Code of Academic Integrity are deemed serious and insult the integrity of the entire academic community. Any suspected violations of the code are taken very seriously and will be forwarded to the Center for Student Ethics and Standards for further investigation.

Accommodations: Accommodations will be provided to eligible students with disabilities. Please obtain an accommodation letter from the ACCESS office and see

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the instructor early in the course to discuss what accommodations will be necessary. If you are unfamiliar with ACCESS, visit their website at http://www.uvm.edu/access to learn more about the services they provide. ACESS: A-170 Living Learning Center, University of Vermont, Burlington, VT 05405. PH: 802-656-7753, TTY: call 711 (relay), Fax: 802-656-0739, Email: access@uvm.edu, Instant Messenger: UVMaccess. General office hours: 8:30am 4:30pm Monday through Friday. Call to make an appointment.

For more information, please contact Judith Aiken at 802.656.8199 or Judith.aiken@uvm.edu.

Note: Professor Aiken is on sabbatical spring, 2011 and can be reached after May 30, 2011.

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