Principal as Curriculum Leader Shaping What Is Taught and Tested

ISBN-10: 1412960355
ISBN-13: 9781412960359
Edition: 3rd 2009
Description: In this third edition of their classic bestseller, Allan A. Glatthorn and Jerry Jailall examine four levels of curriculumstate, district, school, and classroomto explain how effective principals can influence curriculum at every stage and provide  More...
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List Price: $36.95
Edition: 3rd
Copyright Year: 2009
Publisher: Corwin Press
Publication Date: 6/20/2008
Binding: Paperback
Pages: 216
Size: 6.00" wide x 9.00" long x 0.75" tall
Weight: 0.792
Language: English

In this third edition of their classic bestseller, Allan A. Glatthorn and Jerry Jailall examine four levels of curriculumstate, district, school, and classroomto explain how effective principals can influence curriculum at every stage and provide examples that illustrate how school administrators can incorporate curriculum leadership into their organizational behavior. The Principal as Curriculum Leader, Third Edition , reviews the key issues that continue to affect how principals work in the "real world" and offers updates that include: Insightful analysis of the effects of NCLB An expanded treatment of content standards A new section on the influence of Interstate School Leaders Licensure Consortium (ISLLC) A discussion of team leadership and professional learning communities

Jerry M. Jailall recently served as the state coordinator for the federal Comprehensive School Reform program and as a Title 1 Consultant at the North Carolina Department of Public Instruction. He has worked with 172 elementary, middle, and high schools implementing school reform initiatives. He previously coordinated the NC School Improvement Grants program in 107 school districts under the standards-based GOALS 2000 federal initiative. He has over 25 years of K-12 experience in public education spanning Guyana, the Bahamas, and the US. He is a former lecturer at the University of Guyana. He obtained his doctorate in education from East Carolina University.

Dr. Allan A. Glatthorn (deceased) was a Distinguished Research Professor of Education (Emeritus) at East Carolina University, Greenville, North Carolina.

Preface to the Third Edition
Acknowledgments
About the Authors
Laying the Foundations
What It Means to Be a Curriculum Leader: No Child Left Behind (NCLB) and Beyond
Current Trends in Curricula
Beyond NCLB: Moving From State Standards and Their Unintended Consequences to Voluntary National Standards for States
The Hallmarks of Curriculum Quality
Chapter Summary
The Four Curriculum Levels: State, District, School, and Classroom
State Functions
District Functions
School Functions
Classroom Functions
Flexible Allocations
Chapter Summary
Importance of the Principal
NCLB Spurs New National Leadership Standards: Interstate School Leaders Licensure Consortium (ISLLC)
Defining Curriculum Leadership
Understanding the Problems of the Principal?s Curriculum Leadership Role
Understanding the Rationale for Principal Leadership
Uniting Principal and Teacher Leadership
Discharging the Leadership Functions
Chapter Summary
Shaping State and District Curricula
State Policies and Frameworks
Becoming Informed
Getting the Message Across
Evaluating State Frameworks
Chapter Summary
District Curricula
District Functions
Exercising Influence as the Principal
Chapter Summary
Providing Leadership
Developing Vision and Goals
Developing the School?s Vision of a Quality Curriculum
Developing the School?s Curriculum Goals
Chapter Summary
Rethinking the Program of Studies
Renewing an Existing Program of Studies
Restructuring the Program of Studies
Chapter Summary
Committing to a Learning-Centered Schedule
The Nature of a Learning-Centered Schedule
Developing a Learning-Centered Schedule
How the Principal and Teachers Can Make More Effective Use of the Existing Schedule
Chapter Summary
Integrating the Curriculum
Types of Integration
Arguments Supporting Integration
Arguments Questioning the Use of Integration
A Process for Resolving the Issue
Chapter Summary
Aligning the Curriculum
Types of Curricula
Aligning the Recommended and the Written Curricula
Aligning the Written, the Supported, and the Assessed Curricula
Aligning the Written and the Taught Curricula
Aligning the Hidden and the Learned Curricula
Aligning the Taught and the Learned Curricula
Chapter Summary
Monitoring the Implementation Process
The Argument About Monitoring
A Practical Solution
Chapter Summary
Working With Teachers
Making Yearly Planning Calendars
The Nature of Yearly Plans and a Rationale for Their Use
Organizing for Yearly Planning
Developing Yearly Plans
Reviewing the Plans
Chapter Summary
Developing Units of Study
A Rationale for Unit Development
Organizing for Unit Development
Developing Units Based on Constructivist Principles
Some Criticisms of Constructivism
Chapter Summary
Enriching the Curriculum and Remediating Learning
Helping Teachers Enrich the Curriculum
Helping Teachers Remediate Learning
Chapter Summary
Evaluating the Curriculum
Evaluating the Assessed or Tested Curriculum
Evaluating the Supported Curriculum
Evaluating the Written Curriculum
Evaluating the Taught Curriculum
Evaluating the Learned Curriculum
Chapter Summary
Looking Ahead
Curriculum Leadership: Putting It All Together
Work Closely With District Leadership
Set Up the Curriculum Organizational Structures
Use Team Leadership
Make Curriculum Improvement Part of an Overall Plan
Use an Incremental Process in Effecting Curricular Change
Prioritize Curriculum Tasks
Use Routine Activities to Support Quality Curricula
Develop Specific Plans and Manage Time
A Personal and Concluding Note
Chapter Summary
Index

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