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