Transformative Curriculum Leadership

by Henderson, James G.; Gornik, Rosemary

• ISBN13: 9780131138964
• ISBN10: 0131138960
• Edition: 3rd
• Format: Paperback
• Copyright: 2006-07-26
• Publisher: Pearson

Summary

Transformative Curriculum Leadershipprovides concrete guidance on how to practice a curriculum based on problem solving that integrates constructivist learning with democratic understanding. The book is organized around the leadership experiences of the assistant superintendent, and it contains a wealth of guiding rubrics, figures, images, and illustrations. In addition to providing well-integrated, step-by-step problem solving guidance, it remains a theoretically sophisticated, cutting-edge integration of curriculum theory and leadership practice.

Table of Contents

Introducing Transformative Curriculum Leadership	1	(32)
A Historical Comparison	1	(2)
Three Teacher Leader Vignettes	3	(5)
The Book's Purpose	8	(1)
The Standardized Management Paradigm	8	(1)
The Constructivist Best Practice Paradigm	9	(1)
Thomas Kuhn's Paradigm Concept	10	(1)
The Curriculum Wisdom Paradigm	11	(1)
The Paradigmatic Goal of the Text	12	(1)
Looking Ahead: An Overview of the Remaining Chapters of the Book	13	(3)
Transformative Curriculum Leadership Defined	16	(6)
Personal Change	17	(1)
Interpersonal Change	18	(1)
Societal Change	19	(3)
Curriculum as Currere	22	(8)
References	30	(3)
SECTION I TWO FUNDAMENTAL CHALLENGES	33	(57)
Reconceptualizing Subject Standards	34	(28)
Received Subject Matter Standards	35	(1)
Which Way Do We Go?	36	(2)
A Step on the Path in the Right Direction	37	(1)
A Partial Solution	38	(1)
The Path Has a Fork in the Road . . . And We Need to Take It!	38	(1)
Caution: Potential Obstacles on the Problem-Solving Path	39	(1)
Understanding Student Understanding	40	(1)
Transformative Standards	41	(6)
Paradigmatic Tensions: Framing Our Work	42	(1)
Dominant Standardized Management Orientation	43	(1)
Constructivist Best Practice Orientation	43	(1)
Curriculum Wisdom Orientation	44	(1)
Paradigm Lines Are Blurred	45	(2)
The Hidden and Null Curricula	47	(4)
Students' Democratic Freedom	48	(1)
Freedom from . . . Freedom to . . .	48	(1)
Freedom from . . . Freedom to . . . Self and Social Understanding	49	(2)
Where the Rubber Meets the Road	51	(2)
Reconceptualizing Received Standards	51	(2)
A Disciplined Journey for All of Us	53	(6)
References	59	(3)
Cultivating Reflective Inquiry	62	(28)
Introducing Reflective Inquiry	64	(1)
More on Reflective Inquiry	65	(1)
Reflective Practice in Education	66	(2)
Democratic Curriculum Inquiry	68	(1)
Reflective Inquiry Map	69	(11)
Reflective Disciplinary Inquiry	70	(1)
Reflective Poetic Inquiry	71	(2)
Reflective Critical Inquiry	73	(2)
Reflective Multiperspective Inquiry	75	(1)
Reflective Ethical Inquiry	76	(2)
Reflective Political Inquiry	78	(1)
Other Reflective Inquiries	79	(1)
A View of the Three Paradigms	80	(7)
Comparing the Three Paradigms Through Contrasting Questions	84	(3)
Looking Ahead	87	(1)
References	87	(3)
SECTION II FOUR INTERRELATED DECISION-MAKING PROCESSES	90	(107)
Designing And Planning for 3S Education	92	(36)
Designing and Planning	93	(1)
General Features of Designing and Planning Deliberations	94	(2)
A Deliberative Ideal	95	(1)
A Deliberative Ideal for Elevated Judgments	95	(1)
The Interplay of Designing and Planning	96	(23)
Platform Designing: Who, What, Why, How	97	(8)
Program, Course, and Unit/Lesson Planning	105	(2)
Programming Planning: Who, What, Why, How	107	(3)
Course Planning: Who, What, Why, How	110	(3)
Unit/Lesson Planning: Who, What, Why, How	113	(6)
The Marriage of Theory and Practice	119	(1)
Negotiation Strategies	120	(5)
Achieving Working Agreement	120	(1)
Making Principled Decisions	121	(1)
Working Constructively with Teachers	121	(1)
Seeking Substantial, Lasting Improvements	121	(1)
Facing Conflict Constructively	122	(1)
Combining Curriculum Work with Other Initiatives	122	(3)
References	125	(3)
Teaching For 3S Understanding	128	(18)
Reflecting-as-Action	130	(6)
Reflecting-in-Action and Reflecting-on-Action	130	(1)
Reflecting for Action: Deliberative Questioning on Working Assumptions	131	(3)
I Already Do This. . .	134	(2)
Creative and Caring Pragmatism	136	(1)
Pulling It All Together	137	(7)
References	144	(2)
Evaluating 3S Education	146	(26)
What Is Curriculum Evaluation?	148	(1)
Distinguishing Between Assessing and Evaluating	149	(7)
Assessing for Subject Matter Understanding	153	(1)
Assessing Embedded Within the Evaluating	153	(3)
Evaluating the Journey and the Judgment for a Transformative Experience	156	(2)
Scaffolding for Evaluative Decision Making	158	(1)
How Are We Doing?	158	(1)
Quick Reminder: Two Things	159	(1)
Evaluating Two Fundamental Challenges for 3S Education	159	(2)
Evaluating Platform Designing and Planning for 3S Education	161	(2)
Evaluating Teaching for 3S Understanding	163	(2)
Accountable and Responsible	165	(2)
Negotiate, Negotiate, Negotiate	167	(1)
Good Company for the Journey	168	(1)
References	169	(3)
Organizing For 3S Education	172	(25)
Organizing as Process	174	(1)
The Power of Personal/Professional Beliefs	175	(5)
Beliefs and Experiences Shape the Organizing Structure	176	(1)
Metaphors Shape Beliefs	177	(2)
Change the Metaphor to Change the Belief and Alter the Organizing Structure	179	(1)
Primacy of Relationships	180	(2)
Imagine for a Moment	181	(1)
Organization Development	182	(2)
Finding Those Finding Wiggle Room	184	(1)
Growing Wiggle Room	185	(5)
Law of Attraction: What You Pay Attention to, Grows	185	(2)
Gathering Like-Minding People	187	(2)
Small Changes Amplify to Create Large-Systems Change	189	(1)
Organizing 3S Education	190	(5)
Organizing the Work Week	192	(1)
Organizing the Work Year	193	(1)
Making the Change from Within	194	(1)
References	195	(2)
SECTION III SUSTAINING THE CURRICULUM WISDOM PROBLEM SOLVING	197	(66)
Building Local Learning Communities	198	(24)
Building TCL Professional Learning Communities	199	(16)
Differentiated Needs in a TCL Professional Learning Community	203	(1)
WWYD (What Would You Do?)	204	(1)
Critical Friends	205	(1)
More Questions	206	(1)
Students as Critical Friends in TCL Professional Learning Communities	207	(1)
Colleagues as Critical Friends in TCL Professional Learning Communities	207	(1)
Professional Leadership Projects (PLPs)	208	(7)
Building Stakeholder Learning Communities	215	(1)
Valuing 3S Performances of Understanding	216	(1)
Educating for Professional Advocacy	216	(2)
Educating for Negotiating	218	(2)
References	220	(2)
Engaging The Broader Public Sphere	222	(41)
A Review of This Text	223	(2)
An Agenda for Building a Collegial Identity	225	(1)
The Historical Narrative	226	(17)
Curriculum as Journey	227	(2)
A Journey of Disciplined Understanding	229	(2)
The Limits of Subject Understanding	231	(1)
Holistic Journey of Understanding	232	(1)
An Emancipatory Point of View	233	(2)
Curriculum as Complicated Conversation	235	(1)
Interpreting Theory and Practice	236	(1)
Curriculum-Based Teaching	237	(1)
Curriculum as Currere	238	(1)
Curriculum as Deliberative Judgment	239	(1)
Eclectic and Practical Artistry	240	(1)
Journal and Judgment Are Embedded	241	(2)
Curriculum as Hermeneutic Undertaking	243	(1)
Reaching Out to the Broader Public Sphere	243	(1)
The First Personal Narrative	244	(5)
The Second Personal Narrative	249	(7)
Conclusion	256	(2)
References	258	(5)
Index	263