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

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ISBN: 9781412960342 | 1412960347
Cover: Hardcover
Copyright: 6/20/2008

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In this third edition of their classic bestseller, Allan A. Glatthorn and Jerry Jailall examine four levels of curriculum'”state, district, school, and classroom'”to explain how effective principals can influence curriculum at every stage and provide examples that illustrate how school administrators can incorporate curriculum leadership into their organizational behavior. The Principal as Curriculum Leader, Third Edition , reviews the key issues that continue to affect how principals work in the "real world" and offers updates that include: Insightful analysis of the effects of NCLB An expanded treatment of content standards A new section on the influence of Interstate School Leaders Licensure Consortium (ISLLC) A discussion of team leadership and professional learning communities

Preface to the Third Edition	p. ix
Acknowledgments	p. xii
About the Authors	p. xiv
Laying the Foundations	p. 1
What It Means to Be a Curriculum Leader: No Child Left Behind (NCLB) and Beyond	p. 2
Current Trends in Curricula	p. 3
Beyond NCLB: Moving From State Standards and Their Unitended Consequences to Voluntary National Standards for States	p. 5
The Hallmarks of Curriculum Quality	p. 16
Chapter Summary	p. 18
The Four Curriculum Levels: State, District, School, and Classroom	p. 23
State Functions	p. 24
District Functions	p. 28
School Functions	p. 28
Classroom Functions	p. 29
Flexible Allocations	p. 29
Chapter Summary	p. 30
Importance of the Principal	p. 33
NCLB Commission Report Calls for Definition of Highly Effective Principals	p. 33
Revised National Educational Leadership Policy Standards: ISLLC 2008	p. 34
Defining Curriculum Leadership	p. 36
Understanding the Problems of the Principal's Curriculum Leadership Role	p. 37
Understanding the Rationale for Principal Leadership	p. 38
Uniting Principal and Teacher Leadership	p. 39
Discharging the Leadership Functions	p. 40
Chapter Summary	p. 43
Shaping State and District Curricula	p. 47
State Policies and Frameworks	p. 48
Becoming Informed	p. 48
Getting the Message Across	p. 49
Evaluating State Frameworks	p. 51
Chapter Summary	p. 51
District Curricula	p. 53
District Functions	p. 53
Exercising Influence as the Principal	p. 60
Chapter Summary	p. 62
Providing Leadership	p. 65
Developing Vision and Goals	p. 66
Developing the School's Vision of a Quality Curriculum	p. 66
Developing the School's Curriculum Goals	p. 70
Chapter Summary	p. 75
Rethinking the Program of Studies	p. 77
Renewing an Existing Program of Studies	p. 78
Restructuring the Program of Studies	p. 80
Chapter Summary	p. 85
Committing to a Learning-Centered Schedule	p. 87
The Nature of a Learning-Centered Schedule	p. 87
Developing a Learning-Centered Schedule	p. 94
How the Principal and Teachers Can Make More Effective Use of the Existing Schedule	p. 97
Chapter Summary	p. 99
Integrating the Curriculum	p. 102
Types of Integration	p. 102
Arguments Supporting Integration	p. 104
Arguments Questioning the Use of Integration	p. 104
A Process for Resolving the Issue	p. 105
Chapter Summary	p. 107
Aligning the Curriculum	p. 109
Types of Curricula	p. 109
Aligning the Recommended and the Written Curricula	p. 112
Aligning the Written, the Supported, and the Assessed Curricula	p. 112
Aligning the Written and the Taught Curricula	p. 115
Aligning the Hidden and the Learned Curricula	p. 115
Aligning the Taught and the Learned Curricula	p. 116
Chapter Summary	p. 118
Monitoring the Implementation Process	p. 120
The Argument About Monitoring	p. 120
A Practical Solution	p. 122
Chapter Summary	p. 125
Working With Teachers	p. 127
Making Yearly Planning Calendars	p. 128
The Nature of Yearly Plans and a Rationale for Their Use	p. 128
Organizing for Yearly Planning	p. 129
Developing Yearly Plans	p. 132
Reviewing the Plans	p. 134
Chapter Summary	p. 135
Developing Units of Study	p. 136
A Rationale for Unit Development	p. 136
Organizing for Unit Development	p. 137
Developing Units Based on Constructivist Principles	p. 139
Some Criticisms of Constructivism	p. 150
Chapter Summary	p. 152
Enriching the Curriculum and Remediating Learning	p. 155
Helping Teachers Enrich the Curriculum	p. 155
Helping Teachers Remediate Learning	p. 159
Chapter Summary	p. 162
Evaluating the Curriculum	p. 163
Evaluating the Assessed or Tested Curriculum	p. 163
Evaluating the Supported Curriculum	p. 170
Evaluating the Written Curriculum	p. 172
Evaluating the Taught Curriculum	p. 172
Evaluating the Learned Curriculum	p. 173
Chapter Summary	p. 177
Looking Ahead	p. 179
Curriculum Leadership: Putting It All Together	p. 180
Work Closely With District Leadership	p. 180
Set Up the Curriculum Organizational Structures	p. 181
Use Team Leadership	p. 182
Make Curriculum Improvement Part of an Overall Plan	p. 182
Use an Incremental Process in Effecting Curricular Change	p. 182
Prioritize Curriculum Tasks	p. 183
Use Routine Activities to Support Quality Curricula	p. 184
Develop Specific Plans and Manage Time	p. 184
A Personal and Concluding Note	p. 186
Chapter Summary	p. 188
Index	p. 191
Table of Contents provided by Ingram. All Rights Reserved.

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

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

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