GEORGE MASON UNIVERSITY
COLLEGE OF EDUCATION AND HUMAN DEVELOPMENT
Education Leadership Program
Course Syllabus
Course Number and Title
EDLE 616: Curriculum Development and Evaluation (3 credits)
Instructor
Name: Dr. Jane McDonald
Phone: 703-993-3635
Fax: 703-993-3643
Email:
Mailing Address: George Mason University (MS 4C2), Fairfax, VA 22030
Office Hours: Make arrangement with professor to meet before or after class
Office Location: EDLE Office, Commerce Building, Suite 200, University Dr.
Schedule Information
Location: Robinson Hall, A245
Meeting Times: Mondays, 7:20 p.m. – 10:00 p.m.
Course Description: Examines the relationship of the written, taught, and tested curriculum and identifies critical leadership decisions that can positively impact student achievement. Identifies components of effective curriculum guides and a mini-document for personal use is constructed.
Text and Other References:
Textbook (required)
English, F. W. (2000). Deciding what to teach and test. Newbury Park, CA:
Corwin Press
The professor also may assign articles and other relevant readings.
Reference Texts (Optional use as resources. Purchase not required)
Henson, K.T. (2006). Curriculum planning: Integrating multiculturalism,
constructivism, and education reform (3rd edition). Long Grove, IL: Waveland Press
McTighe, J. & Ferrara, S. (2005). Assessing learning in the classroom. Washington, DC: National Education Association
Wiggins, G. & McTighe, J. (April 2005). Understanding by design (2nd edition).
Alexandria, VA: Association for Supervision and Curriculum Development (ASCD)
Course Outcomes: Candidates will
1. Demonstrate in-depth knowledge of a model for curriculum design, delivery, and
assessment.
Evidence of Learning: Candidates will work in small groups to discuss the required
components for the project, create a mini-curriculum framework, and present the project
to the class. (A small-group learning activity, completed during and outside of class)
2. Demonstrate knowledge of the essential components of “user-friendly” curriculum guides.
Criteria for evaluation: Candidates will evaluate (rate) and rank curriculum guides
based on specific criteria.
(An individual and small group learning activity completed during class))
3. Identify the purpose of curriculum policies, critical components of a well-formed school board policy, and how policies differ from administrative regulations/directives.
Criteria for evaluation: Candidates will (a) collect, examine, analyze, and discuss
components found in sample school board policy for curriculum, (b) select well-formed
policy and administrative regulations from listed examples, and (c) write the reasons for
their selections.
(An individual and group learning activity completed during class)
4. Collect and analyze student assessment data and make appropriate decisions for
the improvement of teaching and learning.
Criteria for evaluation: Candidates will analyze authentic demographic and test data
from their schools, and then create a 5-step professional development plan to help
teachers improve student performance
(An individual learning activity completed during and outside of class)
5. Be aware of current and emerging issues in curriculum, including the ethical considerations for each issue.
Criteria for evaluation: Candidates will synthesize information from the text, interviews
with current administrators, class discussions, and guest presenters to develop a list of
emerging or current issues in curriculum. Candidate will discuss their issues with class
colleagues and reflect on the ethical considerations of each.
(An individual learning activity completed during and outside of class)
6. Understand the components of a “backward design” model for lesson planning.
Criteria for evaluation: Students will construct a classroom lesson using the
“backward design” model appropriately.
(An individual learning activity completed outside of class)
Relationship to Program Goals and Professional Organizations: The importance of strengthening and guiding instruction in educational settings is a leadership theme of academic and professional organizations alike. The purpose of the course is to strengthen the knowledge, skills, and dispositions of EDLE candidates as instructional leaders and managers. The course provides models for (1) designing and managing curriculum; (2) relating school board policy, professional development, and budget to effective instructional leadership; (3) constructing effective teacher-friendly curriculum guides; and (4) collecting and using demographic data to create a plan for improved student performance.
This course meets applicable competencies, standards, and guidelines set forth by the Virginia Department of Education (VA DOE), Interstate School Leaders Licensure Consortium (ISLLC), National Council for the Accreditation of Teacher Education (NCATE), and Educational Leadership Constituent Council (ELCC), as shown below.
VA DOE Competencies (1b, 1c, 1e, 2c, 2d, 5a, 6e)
ISSLC Standards (1-K1, 1-K4, 2-K2, 2-K3, 2-K4, 2-K6, 2-K7, 2-P6, 2-P14, 2-P17, 5-K5, 6-K7)
NCATE Guidelines (Strategic Leadership: 1.3, 1.6, 2.4; Instructional Leadership: 3.3, 3.4, 3.5, 3.6,
3.9; Organizational Leadership: 9.1)
ELCC Standards (2.1a; 2.2a,b,c; 2.3a,b.c; 2.4a,b,c; 6.1f)
Nature of Course Delivery: A variety of instructional methods are used to cover the subject matter and create a dynamic, interactive learning environment. These methods include large and small group discussions, case studies, media, Internet assignments, lecture, guest practitioners, group presentations, interviews, collaborative learning, and reflection.
EDLE 616 Internship Requirements: The Education Leadership Program has incorporated internship activities into licensure courses. Because EDLE 616 is a required licensure course, the activities listed below meet the internship requirements.
1. Design a mini-curriculum framework, including specific components such as a
vision or philosophy for a leadership development program for aspiring school leaders, curriculum content, and a matrix of sources that support the philosophy
(i.e. national associations, current assessment data, surveys, futurists, experts in
the field, research, literature reviews, and others).
2. Conduct an analysis of state and/or locally mandated test scores and qualitative measures of student achievement. Then, make written recommendations for teaching and learning based on the results of this analysis.
Specific directions for completing these 2 required internship projects and grading rubrics will be provided.
EDLE Program Requirement: Attendance at the Annual EDLE Leadership Conference on the GMU Fairfax campus is required. The conference date is Saturday, March 24th.
Course Expectations:
1. Candidates will demonstrate orally and in writing an informed perspective on
curriculum and curricular issues and will use reflective activities to connect
learning that occurs in class to professional experiences at work.
2. Attendance at each class is expected because discussions, presentations, and hands-on activities are critical parts of the course. If missing a class is unavoidable, candidates are responsible for notifying the professor (preferably in advance), checking with class colleagues for notes, and completing any missed assignments, readings, etc. before the start of the next class. More than one absence may affect the final grade.
3. The completion of and reflection on assigned readings, constructive participation in discussions and group work, and participating in on-line communication when needed are routine expectations. Access to a computer and a GMU email account are essential. Computers are available in labs that are located in the College of Education and Human Development.
4. All written work is expected to be completed on a word processor (unless otherwise determined by the professor), submitted on time, and edited carefully before being submitted so that candidates turn in their best work on the caliber of a graduate student.
Expectations for Written Work
Use appropriate grammar. Spell correctly.
Use Times Roman or Arial 12-font. Type all work.
Include a cover page with name, date, & assignment. Avoid plagiarism.
Follow APA Guidelines (latest edition). Find a good proofreader!
5. Candidates must agree to abide by the University policy for Responsible Use of Computing. See http://mail.gmu.edu and click on Responsible Use of Computing at the bottom of the screen.
6. Avoid plagiarism. When referencing a source or author, give appropriate source documentation; and when using direct quotes, use quotations, provide page numbers, and ensure that credit is given to the author of the quoted material. No credit is given to work that is plagiarized.
7. Disposition expectations for candidates are found at http://gse.gmu.edu
8. Candidates must follow the guidelines of the University Honor Code. See
http://www.gmu.edu/catalog/apolicies/#TOCH12 for the full honor code.
Due dates for projects and activities will be determined during the second class session, after the professor receives input from the candidates about their interests and professional timelines. To plan and complete group projects, group members may need to meet at times other than during scheduled class sessions.
Grading: Because EDLE 616 is a graduate level course, high quality work is expected in class and on all assignments. Because this course is designed to further develop and expand managerial and technical skills in the area of instructional leadership and management. Therefore, candidates are expected to analyze situations from the broad perspective of a school administrator, understand the benefits to student learning, and view the impact of decisions from a systemic perspective.
The grading scales and assigned percentages shown below are assessment guidelines only. Final grade for the semester will reflect the professor’s judgment of the candidate’s classroom performance as demonstrated in leadership behaviors outlined in the above paragraph. In other words, participation includes, but is not limited to,
· Being prepared for class (i.e., prior to class, read the assigned materials and reflect on class notes and previous discussions)
· Showing a professional attitude, behavior, and presentation
· Being willing to volunteer for class activities
· Contributing to class discussion in a meaningful manner
· Focusing on the topic at hand
· Responding respectfully to others
· Using appropriate problem-solving techniques
· Using allotted class time appropriately
· Exhibiting a curiosity for learning
· Demonstrating an understanding of curriculum and a readiness for the
awesome responsibility and joy that comes with a leadership position in
schools.
The Americans with Disabilities Act (ADA) prohibits discrimination against individuals with disabilities in the series, programs, or activities of all State and local Governments. Under ADA a disability is defined as physical or mental impairment that substantially limits a major life activity such as learning, working, walking, speaking, hearing, breathing, and/or taking care of oneself. Candidates with disabilities who need course adaptations or accommodations because of a disability, must be registered with the GMU Disability Resource Center (DRC) and inform the instructor, in writing, at the beginning of the semester. To access the DRC, see www.gmu.edu/student/drc or telephone 703-993-2472.
Activity/Point Scale*:
Participation:
Relevant class discussions
Contributions to group learning
Homework completed
Reflection Sheets……………………………………………….…………… 20 points
Collection, examination, and analysis of curricular policies……………………. 5 points
Evaluation and rating of curriculum guides……………………………………. .10 points
Construction of a Backward Design lesson (self-selected content)…….………..10 points
Demographic assessment data, gap analysis, plan for student improvement,
and 5-step staff development model.…………………………………………25 points
Construction of group curriculum guide….………………………………………25 points
Assessment of personal learning………………………………………………… 5 points
TOTAL 100 points
Grading Scale
A+ = 100 points B+ = 85 – 89 points C = 70 – 74 points
A = 95 - 99 points B = 80 – 84 points F = 69 points or below
A- = 90 - 94 points B- = 75 – 79 points
*Also, a mini- research assignment will be given to individuals in the Ph.D. program.
Course Schedule –EDLE 616
The sequence and content of course topics may be modified to reflect the availability of presenters, pace of participants’ learning, and additional curriculum interests of course participants.
Session Topic ______
Session #1 Introductions, Course overview
What is curriculum and its function in schools?
Examine a model for curriculum management.
Curriculum terminology
Homework: (1) Read text chapters 1-3.
Session #2 Review, Homework discussions
The connections of the federal, state, and local governments to
curriculum in schools.
` Diverse points of view (individual and/or small group work)
What is meant by “curriculum is political?”
Homework: (1) Locate 2 “official” curriculum guides
and 2 curriculum policies, along with their
accompanying regulations. Bring guides, policies, and
regulations to the 3rd class session.
Session #3 Examine policy and who makes it.
Differences between policy and regulations
The written curriculum—Elements of a user-friendly guide
Rating and ranking of curriculum guides as “user
friendly” (group work)
Homework: (1) Complete Reflection Sheet #1. (This
one is practice.) (2) Read Case Study. Write and turn in
answers to the first 2 questions at the end of the case.
Be prepared to answer all other questions during a class
discussion and support your answers with information
found in the case.
Session #4 The written curriculum (formal curriculum)
Front-loading and back-loading the curriculum
Validation matrix—what and why—which sources to select
The school leader’s responsibilities
Case Study discussion
Begin selecting topics for the mini-curriculum guide project
(Directions for the project will be given in class.)
Guest presenter, if available
DUE: Draft Reflection Sheet #1 Homework: (1) Complete
Homework: (1) Complete Reflection Sheet #2.
Session #5 The taught curriculum
Teacher-centered and student-centered instruction
Using a modified Backward Design model for class lessons
Gap analysis. Construct draft survey questions---group work)
(Directions for this project will be given in class.)
Staff development (a 5-step model for change)
Monitoring curriculum (How can school administrators know if
the curriculum is being taught? How can they know if students
are learning?) Teaching “to” the test, not teaching “the” test
DUE: Reflection Sheet #2
Homework: (1) Construct one lesson using the modified
Backward design framework (the desired learning outcomes,
evidence used to determine that the outcomes are learned,
and activities that help students learn the outcomes). Turn in.
(2) Begin the project by collecting demographic data,
analyzing the gaps between what the data show and the
desired outcomes, make an instructional plan. The school
principal needs to agree with the project prior to beginning
it. (Detailed project directions will be discussed in class.)
Session #6 The taught curriculum (continued)
Homework discussion---Modified Backward Design
How to monitoring in unfamiliar subject areas.
The school leader’s responsibilities
Communication tips
Guest presenter, if available
Group project work in class
DUE: Backward Designed lesson (modified design)
Homework: (1) Complete the project that includes