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EDAD 5200: Issues & Trends in Curriculum, Instruction, & Supervision

Course Description

This course examines contextual issues, current trends, and promising practices in education that school

leaders should consider when embarking on curricular and instructional design changes. Curriculum

development will be examined by evaluating the structure and content of the curriculum, the

effectiveness of the delivery system, and its overall alignment with the school systems learning

priorities. Effective instructional design that supports differentiation, the relationship to learning theory

and child development, and proven best practices will be emphasized. It will also examine the

alignment of curricular priorities with teacher professional development and various supervisory

approaches. The course seeks to instill the mindset that effective instructional leaders must come from

a base of teaching excellence.

Required Texts

Jensen, E. (1998). Teaching with the brain in mind. Alexandria, VA: ASCD.

Payne, R. K. (1998).A framework for understanding poverty. Highlands, TX: RFT

Publishing.

Tomlinson, C.A., & Allan, S. D. (2000). Leadership for differentiated schools. Alexandria, VA:

ASCD.

Wiggins, G., & McTighe, J. (2005, 2nd edition). Understanding by design. Alexandria, VA: ASCD.

Supplemental Texts

American Psychological Association (2001). Publication Manual of the AmericanPsychological Association. (5

thed.). Washington D.C.: Author.

Glickman, C. D., Gordon, S. P., & Ross-Gordon, J. M. (2004). Supervision and

instructional leadership: A developmental approach. (6th ed.). Boston: Allyn

& Bacon. [Selected chapters will be posted on Blackboard.com]

Marzano, R. J. (2003). What works in schools: Translating research into action. Alexandria,VA: ASCD

Marzano, R. J., Pickering, D. J., & Pollock, J. E. (2001). Classroom instruction that

works: Research-based strategies for increasing student achievement. Alexandria, VA: ASCD

Zemelman, S., Daniels, H., Hyde, A.(1998). Bestpractice: New standards for teaching and learning in

Americas schools. Portsmouth, N.H.: Heinmann

Recommended Professional Organizations:

Association of Curriculum & Staff Development (ASCD)

Content Specific Professional Organizations (such as National Reading Association)

National Staff Development Council (NSDC)

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Phi Delta Kappa

Course Goal

Participants will examine issues related to curriculum and instruction from the perspective of Leaders in

Learning Organizations and acquire the knowledge and skills to identify and address effective curricular,

instructional, and supervisory practices.

Course Essential Questions

What contextual issues impact and influence curriculum and instruction?

What are we preparing students to do?

How are we utilizing information about students background and school culture to support teaching

and learning?

What is the relationship between the teaching and learning vision, curriculum and instruction,

assessment, and faculty development?

What constitutes an effective curriculum development process?

What proven best practices and learning theories should guide curriculum development and

instructional programs?How can school leaders more effectively use research and assessment to guide curriculum development

and instructional design?

How can school leaders support differentiated instruction?

What does differentiated instruction and differentiated supervision look like in a learning organization?

Summary of Course Instructional Focus & Assessment

(aligned to the national leadership standards (ELCC) and

the New York leadership standards)

Objectives (Standard #) Primary Learning Activities Performance

Assessment

1. Identify important

contextual issues that

impact and influence

curriculum and instruction.

(ELCC 6.1a, 6.1b, 6.1c, 6.1f)

1) Teams do online research, create

issues & trends posters ( related to

future workforce needs, role of

technology, time, and resources), and

facilitate discussion

2)Individual journal quick write

1) Poster represents

collective understanding

of key issues

2) Quick Write response

focuses on target

questions

2. Formulate a vision of

teaching and learning.

[ELCC 1.1a, 1.2a, 1.2b;

NY (a), (g)]

1) Class exercise: identify guiding

beliefs about teaching and learning

2) Class exercise: compare and

contrast school vision statements

3) Develop Supervisory Platform

4) Research and present school

demographic report

5) Team online research: time, global

workforce needs, role of technology,

and resources

1) Indiv./team belief

statements

2) Teams identify critical

elements in vision

development

3) Platform statement

responds to guiding

questions about leaders

role in supporting

teaching and learning

4) Demographic data

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sources protocol; and

rubric

5) Presentations that

respond to session

guiding questions and

highlight implications for

teaching and learning

3. Access multiple data

sources to identify the

school community culture

and demographic profile.

[ELCC 2.1a; NY (d)]

Demographic report & presentation

that addresses teaching and learning

implications

Demographic data

sources protocol and

rubric

4. Identify the impact and

implications of poverty on

students learning. [ELCC

6.1c, 4.2c; NY (d)]

1)Class discussions and reactions to

cases representing generational

poverty (Ruby Payne)

2) Research and present schooldemographic report

1).Self-assess

understanding of

scenarios based on

resource list

2) Demographic data

sources protocol; and

rubric

5. Identify impact of

accountability environment

on teaching and learning.

[ELCC 6.1 d; NY (f), (i)]

Online (Blackboard) team discussion

of federal/state mandates

Individual student

responses and

contributions to

targeted questions

6. Develop an understanding

of an effective curriculum

development process. [ELCC2.2b; NY (d)]

Conduct field research, analyze, and

present curriculum developmentprocess in school system.

Class exercise: Curriculum

development needs assessment

survey; implications for school

leaders

Curriculum report:

response to curriculum

interview questionprotocol & rubric

7. Apply understanding of

how to promote proven best

practices and the integration

of learning theories into

curriculum development and

instructional programs.

[ELCC 1.3b, 2.2a, 2.2c, 2.3a,

2.3b, 2.3c; NY (d), (h), (i) ]

1) Curriculum mini project: unit

outline using Backward Design

2) Culminating Curriculum &

Instruction Project report

3) Best Practices Mini Project

research and presentation

4) Class discussion of school best

practices based on interview with

building administrator

1) Backward Design

Unit outline rubric

2) Culminating project

protocol

3) Best Practices rubric

4) Use of best practices

checklist

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8. Demonstrate

understanding of how to

identify and bring together

diverse elements of the

school community to

enhance teaching and

learning. [ELCC 4.1a, 4.1d;

NY (a), (d), (g), (i)]

1) Demographic report &

presentation that addresses teaching

and learning implications

2) Curriculum unit outline using

Backward Design

3) Class discussions of poverty case

studies (Payne)

1) Demographic data

sources protocol and

rubric

2) Backward

DesignUnit outline

rubric

3) Self-assessment using

resource checklist

(Payne)

9. Identify how school

leaders should support

diverse student learning

needs through

differentiated instruction

[ELCC 4.2c; NY (a),(d), (h), (i)]

1)Discussion and role play

(supervisor-supervisee) based on

differentiated instruction case

scenarios

2) Class discussions and reactions to

cases (Ruby Payne); individual

reflections of implications in own

classrooms

1) Peer assessment

based on developmental

approach to supervision

2) Individual responses

to guiding questions for

schools (Payne)

10. Demonstrate effective

use of research and

assessment to inform

curriculum development and

instruction. [ELCC 2.3c, 4.2

b, 6.1a; NY (d), (f), (h), (i)]

1)Research data sources for

Demographic Report & make

presentation that addresses teaching

and learning implications

2) Team online research: time, global

workforce needs, role of technology,

and resources

3) Best Practices research and

presentation

4) Culminating Curriculum &Instruction Project report

1) Demographic data

sources protocol and

rubric

2) Team presentations

that respond to session

guiding questions and

highlight implications for

teaching and learning

3) Best Practices rubric

4) Culminating projectprotocol and rubric

Course Requirements

(Refer to Attachment section for specific detail of assignments and expectations)

Attendance and Participation in Class: 15%

Individual Project(Demographic): 15%

Paper Response (Curriculum Development Process): 15%

Individual or Team Project: 10%

Curriculum unit backward design outline

Curriculum & Instruction Best Practices Project: 30%

Part 1: Best Practices Research Presentation (10%)

Part 2: Final Project Paper (20%)

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[CF standards 1a, 1b, 1c, 1d, 1e, 2a, 2d, 2e, 3a, 3b, 3d, 4a, 5c, 5d, 5e]

Supervisory Platform Statement: 5%

[CF standards 1a, 1b, 1c, 1d, 1e, 2a, 2d, 2e, 3a, 3b, 3d, 4a, 5c, 5d, 5e]

Online Discussion: 10%

Field-based Experiences: All assignments should be linked to the context of your school. It is

expected that the various assignments will require approximately 15 hours, including observations,

interviews, and data collection. At the end of the semester you will need to complete a summary field

log form to document the field-based experiences.

Evaluation/Grading

Grading in this course will be guided by mastery learning, ongoing self assessment, and peer

assessment. Rubrics and protocols will establish the expectations for each assignment. Students will be

given an opportunity to revise assignments that are below expectations. Anything below a B is not

acceptable for graduate work. The grading scale is as follows:

Late Assignments: Due dates for various assignments are indicated in the course outline. Assignments

which are turned in late will lose credit at the rate of one point value for each day past the due date.

Academic Honesty (excerpt from School of Education catalog):

All forms of academic dishonesty, unfair advantage, and plagiarism will have consequences, from failure

of the assignment or failure of the course, up to and including expulsion from the School of Education.In all cases where academic dishonesty is suspected, both faculty members and students have the

obligation to bring the matter to the attention of the Associate Dean for Graduate Advising.

ADA STATEMENT : Students needing accommodations for a documented disability should notify the

instructor at the beginning of the semester.

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MANHATTANVILLE CONCEPTUAL FRAMEWORK (CF) STANDARDS

MANHATTANVILLE CF MANHATTANVILLE CONCEPTUAL FRAMEWORK INDICATORS

1a. Learning and Teaching Combines a depth of knowledge of academic disciplines with

understanding of pedagogical theory and research

1b. Learning and Teaching Demonstrates knowledge and use of multiple assessments and

appropriate diagnostic techniques1c. Learning and Teaching Demonstrates teaching driven by reflective practice within the

context of a community of learners

1d. Learning and Teaching Develops developmentally appropriate strategies based on structure

and method of the discipline

1e. Learning and Teaching Applies educational theory to classroom practice

2a. Diverse Learners Demonstrates respect for and values all children

2b. Diverse Learners Demonstrates knowledge of child development

2c. Diverse Learners Demonstrates understanding of how to foster self-esteem,

motivation, character and civic responsibility

2d. Diverse Learners Considers the challenges likely to be encountered by diverse learners

and strategies to help diverse learners meet those challenges.2e. Diverse Learners Demonstrates a belief that all children can learn. Provides a

supportive environment for diverse learners and treats all students

equitably

3a. Liberal Arts Models a strong speaking, writing, reading and listening skills

3b. Liberal Arts Demonstrates sound knowledge of educational technology in

planning, designing, delivering, and evaluating effective learning

experiences

3c. Liberal Arts Demonstrates a broad knowledge of the liberal arts

3d. Liberal Arts Demonstrates a deep understanding of the content appropriate to

the teaching specialty and relevant applications of that content.

3e. Liberal Arts Demonstrates a commitment to motivate and enable all students toattain high standards of academic achievement

4a. Family, School and

Community

Understand that the involvement of the home enhances the work of

the school

4b. Family, School and

Community

Promotes child-focused collaboration with parents, staff and

community organizations

5a. Professionalism Is committed to a life-long pursuit of learning and professional

growth

5b. Professionalism Utilizes reflection as a tool for self-growth, program assessment, and

instructional effectiveness

5c. Professionalism Assumes a professional role within the organizational system of the

school

5d. Professionalism Is responsive to research and best professional practices

5e. Professionalism Interprets and implements regulatory, professional, and ethical

standards.