Curriculum leadership chapter 7 powerpoint

Glatthorn, Boschee, Whitehead, Boschee, Curriculum Leadership, 3rd Edition
© 2012 SAGE Publications
Chapter 7:
Improving a Field of
Study
When a school district decides to improve a
field of study, it is concerned with strengthening
a discipline due to a deficiency, poor articulation
between levels, updating guides or curriculum.

 School curriculum must reflect the needs of
society and offer coherent curriculum focused on
performance across grade level, recognize
success, remedy failure with mapped curriculum
not bound to grade levels.
Reconceptualizing Fields of Study

 Accurate measures are needed for alignment
with standards in order to produce timely results.
Measurement

1. Elective model is a multipDiagnostic –
prescriptive model: begins by structuring the
field of study as a series of sequential non-
graded levels (linear, sequential model) of
learning which may or may not use
differentiated instruction.
2. ath model usually delivered as an array of non-
grade level mini-courses typically lasting 6,9,12,
or 18 weeks.
2 Basic Nongraded Curriculum
Models

1. Establish project parameters
2. Orient for mastery
3. Map the desired curriculum
4. Refine the map
5. Develop curriculum materials
6. Suggest time allocations
Phases of Improvement of Field of Study

7. Select and develop tests
8. Select instructional materials
9. Provide for staff development
Phases of Improvement of Field of Study

 Substantial teacher preparation is necessary
to improve a field of study.
Teacher Preparation

 Step 1: Identify and specify understanding that
is enduring and needed as well as important for
student to know.
 Step 2: Develop each unit framed around the
enduring understandings and essential
questions.
 Step 3: Incorporate research-based teaching
strategies to implement an intended curriculum.
Snyder (2004) Steps to Improve
Curriculum

 Step 4: Prepare curriculum materials and
teacher manuals with modern approaches.
 Step 5: Establish Project Parameters.
 Step 6: Orient for Mastery.
 Step 7: Map the desired curriculum
Curriculum

 Reconceptualizing fields of study involves
curriculum mapping
Curriculum Mapping

1. Who is doing what?
2. How does work align with goals?
3. Are you operating efficiently and effectively?
3 Inquiries in Curriculum Mapping

 Step 8: Refine the Map
 Step 9: Develop curriculum materials.
 Step 10: Suggest time allocations.
 Step 11: Select and develop tests.
Curriculum

 Teachers should have an opportunity to critique
curriculum revisions.
Teacher Roles

 Time allocated to a particular curriculum area
often relates to student achievement in that area.
Time Allotment

 Step 12: Select instructional materials.
 Step 13: Provide for staff development.
Curriculum

 Creating a vision and the implementation of a
plan that will determine the success of any
quality staff development program.
Visioning

 Professional development is critical to
successful curriculum implementation.
 It should be on-going and job embedded.
Professional Development

Creative Staff Development Strategies
 Rule of three
 Early out
 Pairs to
workshops/seminars
 Substitute rotation
 Free consulting
 Schedule adjustment
 Preservice programs
 University Partnerships
 Curriculum/technology
cooperatives
 Community resources
 Management planning
matrix

Curriculum leadership chapter 7 powerpoint

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