Curriculum and Instructional Leadership:
A commitment to life-long and self-directed learning is essential for effective learning-centered curriculum and instructional leaders. These leaders need to have a deeper understanding of the way students learn and their level of learning. In most cases, effective instructional leaders are extremely committed and involved in both curricular and instructional issues that have a direct impact on student accomplishment ("What is Instructional Leadership?" 2005). Currently, efficient school leadership must combine the traditional leadership duties like evaluation, scheduling, maintenance of facilities, and budgeting with an increased engagement with particular teaching and learning aspects. The creation of a professional learning environment in which students constantly improve their knowledge and skills requires an understanding of how they learn. Consequently, curriculum and instructional leadership plays a critical role in the process because leaders must put curriculum and instruction first ("Leadership Professional Development Policy," 2009).

History of Curriculum and Instructional Leadership:

Since curriculum and…...

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References:

Chell, J (n.d.), Introducing Principals to the Role of Instructional Leadership, Saskatchewan

School Boards Association, viewed 17 May 2012,

DuFour, R (2002), 'The Learning-Centered Principal', Beyond Instructional Leadership, vol. 59,

no. 8, pp. 12-15.

cal.org).
One negative impact of ELL laws on curriculum development is presented in Education eek (Zehr, 2009). In schools with a small number of ELLs, "…first generation immigrant students do better academically if they aren't placed in an ESL class" (Zehr, p. 1). This may be true because ELLs aren't invited to access to mainstream "…core academic curriculum"; also, their counterparts that are in mainstream classes with no ESL available "do better academically than students who are put in ESL classes" (again this is only true in schools with few ELLs) (Zehr, p. 1). A positive impact vis-a-vis the benefits of SIOP for non-ELL teachers is that the SIOP protocol helps "distinguish teachers" (who work with the program) from other teachers with no experience in SIOP (ARCC).

THREE: How has the gifted educational movement impacted the evolution of curriculum development? Address both negative and positive impacts…provide examples.

For one thing, educators have seen…...

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Works Cited

Appalachia Regional Comprehensive Center. (2007). SIOP Implementation: NC Success Stories.

Retrieved August 13, 2013, from http://www.arcc.edvantia.org.

Cal Sheltered Instruction Observation Protocol. (2013). What is the SIOP Model? Retrieved

August 14, 2013, from  http://www.cal.org/siop/about/ .

7.

What policies should be taken into account for the curriculum design?

Institutional policies concerning the disciplines being offered should be taken into account (Keating).

Case Study #2: Philmore College

1.

What parameters must the curriculum committee consider when designing the courses?

The design parameters that should be considered by the curriculum committee should include "all components (title, purpose, and description; outcomes, teaching-learning strategies, content, classes; opportunities for students to demonstrate learning and faculty evaluation of student achievement), and the relationships between and among them" (Iwasiw et al.).

2.

In what way will a commitment to active learning influence course design?

As the term implies, active learning requires effort on the part of the educator as well as the learners in an intensive fashion. For example, Michael and Modell (2003) report that all active learning approaches "ultimately require students (the learners) to test their current mental models of the phenomenon being considered. All of these techniques require that educators…...

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References

Cook, P.R. & Cullen, J.A. (2003, July/August). Caring as an imperative for nursing education.

Nursing Education Perspectives, 24(4), 192-195.

Fontaine, K.E. Curriculum planning for degree nursing programs.

Iwasiw, C., Andrusyszyn, M.A. & Goldenberg, D. Curriculum development in nursing education. Sudbury, MA: Jones and Bartlett Publishers.

Curriculum Change Plan Chart
Subject Area Targeted:

We are targeting Social Studies as a curriculum change. This change is designed to follow through the elementary levels through high school, to be integrated not just in a factual approach, but to reflect newer ideas surrounding critical thinking, vetting of sources, use of electronic data, and events that have occurred in the era of globalization.

Specific to this is the issue surrounding globalization. We must, in fact, prepare the study of today to be the global leader of tomorrow. Globalization, or the idea that there is increased cooperation (economic, political, social and cultural) between nations, contributes immensely to the idea of diversity management within the public and private sectors. This should not be surprising, since with the removal of trade barriers, organizational culture and the movement of employees and stakeholder expectations change as well. Global societies, thus global public management, is more pluralistic as well…...

According to the Education World Web site, the National tandards for Language Arts was created by the National Council of Teachers of English. The Language arts include reading, writing, speaking and listening skills. For the English language, the National tandards include building skills involving communication, critical thinking, and evaluation. The educational system is to provide students with a wider perspective not only of themselves, but also of the world in which they function.
Philosophically and socially this means an intercultural build-up of an educational basis that will help students not only cope with further educational demands, but also with life in general. uch standards are in keeping with the democratic principles of the country. In pragmatic terms, students are indeed given a much more equal basis of education than the case was in the past. On sociological terms, learning to handle language in both academic and non-academic contexts help learners…...

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Sources

California State Board of Education (1997, Dec). English-Language Arts Content Standards for California Public Schools.  http://www.cde.ca.gov/be/st/ss/documents/elacontentstnds.pdf 

Chiba, Susan (1992, Jan 8). A National Curriculum: Seeking Fairness for All. New York Times.  http://www.nytimes.com/1992/01/08/us/a-national-curriculum-seeking-fairness-for-all.html 

Education World. (2009). National Standards -- English Grades K-12. http://www.education-world.com/standards/national/lang_arts/english/k_12.shtml

Robertson, Caryn. (1998, March 24). Correcting the Curriculum. Online News Hour.  http://www.pbs.org/newshour/forum/march98/education2.html

Curriculum Specialist
Especially with the emphasis by the federal government on student performance with "No Child Left Behind," there exists an essential need for a well-educated and skilled curriculum specialist for school systems.

Specific Skills:

Excellent classroom presentation, facilitation, and management abilities.

Strong organizational and time management skills.

Ability to complete responsibilities in a professional environment with cross-functional teams, as well as an individual contributor.

Excellent verbal, written and interpersonal communication skills. Most important, providing full attention to what others have to say, taking time to listen to and understand points being made, questioning as appropriate, and only offering input when needed.

Facility in multi-tasking and handling high-pressured situations.

Capability to think proactively and strategically. This consists of applying logic and reasoning to identify the pros and cons of alternative solutions, conclusions or approaches to problems.

Knowledge:

Mediation and negotiating.

PC capabilities including Microsoft Word, PowerPoint and database skills

Educational learning theories and specialist areas including special education, gifted and talented, vocational…...

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References

Lord, M. "Leave no school behind: they're fighting for high-quality education. You can, too.(Parenting Special)." (2005) Essence (35)11: 190-196.

Thorton, S, & Houser, N. (1996) "Status of Social Studies Curriculum in Delaware."Center for Educational Leadership and Development College of Education, University of Delaware.

 http://online.onetcenter.org/link/summary/25-9031.00 

Summary Report for:25-9031.00 - Instructional Coordinators

At which point, students who are enrolled in the program will begin to see improvements in their mental attitudes and achievement scores. (Lindhold, 2002)
However, there have been concerns that this program could often ignore Hispanic students who have trouble learning English. The reason why, is because a high percentage of Hispanic students have the highest dropout rates among all the different minorities. As a result, researchers found that Two Way Immersion programs help to improve the performance of Hispanic students who are English language learners. The reason why, is because these programs reach out to them from a cultural perspective and it has the students pledge, to remain in school. This is significant, because it helps to give these students direction and assistance. At which point, they will begin to perform better in school, changing their mental attitudes. (Lindhold, 2002)

The Strengths and Limitations of Two Way Immersion Programs

The Two…...

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Bibliography

Two Way Immersion Education. (1998). Tools for Schools. Retrieved from:

 http://www2.ed.gov/pubs/ToolsforSchools/2way.html 

Lindhold, K. (2002). The Impact of Two Way Immersion on Students Attitudes Toward School and College. ERIC Clearinghouse on Languages and Linguistics.

Post-secondary education would benefit from a Pan-Canadian plan to assess the impact of e-learning initiatives.

It is important that instructional design match the goals and potential of e-learning.

Research is needed to determine the feasibility and effectiveness of such things as learning objects and multimedia applications.

Properly implemented computer mediated communication can enrich the learning environment; help reduce low motivation and feelings of isolation in distance learners.

E-learning appears to be more effective in distance education, where technology use is required than in face-to-face instructional settings. (Abrami, et al., 2006)

Implications for policymakers include the "effective and efficient implementation of e-learning technologies represents new, and difficult challenges to practitioners, researchers, and policymakers." (Abrami, et al., 2006) it will be further necessary that administrators of schools "balance the needs of all stakeholders, and the cost-benefit ratios of technology tools" not only in making decisions as to what technologies should be used but as well as to…...

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Bibliography

Bedi, K and Lange L (2007) the Impact of Faculty Interaction on E-Learning at U21 Global - Some Preliminary Evidence. U21Global Graduate School for Global Leaders. March, 2007. Online available at  http://www.u21global.com/PartnerAdmin/ViewContent?module=DOCUMENTLIBRARY&oid=157372 

Abrami, Philip C. et al. (2006) a Review of e-Learning in Canada: A Rough Sketch of the Evidence, Gaps and Promising Directions. Canadian Journal of Learning and Technology Vol. 32(3) Fall. 2006. Online available at http://www.cjlt.ca/content/vol32.3/abrami.html

Curriculum Sharing

The district must then serve as the interpreter of specific and global need for the district, based on its particular composition and the state where needed. (Koppang, 2004, p. 154)
Choose two of the eleven major functions as described in the Power point presentation and describe how these functions are instantiated in the Tempe document. Give examples to illustrate the ways that each function can be implemented. (I do not have this information)

Analyze how the functions are represented in the curriculum document for that district. Are the functions adequately implemented? Give reasons for your opinion. (I do not have this information)

Section 2 eferences:

Gross, P.A. (1997). Joint Curriculum Design: Facilitating Learner Ownership and Active Participation in Secondary Classrooms. Mahwah, NJ: Lawrence Erlbaum Associates.

Koppang, a. (2004). Curriculum Mapping: Building Collaboration and Communication. Intervention in School & Clinic, 39(3), 154.

Tempe Union High School Curriculum Development Model. etrieved July 2007 from: http://www.tuhsd.k12.az.us/departments/curriculum/CurriculumModel.pdf

Section 3:

Analyze the…...

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Reference:

Alaska Department of Education & Early Development: Mathematics and Science. Retrieved July 2007 at  http://www.eed.state.ak.us/TLS/FRAMEWORKS/mathsci/ms4inst.htm 

Section 5:

This assignment improved my understanding of curriculum development and the diversity that is seen across states and districts. I was particularly impressed with the information I gathered on individualized (campus based) curriculum development as it seems the most logical starting place for the development of meaningful curriculum. I also enjoyed learning about older theories that are being applied today to curriculum development and theory, i.e. Bruner and Tyler. Understanding the skills needed to assess and help implement curriculum, in need of change is essential to administration and even classroom skills, as process for curriculum development vary across the states and districts.

If I were to perform this task again I would like to further explore the primary documents associated with the theorists, and research a bit more about the history of curriculum development plans, before and after NCLB to better understand how curriculum development has changed and how the various states are implementing change. Lastly I would like to look more closely at secondary literature with regard to assessment of development standards, as I believe this would improve the material learning in this section. Some of the specific gorgon offered in the state curriculum planning documents was hard to understand, specifically Vermont, more time to look at a glossary would likely help.

For example, to assess arithmetic, number and operations concepts, the measurable objectives used include the pupil being able to demonstrate an understanding of the relative magnitude of numbers, being able to accurately solve problems involving proportional reasoning and applying properties of numbers. These criteria would be assessed and supported through documentation as evidence. To assess the overall depth of knowledge of each pupil, the attainment of each measurable objective is compared to a standardized chart in order to assess the level of achievement reached (Department of Education, n.d.). The Department of Education Web site also supplies teachers supplementary materials which outline the required knowledge which must be demonstrated by the pupil to attain each measurable objective.
The materials meet the first aim of the strategic plan, as they are designed to promote high-quality instruction, in such a way as to improve student achievement. The provision of these materials is aimed…...

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References

Cuban, L. (1995) the hidden variable: How organizations influence teacher responses to secondary science curriculum reform. Theory Into Practice, 34(1), 4-11.

Department of Education (n.d.) Mathematics Grade Expectations: Depth of Knowledge Levels. State of Vermont Department of Education. Retrieved October 27, 2007, at  http://education.vermont.gov/new/pdfdoc/pgm_curriculum/mathematics/resources/dok_levels.pdf .

Department of Education (2006) Strategic Plan 2006-2007. State of Vermont Department of Education. Retrieved on October 27, 2007, at  http://education.vermont.gov/new/pdfdoc/pubs/strategic_plan_07.pdf .

Department of Education (2007) State Board of Education. State of Vermont Department of Education. Retrieved on October 26, 2007, at  http://education.vermont.gov/new/html/mainboard.html .

Curriculum Trends in the Next 10 Years
For more than 20 years, curriculum and its accompanying emphasis on standards and accountability for learning have dominated the debate over improving education. Today, the controversy over how to provide equity in achieving the curriculum, how to achieve compatibility between equity and high standards, and what comprises a meaningful curriculum are increasingly commonplace and serve to focus attention on the performance and progress of all students in America (Pugach & Warger, 2001). The most common strategy that educators have used in the past to get students to learn and do the right things is to modify the curriculum. Unfortunately, this approach to curriculum development has been largely unsuccessful. While there is no crystal ball that will allow educators to look into the future to determine the direction of curriculum trends over the next decade, a critical analysis of the relevant literature will provide some…...

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References

Childs, K., Clarke, S., Delaney, B., Dunlap, G. & Kern, L. (2001). Improving the Classroom

Behavior of Students with Emotional and Behavioral Disorders Using Individualized

Curricular Modifications. Journal of Emotional and Behavioral Disorders, 9(4), 239.

Cuban, L. (1993). The Lure of Curricular Reform and Its Pitiful History. Phi Delta Kappan,

Instead, the curriculum development responsibility is placed on the individual teachers, the majority who have less than two years of teaching experience. The result is that the teachers spent most of their time focused on such things as classroom management, that curriculum development is overlooked and no succinct curriculum is used in the school. This will cause problems as the students advance through the grades.
The Curriculum: No

As previously noted, the school is currently operating under numerous curriculums taken from various sources and therefore alignment is non-existence. At one level is the school district's mandated curriculum and testing that does not align with the theory of an expeditionary learning curriculum. On the other hand there is the lack of an aligned curriculum within the school. Instead teachers develop their own curriculum that is vaguely based on the expeditionary learning philosophy and simply provide assessment through the school district's procedures, which…...

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Bibliography

English, F.W. (2000). Deciding What to Teach and What to Test: Designing, Aligning and Auditing the Curriculum (Millennium Edition). Thousand Oaks, CA.: Corwin Press, Inc.

Expeditionary Learning Schools Outward Bound. Homepage. www.elschools.org.

Hawley, Suzanne W. And Carolyn V. Spillman. Literacy and Learning: An Expeditionary Discovery through Children's Literature. New York: Rowman & Littlefield Publishers, Inc., 2003

These two areas of the curriculum are equally important and thus should be treated that way. Both should have excellent programs for students so that they have an outstanding chance to succeed in both. The other area that the school needs to enhance is that of their theology curriculum. They appear to have a very good basic program but one that could be made even better with a little work. The idea of obtaining a religious-based education is to enable a student to do good things in the community with what they learn at school. The school needs to implement a program where the students could use what they are learning to give back to the community while learning how things in the real world work. The students should be given the opportunity to learn and grow by way of real world experiences, as this will only make them…...

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References

Catholic Education. (n.d.). Retrieved from  http://www.worcesterdiocese.org/schools/CatholicEducation/tabid/1085/Default.aspx 

Hall, T., & Mengel, M. (2002). Curriculum-based evaluations. Wakefield, MA: National

Center on Accessing the General Curriculum. Retrieved from  http://aim.cast.org/learn/historyarchive/backgroundpapers/curriculum-based_evaluations 

Kuehey, D., Morrison, J.Q., & Geer, C.H. (2009). A Professional Development Model for Math and Science Educators in Catholic Elementary Schools: Challenges and Successes. Catholic Education: A Journal of Inquiry & Practice, 12(4), 475-497.

Curriculum
What role do administrators and staff developers play in the curriculum design or revision process?

The governor of the state appoints members to the Florida State Board of Education. Some educational commissioners are elected locally by the public during general elections. This means that school administrators and staff developers play an indirect role in curriculum design and revision. The superintendents of school districts are also in charge of local variances in curriculum and instruction. For example, in Miami-Dade County, Associate Superintendent Milagros . Fornell addresses curriculum and instruction (Miami-Dade County Public Schools, n.d.). Staff developers and school administrators can and often do participate as consultants in the curriculum design and revision process.

What are the expectations related to who uses the curriculum that is developed and how the curriculum is used?

There are several expectations related to who uses the curriculum that is developed at both the state and district level. Local schools…...

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References

Florida Department of Education (2012). Next Generation Sunshine State Standards. Retrieved online:  http://www.fldoe.org/bii/curriculum/sss/ 

Miami-Dade County Public Schools (n.d.). Curriculum and instruction. Retrieved online:  http://curriculum.dadeschools.net/

The idea of community service was also involved. The students not only got to visit a nursery, they were instructed on the benefit of trees. After their visit to the nursery, the students participated in planting several trees throughout the community.

The basic concept of expeditionary learning is beneficial to the students. However, because the school is still tied to the district, they still must meet various standards and benchmarks. These standards and benchmarks often do not fit into the expeditionary learning curriculum, thus there is often a conflict of two competing curriculums. This does not benefit the students because they end up being stuck between the two and therefore do not get the benefit of the singular curriculum. Further, the general flow of the expeditionary learning curriculum is interrupted, and the main point of teaching the children self-learning and the concept of how everything is connected is lost.

If I were…...

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Bibliography

Expeditionary Learning Schools Outward Bound. Homepage. www.elschools.org.

Hawley, Suzanne W. And Carolyn V. Spillman. Literacy and Learning: An Expeditionary Discovery through Children's Literature. New York: Rowman & Littlefield Publishers, Inc., 2003.

Outward Bound Staff. Roots. San Francisco: Outward Bound, Inc., 2000.

In our opinion, at this time the most pressing challenge faced by school leaders is safely continuing with student education while also managing the risk of disease posed to people by the current COVID-19 pandemic.  Many school districts immediately scrambled to get technology into place to support distance-learning, but quickly found that while the technology is important for delivery of classroom materials, the technology is only a tool in the hands of educators.  Educators need to be able to teach using the technology, and, if they are unable to do so, they put their students at a disadvantage.

Moving forward,....

....

Fairness in the classroom can be seen through:

1. Equal Opportunities: Providing all students with equal access to resources, materials, and learning opportunities.

2. Consistent Rules and Expectations: Applying the same standards and expectations for all students, regardless of their background or abilities.

3. Clear Assessment Criteria: Clearly defining and communicating assessment criteria to ensure all students are evaluated on the same standards.

4. Respectful Environment: Promoting a classroom culture where all ideas and opinions are valued and respected, creating a safe space for everyone to contribute.

5. Differentiated Instruction: Offering a variety of instructional strategies and approaches to meet individual student needs and learning....

There are several ways in which governments can help education in schools located in rural areas. Here is a formatted response with proper spacing:

1. Increase funding: Governments can allocate more resources and funding specifically for schools in rural areas. This could be done through the establishment of special funding programs or grants that are solely dedicated to improving education in these regions.

2. Improve infrastructure: Governments can invest in upgrading the infrastructure of rural schools by constructing new buildings, renovating existing facilities, and providing necessary equipment and resources. This includes ensuring access to electricity, clean water, and proper sanitation facilities.

3. Enhance....