Syllabus

Master of Science in Education

EDU 707: Instructional Leadership – Spring A 2016

Credits - 3

Description

School leaders must also be “lead teachers.” To effectively instill motivation and creativity in teachers, participants learn current models for curriculum design to ensure that instructional materials meet appropriate mandates for content and learning goals, and which also address students’ diverse needs, abilities, and experiences. Learning theories and styles are included, as are topics relating to curriculum theory and assessment.

Materials

Learning Objectives and Outcomes

Week 1

Students will:

• Analyze models of curriculum development. (Maine/InTASC Standards 1, 10; ISLLC Standards 2, 3, and 5)

• Compare theories of learning and human development and incorporate them in the design of curriculum, including differentiation to meet diverse student needs.(Maine/InTASC Standards 3, 4; ISLLC Standards 2, 3, and 5)

• Interpret historical and current curriculum development approaches using a real life situation (Maine/InTASC Standards 1, 4, 5, and 8; ISLLC Standard 6)

Week 2

Students will:

• Analyze dimensions in schools that relate to areas such as classroom spaces, philosophy of education, staffing patterns and administrative attitudes. (Maine/InTASC Standards 3, 6 and 8; ISLLC Standards 2, 3, and 5)

• Describe, based on a continuum, the design of teaching strategies, teacher and students roles and student progress (Maine/InTASC Standards 1, 4, 6, and 8 and ISLLC Standards 2, 3 and 5 )

• Compare approaches and programs to determine trends in curriculum (Maine/InTASC Standards 8, 9 and 10 and ISLLC 1 and 5 Standards )

Week 3

Students will:

• Explain theories of learning and human development and incorporate them and differentiation into the design of curriculum, to meet diverse student needs (Maine/InTASC Standards 1, 2 & 7; ISLLC Standards 1 & 2)

• Synthesize the various curriculum approaches, and the learning theories that inform them (Maine/InTASC Standards 1, 2 & 7; ISLLC Standards 1 & 2)

• Expand the horizon of our discussions by looking at a national trends (Maine/InTASC Standards 3, 4; ISLLC Standards 1 & 6)

• Interpret theories of learning and human development and incorporate them in the design of curriculum, including differentiation to meet diverse student needs.(Maine/InTASC Standards 3, 4; ISLLC Standards 2, 3, and 5)

Week 4

Students will:

• Select a process for designing effective classroom or school district curriculum, instruction, and assessment that includes implementation and monitoring of curriculum, instruction, and assessment. (Maine/InTASC Standards 2, 8; ISLLC Standards 1, 2, 3, and 5)

• Choose research-based strategies to devise instructional activities. (Maine/InTASC Standards 1, 10; ISLLC Standards 2 and 3)
• Design assessments to determine students’ achievement (Maine/InTAsC Standards 5 & 6); ISLLC Standard 2)

Week 5

Students will:

• Evaluate a research-based curriculum or approach for its effectiveness.  (Maine/InTASC Standards 1, 2, 4, 5, 6, 7, 8, & 10; ISLLC Standards 1, 2, 4, & 5)

• Select research-based strategies to devise instructional activities. (Maine/InTASC Standards 1, 10; ISLLC Standards 2 and 3)

• Design technology activities that will increase student learning. (Maine/InTASC Standards 2, 4; ISLLC Standards 2, 3, and 5)

Week 6

Students will:

Execute a process for designing effective classroom or school district curriculum, instruction, and assessment that includes resources and communications (Maine/InTASC Standards 2, 8; ISSLC Standards 1, 2, 3, and 5)   

• Evaluate a unit that responds to a class or school learning challenges, uses standards and research-based teaching strategies and includes quality assessments. (Maine/InTASC Standards 2, 8; ISSLC Standards 1, 2, 3, and 5)  

• Synthesize and examine curriculum based on implementation needs. (Maine/InTASC Standards 2, 4; ISLLC Standards 2, 3, and 5)

• Analyze benefits of peer support in effective implementation and monitoring of curriculum; challenges to teachers providing instructional support to one another; and structures and processes that can facilitate effective collegial instructional support. (Maine/InTASC Standards 2, 8; ISLLC Standards 1, 2, 3, and 5)

Week 7

Students will:

• Synthesize and examine curriculum based on implementation needs. (Maine/InTASC Standards 2, 4; ISLLC Standards 2, 3, and 5)

• Analyze benefits of peer support in effective implementation and monitoring of curriculum; challenges to teachers providing instructional support to one another; and structures and processes that can facilitate effective collegial instructional support. (Maine/InTASC Standards 2, 8; ISLLC Standards 1, 2, 3, and 5)

Week 8

Students will:

• Identify knowledge and skills within standards. (Maine/InTASC Standards 4, 5 & 6; ISLLC Standards  2 & 5)

• Apply research-based instructional strategies and plan lessons and units that use these strategies appropriately.  (Maine/InTASC Standards 2, 5 & 7; ISLLC Standards 1, 2, 3, and 5)

• Understand theories of learning and human development and choose them in the design of curriculum, including differentiation to meet diverse student needs. (Maine/InTASC Standards 1,2, 4, 5, 7 & 8; ISLLC Standards 1, 2, 3, and 5)

• Learn and create a process for designing effective classroom or school district curriculum, instruction, and assessment that includes implementation and monitoring of curriculum, instruction, and assessment. (Maine/InTASC Standards 1, 2, 4, 5, 7 & 8; ISLLC Standards 1, 2, 3, 5 & 6)

Course Standards Note:

• “Maine Standards/InTASC” refer to the teacher certification standards in the State of Maine.
• Interstate School Leader Licensure Consortium (ISLLC) Standards are used for UNE Education Leadership courses. Please refer to the ISLLC Standards within Course Resources.

Assignments

Weeks 1, 2, 3, 4, 5, 6, 7, 8 Discussion Boards

Week 2 School Structure/Flexibility Analysis:

• Complete the School Structure/Flexibility Analysis Worksheet. Present evidence or observations to support your rating of your school on the 15 scales. 

Week 3 Analysis of a Curriculum/Instruction Framework: Select an approach to instruction/curriculum (here called a “framework”) (see example below) and write an analysis of it.

Week 4 Standards Implementation: Outline a plan to implement a curriculum area in your classroom/school/district.

Week 5 Evaluation of a Curricular Program: Identify a curricular program that already exists in your school and conduct an informal evaluation of its success.

Weeks 6/7 Curriculum Implementation Plan (due Week 7):  Create a PowerPoint that outlines the implementation of a curriculum unit. This plan should consider the logistics of the curriculum implementation including who will do what by when, the challenges likely to be encountered, and means to address these challenges. 

Week 8 Reflective Journal – Curriculum Development: Reflect on the work that you have done in curriculum development in this course.

Grading Policy

Your grade in this course will be determined by the following criteria:

Grade Breakdown

Assignment	Points
Discussion Boards (8 @ 4 points each)	32
School Structure/Flexibility Analysis	10
Analysis of a Curriculum/Instructional Framework	10
Standards Implementation	10
Evaluation of Curricular Program	14
Curriculum Implementation Plan	14
Reflective Journal - Curriculum Development	10
Total	100

Grade Scale

Grade	Points Grade	Point Average (GPA)
A	94 – 100%	4.00
A-	90 – 93%	3.75
B+	87 – 89%	3.50
B	84 – 86%	3.00
B-	80 – 83%	2.75
C+	77 – 79%	2.50
C	74 – 76%	2.00
C-	70 – 73%	1.75
D	64 – 69%	1.00
F	00 – 63%	0.00