7+EDLD+5335+Curriculum+Management

EDLD 5335 Curriculum Management This course builds an understanding of curriculum models; curriculum frameworks, including those articulated at the state level; alignment of instructions to standards; and assessment of learning outcomes. District-level curriculum and policies are reviewed. The alignment of policy, goals, and human resources are examined with application to a specified school context.

WEEK 1: TEA Learning System and Curriculum

WEEK 2: Theory, Models, and History

WEEK 3: Curriculum Audit Standards

WEEK 4: Instructional Leadership

WEEK 5: Challenges of Leadership

Course Outcomes Learning Outcomes: 1. Define and identify the attributes of an effective curriculum and its management. 2. Identify and apply the components of the TEA learning system: learning goals, curriculum documents, instructional program, staff development program, measurement system, and administrative procedures. 3. Identify learner-centered principles, and explain how they relate to curriculum, instruction, and staff development. 4. Describe organizational and curriculum theories and models. 5. Formulate an historical perspective of the curriculum development and planning process by examining the theories supporting classic models. 6. Identify and apply Curriculum Management Audit standards. 7. Articulate the role of state policies as a framework for curriculum development and management at the district and local levels. 8. Describe the role of instructional leadership in the creation of collaboratively developed, data-based Campus Improvement Plans (CIP) that are supported by goal-driven budgeting practices. 9. Identify leadership strategies to facilitate site-based decision making in campus improvement initiatives. 10. Facilitate effective campus curriculum planning based on various factors related to instructional leadership, including emerging issues and trends, data-based decision making, and research-based practices. Performance Outcomes: 1. Identify and summarize the components of a state-required curriculum. 2. Analyze the components of the TEA learning system, and make suggestions for improvements. 3. Analyze state-generated data and a Campus Improvement Plan (CIP) for the purpose of decision making. 4. Apply the principles of learner-centered instruction and data-based decision making in the organization of a staff development session. 5. Describe and critique the policy of a school board in regard to curriculum and instruction and its management. 6. Apply the principles of curriculum auditing in evaluating the policies and practices of a school district. 7. Demonstrate knowledge of the TEA learning system, data-based decision making, learner-centered instruction, and Campus Improvement Planning by finalizing a staff development session on an identified campus need. 8. Demonstrate an understanding of the ongoing, continuous improvement by revising a staff development session on an identified campus need. 9. Create an action plan to improve local school district or campus performance on a component of the TEA learning system. 10. Reflect on the roles, responsibilities, and challenges of an instructional leader.

Course Standards This course has been aligned with state and national standards as well as the competencies of the Texas Examinations of Educator Standards (TExES), Field 068 Principal Exam. The competencies document (located in the Principal Test Framework) and the Standards for Principals are both found on the Web site of the Texas State Board for Educator Certification (SBEC). Reference these documents now. They should guide your learning. They are also the basis of the comprehensive competency exam for the M.Ed. degree in Educational Administration necessary for approval to take the TExES. The content is also aligned with national standards articulated by the National Policy Board for Educational Administration and the Educational Leadership Constituency Council (ELCC). Standards related to this course include: Standard 2 related to promoting a positive school culture. Standard 5 related to integrity, fairness, and ethics. Standard 6 related to education and the larger context. Principal Leaders Competency 2: The principal knows how to promote the success of all students by promoting a positive school culture, providing an effective instructional program, applying best practices to student learning, and designing comprehensive, professional growth plans for staff. Competency 5: The principal knows how to promote the success of all students by acting with integrity, fairness, and in an ethical manner. Competency 6: The principal knows how to promote the success of all students by understanding, responding to, and influencing the larger political, social, economic, legal, and cultural context.