Syllabus

Master of Science in Education

EDU 707: Instructional Leadership – Spring B 2017

Credits - 3

Description

School leaders must also be “lead teachers.”  Participants will explore 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

EDU 707 is aligned with InTASC (Interstate Teacher Assessment and Support Consortium) Core Teaching Standards and PSEL Standards (Professional Standards for Educational Leaders). Given this backdrop, the following objectives have been identified for EDU 707 and matched to the InTASC and PSEL Standards.

Students will:

• Learn models of curriculum development. (InTASC Standard 7; PSEL Standards 2, 3, 4, 6, 7)
• Use research-based strategies to devise instructional activities. (InTASC Standards 8, 9; PSEL Standards 4, 5, 6, 7)
• Understand theories of learning and human development and incorporate them in the design of curriculum, including differentiation to meet diverse student needs.(InTASC Standards 1, 2, 4; PSEL  Standards 4, 5, 7)
• Learn a process for designing effective classroom or school district curriculum, instruction, and assessment that includes implementation and monitoring of curriculum, instruction, and assessment. (InTASC Standards 6, 7, 8, 9, ; PSEL Standards 1, 4, 6, 7, 9, 10)
• Design a unit that responds to a class or school learning challenge, uses a curriculum map to take into consideration the broader curriculum, uses standards and research-based teaching strategies and includes quality assessments. (InTASC Standards 3, 6, 7, 8; PSEL Standards 2, 3, 4, 6, 7, 10)
• Plan lessons and units that appropriately use research-based strategies. (InTASC Standards ; PSEL Standards 4, 5, 6, 7)
• Analyze benefits in collegial support for implementing and monitoring curriculum and strategies for overcoming challenges. (InTASC Standards ; PSEL Standards 5, 6, 7)

Assignments

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

Week 2 School Structure/Flexibility Analysis: Review the 15 scales of structure to flexibility presented in Bondi and Wiles. Then look for evidence of these 15 descriptors in your school, and 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”), 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 slideshow 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	100 Points
Discussion Boards (8 @ 4 points each)	32
School Structure/Flexibility Analysis	15
Analysis of a Curriculum/Instructional Framework	5
Standards Implementation	10
Evaluation of Curricular Program	15
Curriculum Implementation Plan	10
Reflective Journal - Curriculum Development	13

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