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The Principal as Curriculum Leader; Shaping What Is Taught and Tested

by
Edition:
3rd
ISBN13:

9781412960359

ISBN10:
1412960355
Format:
Paperback
Pub. Date:
6/20/2008
Publisher(s):
Corwin Pr

Questions About This Book?

What version or edition is this?
This is the 3rd edition with a publication date of 6/20/2008.
What is included with this book?
  • The New copy of this book will include any supplemental materials advertised. Please check the title of the book to determine if it should include any CDs, lab manuals, study guides, etc.

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  • The Principal as Curriculum Leader; Shaping What Is Taught and Tested
    The Principal as Curriculum Leader; Shaping What Is Taught and Tested





Summary

"I highly recommend this book to new and prospective principals. Glatthorn and Jailall provide much food for thought to truly change what is done with curriculum." -Donnan Stoicovy, Principal Park Forest Elementary School, State College, PACreate the best possible curriculum for your school!Strong leadership in curriculum development is an essential element of any school improvement strategy, and today's principals play a vital and ever-expanding role in the process. This revised edition of a best-selling classic examines curriculum at the state, district, school, and classroom level and shows how effective principals can incorporate curriculum leadership into their organizational strategy to influence curriculum at each level.Based on the most up-to-date research, this resource includes an expanded list of references as well as updated information on the effects of No Child Left Behind, the influence of the Interstate School Leaders Licensure Consortium (ISLLC), the importance of state and national standards, and more. The authors examine: New developments in curriculum standards, including the importance of content standards in statewide reforms The gap between the taught and learned curriculum The need for team leadership and professional learning communitiesPacked with useful guidelines, this practical how-to guide helps principals collaborate with teachers and district leaders to create a more meaningful curriculum.

Table of Contents

Preface to the Third Edition
Acknowledgments
About the Authors
Laying the Foundations
What It Means to Be a Curriculum Leader: No Child Left Behind (NCLB) and Beyond
Current Trends in Curricula
Beyond NCLB: Moving From State Standards and Their Unintended Consequences to Voluntary National Standards for States
The Hallmarks of Curriculum Quality
Chapter Summary
The Four Curriculum Levels: State, District, School, and Classroom
State Functions
District Functions
School Functions
Classroom Functions
Flexible Allocations
Chapter Summary
Importance of the Principal
NCLB Spurs New National Leadership Standards: Interstate School Leaders Licensure Consortium (ISLLC)
Defining Curriculum Leadership
Understanding the Problems of the Principal?s Curriculum Leadership Role
Understanding the Rationale for Principal Leadership
Uniting Principal and Teacher Leadership
Discharging the Leadership Functions
Chapter Summary
Shaping State and District Curricula
State Policies and Frameworks
Becoming Informed
Getting the Message Across
Evaluating State Frameworks
Chapter Summary
District Curricula
District Functions
Exercising Influence as the Principal
Chapter Summary
Providing Leadership
Developing Vision and Goals
Developing the School?s Vision of a Quality Curriculum
Developing the School?s Curriculum Goals
Chapter Summary
Rethinking the Program of Studies
Renewing an Existing Program of Studies
Restructuring the Program of Studies
Chapter Summary
Committing to a Learning-Centered Schedule
The Nature of a Learning-Centered Schedule
Developing a Learning-Centered Schedule
How the Principal and Teachers Can Make More Effective Use of the Existing Schedule
Chapter Summary
Integrating the Curriculum
Types of Integration
Arguments Supporting Integration
Arguments Questioning the Use of Integration
A Process for Resolving the Issue
Chapter Summary
Aligning the Curriculum
Types of Curricula
Aligning the Recommended and the Written Curricula
Aligning the Written, the Supported, and the Assessed Curricula
Aligning the Written and the Taught Curricula
Aligning the Hidden and the Learned Curricula
Aligning the Taught and the Learned Curricula
Chapter Summary
Monitoring the Implementation Process
The Argument About Monitoring
A Practical Solution
Chapter Summary
Working With Teachers
Making Yearly Planning Calendars
The Nature of Yearly Plans and a Rationale for Their Use
Organizing for Yearly Planning
Developing Yearly Plans
Reviewing the Plans
Chapter Summary
Developing Units of Study
A Rationale for Unit Development
Organizing for Unit Development
Developing Units Based on Constructivist Principles
Some Criticisms of Constructivism
Chapter Summary
Enriching the Curriculum and Remediating Learning
Helping Teachers Enrich the Curriculum
Helping Teachers Remediate Learning
Chapter Summary
Evaluating the Curriculum
Evaluating the Assessed or Tested Curriculum
Evaluating the Supported Curriculum
Evaluating the Written Curriculum
Evaluating the Taught Curriculum
Evaluating the Learned Curriculum
Chapter Summary
Looking Ahead
Curriculum Leadership: Putting It All Together
Work Closely With District Leadership
Set Up the Curriculum Organizational Structures
Use Team Leadership
Make Curriculum Improvement Part of an Overall Plan
Use an Incremental Process in Effecting Curricular Change
Prioritize Curriculum Tasks
Use Routine Activities to Support Quality Curricula
Develop Specific Plans and Manage Time
A Personal and Concluding Note
Chapter Summary
Index
Table of Contents provided by Ingram. All Rights Reserved.


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