The Citadel
School of Education
EDUC 598: Curriculum ProjectFall 2016
Instructor: Kathy Laboard Brown , Ed.D. / Class Meeting: Wednesday
Office: MenRiv Education Park / Class Hours: 5:30-8:00
Telephone: 843-478-1854 / Meeting Room: MenRiv, Rm 204
Email: / Office Hours:
Tuesday and Wednesday: 3:30 PM – 5:30 PM
Thursday: 2:30 PM–3:30 PM & 5:45 – 6:45 PM
Others by Appointment
Credit Hours: 3
PREREQUISITES: EDUC 531-532 - Principles of Elementary/Secondary Curriculum Development
COURSE DESCRIPTION:
This course is designed as a capstone to the program in Curriculum and Instruction. The candidate will be required to develop a curriculum project ultimately to be implemented in the candidate’s classroom or school. This written project will require a review of existing literature and a presentation of the results to peers and professor.
REQUIRED READINGS:
Each student is expected to identify, review, and critique one reading on a minimum of three topics below (article, chapter, monograph, etc.). Each reading is to focus on the theoretical aspects of the subject. Articles, chapters, or monographs must published before 2011, are not acceptable.
§ Motivation/Communication/Change
§ Supervising people
§ Leadership/management
§ Decision-making
§ Culture/climate
§ Systems thinking
§ Organizational planning and structure
§ Power and influence in organizations
§ Curriculum development
Required text:
Fullan, M. (2003). Leadership and sustainability: System thinkers in action. Thousand Oaks, CA: Corwin
Press.
American Psychological Association. (2001). Publication Manual, (6th ed.). Washington,
DC: Author
COURSE OBJECTIVES
ELCC—Educational Leadership Constituent Council Indicators
ISLLC Indicators
Conceptual Framework Learner Centered Outcomes and Dispositions
1.1 – Shared District Vision – K. 6, R. 7-9
1.2 – Use Data to Identify and Implement District Goals K.1-6
2.1–Sustain District Instructional Program & Personalized Learning Environment (CF3.2, K 3-6, E .12-15
2.2 – Create and Evaluate Comprehensive Curricular Program R. 8-11
Dimension Level Codes:
1. Awareness 2. Understanding 3. Capability
Learner –Centered Performance Assessment Codes:
E Exam / S Simulation / T Thesis/Paper / WV Website Review / V Volunteer
RD Reading / SP Presentation / PR Project / SH Shadowing / CS Case Study
DA Data Analysis / SA Self Assessment / WR Written Reflection / CH Checklist
ELCC 1.1 Shared District Vision of Learning - Candidates understand and can collaboratively develop, articulate, implement, and steward a shared district vision of learning for a school district.
Performance Activities Assessments
- Review the District’s Strategic Plan. Select a curriculum area specified in the Plan. PR2, G2, DA2 / Select a district committee to analyze the curriculum to determine if the curriculum meets the district’s vision to promote students’ success. PR3, G3, DA3ELCC 1.1 Shared District Vision of Learning. Candidates understand and can collaboratively develop, articulate, implement, and steward a shared district vision of learning for a school district.
Performance Activities Assessments
-Review statistical data on students, faculty, instructional programs, and legislative mandates DA2, I2, O2 / -Create a matrix that gives a profile of the district. Match the knowledge and theories administrators need to achieve the vision to that of current and perspective administrative. DA3, I3, O3ELCC 1.2 - Use Data to Identify and Implement District Goals. Candidates understand and can collect and use data to identify district goals, assess organizational effectiveness, and implement district plans to achieve district goals.
Performance Activities Assessments
Create matrix that reflects the diversity of the school culture. Identify student populations who are underachieving on standardized tests. PR2, P2, I2. / Conduct research on best practices for matching instructional strategies with targeted populations to improve student achievement gains. Create a proposal for matching curriculum adjustments with student needs. PR3, G3, DA3ELCC 1.2 - Use Data to Identify and Implement District Goals. Candidates understand and can collect and use data to identify district goals, assess organizational effectiveness, and implement district plans to achieve district goals.
Performance Activities Assessments
Review the SRP and achievement data to determine which students are not meeting achievement gains. RD3, O2, G2 / Disaggregate the data and analyze the curriculum to create district-based strategic, tactical, and strategic goals. Collaboratively develop implementation plans to evaluate district improvement processes. Create a proposal. DA3, PR3, G3, P3ELCC 2.1 Sustain District Instructional Program. Candidates understand and can advocate, nurture, and sustain a district culture and instructional program conducive to student learning through collaboration, trust, and a personalized learning environment with high expectations for students.
Performance Activities Assessments
Review Knowles’ Adult Learning Theory of Androgogy and Fullan’s Leaderhip & Sustainability for System Thinkers.RD2, DA2 / Develop procedures for providing free choice to assist stakeholders in getting involved and motivated to develop comprehensive programs for diverse student populations. PR3, S3, WR3
ELCC 2.1 Sustain District Instructional Program. Candidates understand and can advocate, nurture, and sustain a district culture and instructional program conducive to student learning through collaboration, trust, and a personalized learning environment with high expectations for students.
Performance Activities Assessments
Based on recommendations made by an External Review Team to choose a researched based program to improve student achievement in a content area, select an instructional model or program for addressing that identified need. DA2, RD2, G3 / Write a proposal that identifies the curricular practices, targeted populations resources needed, instructional methodology, staff development for instructors, longitudinal achievement data, and assessment procedures, required to implement this program. WR3, DA3, RD3ELCC 2.2 - Candidates understand and can create and evaluate a comprehensive, rigorous, and coherent curricular and instructional district program.
Performance Activities Assessments
Candidates contrast school district curriculum methods and strategies with the resources and funding available for student learning. DA2 / Create a curriculum project for the superintendent and school board that reflects current and future instructional needs for targeted learners. DA3, PR3ELCC 2.2 - Candidates understand and can create and evaluate a comprehensive, rigorous, and coherent curricular and instructional district program.
Performance Activities Assessments
Review written curriculum to determine accommodations made for students with diverse, special, and exceptional needs. DA2, G2, P2 / Develop specific guidelines to integrate methods and activities in the curriculum to meet the needs of students with diverse,special and exceptional needs. DA3, PR3, WR3ELCC 2.2 - Candidates understand and can create and evaluate a comprehensive, rigorous, and coherent curricular and instructional district program.
Performance Activities Assessments
Candidates examine and analyze curriculum for students with special needs and African American Males to comply with legislation. DA2, G2, P2. / Candidates create a curriculum project to illustrate compliance with legislative mandates and to ensure that cultural needs are considered in planning, designing, developing, implementing, and assessing curriculum. PR3, DA3, P3STUDENT INFORMATION
This course is part of the Specialist in Education (Ed.S.) program and is intended for students completing the Ed.S. degree and certification in the superintendency.
CONCEPTUAL BASE:
Developing Principled Educational Leaders for P-12 Schools
The Citadel’s Professional Education Unit prepares principled educational leaders to be knowledgeable, reflective, and ethical professionals. Candidates completing our programs are committed to ensuring that all students succeed in a learner-centered environment.
The Citadel’s Professional Education Unit is committed to the simultaneous transformation of the preparation of educational leaders and of the places where they work. Specifically, The Citadel’s Professional Education Unit seeks to develop principled educational leaders who:
§ Have mastered their subject matter and are skilled in using it to foster student learning;
§ Know the self who educates (Parker J. Palmer) and integrate this self knowledge with content knowledge, knowledge of students, and in the context of becoming professional change agents committed to using this knowledge and skill to ensure that all students succeed in a learner-centered environment; and
§ Exemplify the highest ethical standards by modeling respect for all human beings and valuing diversity as an essential component of an effective learner-centered environment.
The Citadel’s Professional Educational Unit is on the march, transforming itself into a Center of Excellence for the preparation of principled educational leaders. Through our initial programs for teacher candidates for P-12 schools and our advanced programs for professional educators in P-12 schools, The Citadel’s Professional Education Unit transforms cadets and graduate students into principled educational leaders capable of and committed to transforming our schools into learning communities where all children and youth succeed.
The Citadel’s Professional Education Unit has identified 15 performance indicators for candidates to demonstrate that they are principled educational leaders who are knowledgeable, reflective, and ethical professionals:
COURSE REQUIREMENTS
1. Chapter Discussions
Professional reflection is essential for effective supervision. Professional reflection is essential for effective supervision. Reflective instructional leaders understand that, “Experience + Reflection = Growth.” Dewey (1933) argued that we do not actually learn from experience as much as we learn from reflecting on the experience. Therefore, throughdiscussions of theory presented in the textbook and journal articles, administrative candidateswill compare leadership theory to practice within a specific context. Participation -15 points
2. CURRICULUM PROJECT– the project consists of: (a) a needs assessment, (b) a literature review, and (c) a curriculum project.
Candidates are to develop a written document, needs assessment, that integrates the curricular vision, the diverse needs of the learners, and instructional strategies selected to address the requirements of a school district;s curricular problem. The review of related literature should identify the theoretical foundation for the decisions made relative to the curriculum project and should include a discussion of the development of the theory and opposing theories over time. The curriculum project should detail the procedures in the project design for the intervention, show how, in the Flowchart, the project will be implemented, clarify how the assessment system will measure the alignment of the curricular vision, and show, in a Gantt Chart, the work patterns for meeting the diverse needs of the selected student population(s).
§ NEEDS ASSESSMENT - Interview school district representatives to ascertain perceptual data about curricular needs. Collect and analyze quantitative data that reflects curricular strengths and weaknesses. The one-page, two sided document should contain: (a) District AYP Worksheet, (b) five-year history, (c) results for the current year, (d) trend data—see Planited, (e) disaggregated data, (f) Pareto Chart, and reflection that contains the targeted focus. The brochure/newsletter must report thefindings in a manner that can be clearly interpreted by faculty, school board, and the community-at-large. Include a short narrative that synthesizes the data and specifies the curricular focus to be addressed in the literature review. Post to the LiveText Assignment Dropbox. This activity is worth 30 Points
§ LITERATURE REVIEW – The curriculum project requires a review of current literature to assist administrative candidates in identifying the organizational the aspects of the curriculum that does not support the learning of the low-performing subgroup. Candidates are to design a curriculum project to improve student achievement. A review of the gap between the current curriculum and the SC Curriculum should assist the candidate in formulating a resolution to the curricula problem indicated in the needs assessment. The literature review should investigate at least three curriculum approaches and show the correlation of the selected projects to the targeted foci, diverse needs of the student population, and resources of the school district.
Based on the needs assessment, candidates should determine whether practices which resulted in the selection of a curricular project are developmentally appropriate for school district’s students. Each candidate will review three theoretical concepts related to successful curriculum leadership of an organization. Topics may be chosen from the following: Motivation, Morals/Ethics, Conflict and its management, Decision-making, Culture/climate, Change, Communication, Organizational structure, Supervision of people, Power and influence in organizations, Leadership, Organizational effectiveness, Organizational management, Organizational planning. The review of literature should adhere to APA Style Manual, 6th edition with a minimum of 10 primary references.
The review of related literature should provide: (a) an in-depth review/discussion of the three approaches chosen as they relate to current research-based school district practices, (b) an overview of the major theories, tenets, and beliefs over time established over time, (c) a discussion of the strengths and weaknesses of each approach, (d) a discussion of the theory that the writer considers the best explanation of reality–and the reasons why, (e) a platform for how the theory matches at least three years of achievement results based on implementation in an educational setting and (f) a discussion of the correlation to school district ELCC standard elements. Submit literature review via LiveText AssignmentDrop Box.. This activity is worth 30 Points.
§ CURRICULUM PROJECT PROPOSAL/PRESENTATION - Prepare a curriculum project presentation which: (a) identifies the goal, strategy, and action plan for findings indicated in the needs assessment and the research from the literature review, (b) contains a two-paged matrix that lists the action steps, procedures, assessment outcomes/evidence, contacts for responsibility, cost-benefit analysis, timeline and man-hours, and resources, (c) selects one action step and details specific procedural actions for implementing the curriculum project, (d) creates a sequence of evidence that assesses procedures for validating the action step, (e) specifies the time sequence for implementation and the man hours, (f) lists costs and benefits to the organization , (f) lists the human/material resources needed, (g) identifies funding sources, and (h) lists the position and name of the contact for responsibility. Pages 4 and 5 should contain a Gantt chart and a Flowchart respectively. Submit curriculum proposal via LiveText Assignment Dropbox. This activity is worth 25 Points
EVALUATION PROCEDURES AND WEIGHTS FOR ASSIGNMENTS:
Grades for EDUC 598 will be based on points earned in various activities:
RATINGS /
GRADE POINTS / FINAL GRADE
Journal Discussions / 15 / 90 or more points / A
85 to 89 points / B+
Curriculum Project
§ Needs Assessment / 30 / 80 to 84 points / B
§ Literature Review / 30 / 75 to 79 points / C+