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THE UNIVERSITY OF MONTANA

Phyllis J. Washington College of Education and Human Sciences

Department of Educational Leadership

Summer 2012

EDLD 568

K-12 Curriculum

June 18-June 29, 2012

Class Location: Room 322 PJW Class Time: 8:00 am -12:00 pm

Instructor: Patty Kero, Ed.D. Email: patty.kero@mso.umt.edu

Office Room: Room 206 Office Phone Number: 243-5623 Office Hours: By appointment

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K-12 Curriculum

Please turn off cell phones while in class.

Course Purpose The purpose of this course will be to examine major aspects of curriculum as related to the duties and responsibilities of school administrators such as issues concerning development, review, and evaluation of curriculum. K-12 Curriculum is designed to examine and evaluate the curricular models and practices utilized in elementary, intermediate, and secondary school settings. The ultimate goal is to help formulate appropriate curricular models for the 21st century. Course Objectives Students will grow toward being educated, successful professionals by developing proficiency in knowledge and skill application, as evidenced by demonstration of the ability to:

1. explain the development of curriculum in American schools during the last century; 2. promote the curricular needs of the future; 3. discuss the fundamental principles of curriculum development, review, and evaluation; 4. identify the best practices in curriculum development; 5. understand the current terminology associated with curriculum, assessment, and instruction; 6. develop leadership procedures for identifying and resolving curriculum issues; 7. promote the success of all students by facilitating the development, articulation, implementation,

and stewardship of a vision of learning that is shared and supported by the school community; 8. promote the success of all students by advocating, nurturing, and sustaining a school culture and

instructional program conducive to student learning and staff professional growth; and 9. promote the success of all students by collaborating with families and community members,

responding to diverse community interests and needs, and mobilizing community resources.

Note: These objectives correspond to the Standards for School Leaders as determined by the Interstate School Leaders Licensure Consortium (See Appendix in the back of this syllabus). Additional Course Objectives While completing the course activities, the students will be able to demonstrate the following:

1. the ability to understand what standards and benchmarks are in a given curricular area, 2. the ability to analyze whether the standards and benchmarks are being achieved in the classroom

via the curriculum being implemented, 3. the ability to identify and support the use of differentiated instructional strategies to ensure

students achieve stated standards and benchmarks, 4. the ability to identify and understand the use of formative assessment to achieve the stated

standards and benchmarks, 5. the use of summative assessment in the process as well, and 6. the ability to understand and support the use of data to make ongoing decisions about the

curriculum.

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Instructional Methods Instructional methods will utilize “hands on” as the primary means of learning. A number of teaching and learning formats are included to promote individual personal and professional growth, and to advance group interactions with all participants. Large class presentations, small class process groups, reflective writing, synthesis writing, problem-solving case study activities, structure book discussions, independent reading, and inquiry circles will also be employed. Computer technology will be used in the class. Required Texts and Readings (Students will provide.) Kendall, J. (2011) Understanding common core state standards. Alexandria, VA:

ASCD Popham, W.J., (2010). Everything school leaders need to know about assessment. Thousand Oaks, CA: Corwin Press, A Sage Company Wiles, J., (2009). Leading curriculum development. Thousand Oaks, CA: Corwin Press, A Sage Company Required Texts and Readings (Dr, Kero will provide) Chin, B.A., (2011). Teaching writing in the context of common core state standards. Sadlier, Professional Development Series Peddiwell, J. A., (1939). The saber-tooth curriculum, including other lectures in the history of Paleolithic education. McGraw-Hill. (online) Other readings as assigned during the course. (Dr. Kero will provide.) Some are listed below: de Bono, E. (1999). Six thinking hats. Boston, MA: Little, Brown and Company. English, F. W. (2000). Deciding what to teach and test: Developing, aligning, and auditing the curriculum. Thousand Oaks, CA: Corwin Press, A Sage Company Jacobs, H.H., (2010). Curriculum 21: Essential education for a changing world. Alexandria, VA: Association for Supervision and Curriculum Development (ASCD). Kohn, A., (2000). The case against standardized testing: Raising the scores, ruining the schools. Portsmouth, NH: Heinemann Kohn, A., (2004). What does it mean to be well-educated? And more essays on standards, grading, and other follies. Boston, MA: Beacon Press The Council of Chief State School Officers (CCSSO) (2011). Interstate teacher

assessment and support consortium (InTASC), Model core teaching standards: A resource for state dialogue. Washington D.C.: CCSS0

Wiggins, G.. & McTighe, J. (1998). Understanding by design. Alexandria, VA: Association for Supervision and Curriculum Development (ASCD)

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Evaluation Criteria and Course Requirements

REQUIRED ASSIGNMENTS # Unit Value

Total Points

Percent of Total

Your Score

Class attendance 10 10 10% Class participation: brings daily assignments, actively participates in classroom discussions, instructional demonstrations, etc.

10 3 30 30%

Curriculum for the Future and Presentation 40 40 40% Random Act of Kindness 1 1 1% Final exam: Concept map 18 18 18% Final exam: One hour essay question P/F 1 1 1% Fieldwork Experience required, but not graded

Total 100 100% Course Required Assignments Class Participation: Students will be expected to attend ALL classes, interact with the instructor and fellow classmates in the learning activities and presentations, and develop discussions beyond the level of the text and/or presentations.

Contributions to in-class discussion and activities are essential. At the end of the session, your participation will be rated based on the following:

• evidence of reading and of understanding reading assignments • resourcefulness of comments (e.g., accurately citing current events and sources) • participation in small-group activities in class • completion of in-class activities • collegiality and respect for other students' time

Class Participation Rubric Excellent 3 pts Good 2 pts Fair 1 pt Poor 0 pts Student actively participates in class by asking questions, and participating in discussions in a thorough, meaningful way that stimulates rich conversation.

Student actively participates in class by asking questions, and participating in discussions in a thorough way that stimulates conversation.

Student rarely participates in class by asking questions, and participates in discussions in a cursory manner

Student never participates in class by asking questions, and/or participates in discussions.

Cites one of the textbooks and an outside reading

Cites one of the textbooks Cites one of the textbooks Cites no textbooks

Completes assignments, in high quality, by the next class period

Completes assignments, in high quality, by the next week

Completes assignments. Does not complete assignments.

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Daily Assignments: Students will be expected to complete the daily assignments (Journal Essays and other assigned assignments) by class time of the next class. Assignments are to be turned in reflecting very high quality of thought and content. All writing assignments are to be word processed using APA format.

Journal Essays (one page for each document) • Essay #1: Is the Saber-Tooth Curriculum relevant to current curriculum reform? Why or

why not? • Essay #2: What similarities and differences exist between the sources of curriculum

control? • Essay #3: How will neuroscience research play a significant role in reforming how we

define curriculum leadership, choose leaders, and create leadership programs? • Essay #4: Evaluate the CCSS as they relate to Montana students. • Essay #5: What does it mean to be well-educated? • Essay #6: What is your school’s vision of a quality curriculum? • Essay #7: Evaluate the future of curriculum, assessment, and instruction. • Essay #8: What is the most important leadership concept in curriculum

development? Why? Instructional Demonstration: Students will be assigned an instructional topic. The student will be expected to give a brief overview of the topic, and then demonstrate the practice by including the other students in an educational activity. This demonstration should be 10 minutes in length. More details will be given in class. Topics include the following:

• Activating Prior Knowledge (#1) • Six Thinking Hats (#2) • Graphic Organizers (#3) • Multiple Intelligences (#4) • 21st Century Instructional Strategies (#5) • Bloom’s Taxonomy and Questioning (#6) • Differentiated Instruction (#7) • The First 10 Minutes of a Lesson (Brain Rules) (#8) • Review Strategies (#9) • Understanding by Design (#10)

Students will be expected to instruct the class in the instructional strategy by using the strategy. Powerpoint or Prezi presentations are NOT expected or encouraged; rather thoughtful activities are required. Here are some tips:

Be creative! Do something different. Make it interesting. Use small groups, use the board, use a computer, use props, use dramatization. Use your imagination. There's lots of room for creativity in this assignment. (Try to make sure that your innovations enhance, or at least don't detract from the content.) Ask interesting, thoughtful questions! Don't limit the discussion to questions for which you have answers. Use the discussion as an occasion to inquire jointly with other prepared students into questions you find interesting and important.

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In addition to the assigned readings, expectations of class participation, and adherence to the Professional Standards for Student Performance, each student will be required to complete the following assignment: Curriculum for the Future (Rubric in Appendix J)

The purpose of this assignment is to complete a synthesizing activity as a culminating experience that is related to the experiences of a school leader. This assignment should include the following:

a. Introduction Include a definition of curriculum Incorporate a philosophy of curriculum Consider including a needs assessment of the present curriculum (A needs assessment is a process of identifying gaps between what is and what should be)

b. Preparation and Change for the Community Determine the organizational structure so that internal and external publics have a voice in the process. Address how the curriculum committee operationalizes change and reform throughout the year.

c. Identify Specific Curriculum Characterize the specific elements of the curriculum and pinpoint current trends in the subject areas and across the curriculum.

d. Address the State and National Curriculum Guidelines “The Common Core Standards are designed to be robust and relevant to the real world, reflecting the knowledge and skills that our young people need for success in college and careers. With American students fully prepared for the future, our communities will be best positioned to compete successfully in the global economy.” Evaluate this statement. Explore the future of the Common Core State Standards Explore the future of guidelines for assessments

e. Look at More than One Future Option Explore several plausible scenarios for the future

f. Support for Inclusion of Content Areas Determine why content area needs to be included

Determine appropriate assessment g. Support for Exclusion of Content Areas

Determine why content area needs to be included Determine appropriate assessment

h. Address Diversity Respond positively and constructively to diversity.

i. Address Differentiated Instruction Demonstrate the use of appropriate instructional strategies to differentiate instruction and engage all learners in complex thinking and meaningful tasks.

j. Include Knowledge of Digital Age

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Discuss how learners grow and develop in the Digital Age, recognizing that patterns of learning and development vary individually within and across cognitive, linguistic, social, emotional, and physical areas, and how we can design and implement developmentally appropriate and challenging 21st century learning experiences.

k. Integrate Technology Question the use of new and emerging technologies and how they can support and promote student learning

l. Recognize that Relationship are Important Address the leader’s responsibility for shaping and supporting the mission of the school as one advocates for the learners and their success, while contributing to building relationships within the school.

OPTIONAL: Share a unique characteristic that has not been mentioned above. (such as embracing the challenge of continuous improvement)

The paper must:

Be ten to fifteen pages (10-15 pages) in length including the title page and references, Use the Times New Roman 12 pt. font, Be double spaced, Strictly follow the A.P.A. format. Be submitted to the Professor in one document, Cite a minimum of 5 published sources, (Wikipedia is not

acceptable as a reliable source.), and Can be an individual or a group project. If you choose to have a group project then practice all that is appropriate for collaboration. (Professor will assign participants to groups, if asked.) Curriculum for the Future Presentation Students will be expected to share their curriculum for the future in a 10 minute presentation. Powerpoint or Prezi presentations are NOT expected or encouraged; rather thoughtful activities are required. Here are some tips:

Be creative! Do something different. Make it interesting. Use small groups, use the board, use a computer, use visuals, use dramatization. Use your imagination. There's lots of room for creativity in this assignment.

Random Act of Kindness Do a random act of kindness for someone you do not know. A summary paper, one page in length, will be completed and turned in. Include in the paper a summary of what you did, why you did it, and your reactions after the kindness was rendered.

No act of kindness, no matter how small, is ever wasted. ~Aesop

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About the book titled, Aging with Grace: What the Nun Study Teaches Us About Leading Longer, Healthier, and More Meaningful Lives by David Snowdon, Ph.D: “There are lessons for all of us in this moving account of the School Sisters of Notre Dame and their commitment to helping us find the causes of Alzheimer’s disease. I came away with a new respect for the power of faith as well as the beauty and complexity of the human brain.” Virginia Bell, M.S.W.

Final Exam: Concept Map The final exam will be taken on the last day of class. It may be taken on the computer (using bubbl.us) or on large poster paper (using pens and markers). Students will create a concept map of the course. Concept maps (sometimes called mind maps) are graphical tools for organizing and representing knowledge and understanding. The maps should include curricular concepts, usually enclosed in circles or boxes of some type, and then relationships between the concepts indicated by a connecting line linking two concepts. (As an in-class project, we will conduct a preliminary test during the first week as cooperative learning experience.) Final Exam: One Hour Essay Question The second part of the examination will be a “mock comprehensive exam.” The comprehensive examination is a requirement for EDLD doctoral students before they can start working on their dissertation. This one-hour practice session will be held on the last day of class, in order for the students to practice writing a curriculum question. Be sure to include at least four citations in your answer. The topic of the question could be any of the following:

a. explain the development of curriculum in American schools during the last century; b. predict the curricular needs of the future; c. discuss the fundamental principles of curriculum development, review, and evaluation; d. identify and analyze the best practices in curriculum development; e. examine the current terminology associated with curriculum, assessment, and instruction; f. propose leadership procedures for identifying and resolving curriculum issues; g. promote the success of all students by facilitating the development, articulation,

implementation, and stewardship of a vision of learning that is shared and supported by the school community; How would you do this?

h. promote the success of all students by advocating, nurturing, and sustaining a school culture and instructional program conducive to student learning and staff professional growth; How would you do this? and

i. promote the success of all students by collaborating with families and community members, responding to diverse community interests and needs, and mobilizing community resources: How would you do this?

Another question: Based upon current literature, social trends, and future implications, write and justify a comprehensive definition of the term “curriculum.” Using that definition, further explain what measures the educators would employ to assess the effectiveness of the curriculum. Another question: Determine at least seven influences on curriculum and explain how these influences

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have changed curriculum in the United States. Make sure to include: Local influences, state influences and national influences. Masters of Education Culmininating Portfolio The Masters of Education degree in Educational Leadership requires a culminating portfolio. As part of this portfolio, students will submit a benchmark assignment from each of the required M.Ed. courses. The benchmark assignment for this course is the Curriculum for the Future.

Field Experience Basics Go to the EDLD website for complete information on the required field experience.

In order to develop highly skilled educational leaders The Department of Educational Leadership aligns student field experience expectations with the Montana Professional Educator Preparation Program Standards (PEPPS).

10.58.705(g) of the Montana Professional Educator Preparation Program Standards (PEPPS) notes that successful candidates: complete an internship/field experience that provides at least 216 hours of significant opportunities to synthesize and apply the knowledge and practice and develop the skills identified in this rule through substantial, sustained, standards-based work in real settings, planned and guided cooperatively by the institution and properly administratively endorsed school district personnel for graduate credit.

Course Outcomes and Standards for School Leaders The Department of Educational Leadership (EDLD) has adopted the Interstate School Leaders Licensure Consortium (ISLLC) Standards for School Leaders. The ISLLC Standards were developed by the Council of Chief State School Officers and member states in 1996 and were later revised in the spring of 2008. The ISLLC Standards are used to guide courses in educational leadership. The six standards are either directly or indirectly addressed in this course. For a detailed explanation of the ISLLC Standards, visit the web site for the Council of Chief State School Officers at http://www.ccsso.org/content/pdfs/elps_isllc2008.pdf. Expectations Students enrolled in this course are expected to demonstrate regular and consistent class participation in the discussions in a manner that promotes a scholarly environment where diverse ideas are tolerated and dialogue is supported by informed opinion. Class activities require active participation of all class members. The instructor subscribes to a philosophy of learning that holds that everyone engaged in learning, teaches every other engaged person. That is, each open mind, participating in meaningful discussion, contributes to a powerful learning environment. When someone is not in class and thereby not engaged in the discussion, the learning environment for everyone else is diminished.

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Student contributions will be judged on a demonstrated understanding of the knowledge base, the ability to translate and apply that knowledge to real situations, and the student’s ability to communicate effectively during times of disagreement among colleagues. Informed contributions to class discussions are critical to collective learning and professional development. It is expected that all students will foster their own learning and the learning of others through their positive and thoughtful engagement in class activities. Students are required to be current in the assigned reading for each class and to submit required assignments when they are due. Late assignments will be accepted only by prior consent of the instructor. Written assignments will reflect the individual’s original work and, when appropriate, follow the style articulated in the Publication Manual of the American Psychological Association (APA). All references to works by other authors must be properly cited. All students must practice academic honesty. Academic misconduct is subject to academic penalty by the course instructor and/or disciplinary sanction by the University. You are required to be familiar with the Student Conduct Code. The Student Conduct Code is available for review online at http://www.umt.edu/SA/VPSA/index.cfm/page/1321.

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Tentative Class Topics and Assignment Due Dates

Day 1 June 18

Curriculum, Instruction, and Assessment Introductions to Course and Participants Pre-test of Curriculum and Instruction and Assessment Definition of Curriculum and Instruction and Assessment Framework of Authority: Federal, State, District, School, Class History of Curriculum Development Recent Waves of Reform Educational Philosophy Curriculum Laying the Foundations What It Means to Be a Curriculum Leader (Glatthorn) Defining Effective Curriculum Leadership Saber-Tooth Curriculum Film: A Private Universe Instruction Brain-Based Learning Assessment Why Do We Test Validity: Assessment’s Cornerstone

Readings: Saber-Tooth Curriculum Wiles: Chapter 1 Kendall: Chapter 1 Popham: Chapter 1-2 Glatthorn: (course shell) Journal Essay #1 Due: Is the Saber-Tooth Curriculum relevant to current curriculum reform? Why or why not?

Day 2 June 19

Curriculum Basic Tasks of Curriculum Leadership The Common Core Standards in Context What the Standards Look Like K-12 Common Core State Standards Council of Chief State School Officers (CCSSO) National Governors Association Center for Best Practices (NGA Center) National Core Standards http://www.corestandards.org/ Instruction Activating Prior Knowledge (#1) Helping learners connect to concepts about to be taught by using activities that relate to or determine the level of their existing knowledge. Six Thinking Hats (Edward de Bono) (#2) Assessment Test Reliability

Readings: Wiles: Chapter 2 Kendall: Chapter 2 Popham: Chapter 3 Journal Essay #2 Due: What differences exist between the sources of curriculum control?

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Day 3 June 20 12:00-4:00

Special Topic Educational Experience in the Park This four-hour seminar will focus on educational leadership and neuroscience. We will briefly examine the structure and functions of the brain. We will apply this knowledge to learning and leadership. We will discuss the future of learning and leadership. Be ready to participate in active discussions and lively activities. Be thinking about how neuroscience research will play a significant role in reforming how we define leadership, choose leaders and create leadership programs.

Articles (supplied by Patty 1. Linking Leadership to

the Brain (Chapter 2, David Sousa)

2. The Current Impact of Neuroscience on Teaching and Learning (Chapter 3, Judy Willis)

3. How the Brain Works (Marilee Sprenger)

Day 4 June 21

Curriculum Making Curriculum Purposeful Benefits and Concerns of the Common Core Preparing for the Common Core Beware of the Standards, Not Just the Tests (Alfie Kohn) Shaping State and District Curricula Film: Principles for Principals Race to the Top Four elements of state innovation and reform plans Instruction Graphic organizers such as mind maps, concept maps, graphs, charts, tables, Venn diagrams (#3) Assessment Assessment Bias

Readings: Wiles: Chapter 3 Kendall: Chapter 3 Popham: Chapter 4 Kohn: (course shell) Journal Essay #3 Due: How will neuroscience research play a significant role in reforming how we define curriculum leadership, choose leaders, and create leadership programs?

Day 5 June 22

Curriculum Building the School Curriculum Team Providing Leadership A New Essential Curriculum for a New Time (Heidi Hayes Jacobs) MID-TERM: Concept Map for CCSS Instruction Multiple Intelligences (Howard Gardner) (#4) Assessment Instructional Sensitivity

Readings: Wiles: Chapter 4 Kendall: Chapter 4 and conclusion Popham: Chapter 5 Jacobs: (course shell) Journal Essay #4 Due: Evaluate the CCSS as they relate to Montana students.

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Day 6 June 25

Curriculum Constructing the Path for Curriculum Improvement Determining the Vision Developing Vision and Goals (Glatthorn) An Implementation Framework to Support 21st Century Skills Instruction 21st Century Instructional Strategies (#5) Assessment Test Construction

Readings: Wiles: Chapter 5 Popham: Chapter 6 Glatthorn: (course shell) McTighe & Seif; (course shell) Journal Essay #5 Due: What does it mean to be well-educated?

Day 7 June 26

Curriculum Detailed Planning to Implement Change Curriculum Mapping Alignment Criteria Standards in the Curriculum Teaching Writing in the Contest of Common Core State Standards Instruction Bloom’s Taxonomy and Questioning (#6) Assessment Rubrics: Potentially Potent Evaluation Tools

Readings: Wiles: Chapter 6 Popham: Chapter 7 Chin: Pamplet Journal Essay #6 Due: What is your school’s vision of a quality curriculum?

Day 8 June 27

Curriculum Curriculum Improvement Means Staff Development Instruction Differentiated Instruction (Carol Ann Tomlinson) (#7) Assessment Formative Assessment: Underused Magic Bullet

Readings: Wiles: Chapter 7 Popham: Chapter 8 Journal Document #7 Due: Evaluate the future of curriculum, assessment, and instruction.

Day 9 June 28

Curriculum Closing the Circle Through Evaluation Instruction The First 10 Minutes of a Lesson: Anticipatory Set (#8) Review Strategies (#9) Assessment Assessing Students’ Affect

Readings: Wiles: Chapter 8 Popham: Chapter 9 Journal Document #8 Due: What is the most important leadership concept in curriculum development?

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Day 10 June 29

Curriculum Coordinating Successful Curriculum Work Curriculum for the Future Presentations Instruction Understanding by Design (#10) Assessment “Top 20” Crucial Understandings About Educational Assessment Final Exam Concept Map of the Course One-Hour Essay

Readings: Wiles: Chapter 9 Popham: Chapter 10 Due: Presentations

Website Resources: U.S. Census www.census.gov U.S. Department of Education www.ed.gov Montana Office of Public Instruction www.opi.state.mt.us Common Core State Standards http://www.corestandards.org/ http://opi.mt.gov/Curriculum/MontCAS/GetReady.php#gpm1_4 http://www.nga.org/files/live/sites/NGA/files/pdf/1202EDUDATABRIEF.PDF http://opi.mt.gov/Curriculum/MontCAS/GetReady.php Fisch, Karl. Shift Happens. www.youtube.com. Feb. 2007. 19 Apr. 2009.

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APPENDIX A

Mission Alignment The Department of Educational Leadership has aligned itself with the mission of The University of Montana-Missoula and the College of Education and Human Sciences Mission. The following mission statements demonstrated this alignment. Learning activities in this course have been designed to address appropriate areas of these mission statements. The University of Montana-Missoula Mission The mission of The University of Montana-Missoula is the pursuit of academic excellence as indicated by the quality of curriculum and instruction, student performance, and faculty professional accomplishments. The University accomplishes this mission, in part, by providing unique educational experiences through the integration of the liberal arts, graduate study, and professional training with international and interdisciplinary emphases. Through its graduates, the University also seeks to educate competent and humane professionals and informed, ethical, and engaged citizens of local and global communities. Through its programs and the activities of faculty, staff, and students, The University of Montana-Missoula provides basic and applied research, technology transfer, cultural outreach, and service benefiting the local community, region, state, nation and the world. College of Education and Human Sciences Mission Statement The College of Education and Human Sciences shapes professional practices that contribute to the development of human potential. We are individuals in a community of lifelong learners, guided by respect for knowledge, human dignity, and ethical behavior. We work together producing and disseminating knowledge to advance the physical, emotional, and intellectual health of a diverse society. Educational Leadership Mission Statement The mission of Educational Leadership at The University of Montana-Missoula is to develop leaders for learning organizations who are guided by respect for knowledge, human dignity, and ethical behavior. This is accomplished by providing high quality academic and professional opportunities. We subscribe to a definition of leadership wherein individuals assume evolving roles within influence relationships requiring their contributions in order to achieve mutual purposes.

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APPENDIX B

PROFESSIONAL STANDARDS FOR STUDENT PERFORMANCE

Graduate students in the Department of Educational Leadership at The University of Montana are expected to:

• Demonstrate professional vision in the practice of educational administration • Accept responsibility and accountability for class assignments in their role as members of the

class • Demonstrate growth during the period of their graduate career • Demonstrate good decision making and an awareness of organizational issues from a variety of

perspectives • Demonstrate imagination and originality in the discussion of educational leadership issues • Understand the relationship between theory and practice and the value of reflective leadership • Demonstrate a moral, humanistic, ethical and caring attitude toward others • Demonstrate an ability to build trust and positive relationships with others • Demonstrate a tolerance for diversity and a warm acceptance of others regardless of their

backgrounds or opinions • Demonstrate emotional stability and an ability to work well with other members of the class,

including the instructor • Demonstrate an ability to express himself/herself well in speech and writing, and • Demonstrate mastery of fundamental knowledge of course content and an understanding of its

application

FAILURE TO DEMONSTRATE THE AFOREMENTIONED QUALITIES ON A CONSITSTENT BASIS MAY RESULT IN REMOVAL FROM CLASSES AND/OR THE EDUCATIONAL LEADERSHIP PROGRAM.

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APPENDIX C

ISLLC Standards for School Leaders Standard 1: A school administrator is an educational leader who promotes the success of all students by facilitating the development, articulation, implementation, and stewardship of a vision of learning that is shared and supported by the school community. Standard 2: A school administrator is an educational leader who promotes the success of all students by advocating, nurturing, and sustaining a school culture and instructional program conducive to student learning and staff professional growth. Standard 3: A school administrator is an educational leader who promotes the success of all students by ensuring management of the organization, operations, and resources for a safe, efficient, and effective learning environment. Standard 4: A school administrator is an educational leader who promotes the success of all students by collaborating with families and community members, responding to diverse community interests and needs, and mobilizing community resources. Standard 5: A school administrator is an educational leader who promotes the success of all students by acting with integrity, fairness, and in an ethical manner. Standard 6: A school administrator is an educational leader who promotes the success of all students by understanding, responding to, and influencing the larger political, social, economic, legal, and cultural context.

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APPENDIX D

Sources of Curriculum Control Affecting the Public Schools Curriculum List them under their correct headings:

1. U.S. Constitution, federal statutes, federal regulations 2. Montana Constitution, state statutes, state regulations 3. Collective bargaining agreements, Board policies, Directives from central administration 4. School-level rules, department-level rules, and classroom-level rules

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APPENDIX E The Role of Education In The Outline of History (1920), H.G. Wells wrote, “Human history becomes more and more a race between education and catastrophe.”

It’s a tragic but undeniable fact that some institutions designed to school the leaders of tomorrow often cannot escape from the past. There is a rigid set of assumptions that many educators will not reconsider. They’re often guilty of using yesterday’s answers for today’s questions.

Required reading for those interested in educational reform should be The Saber-Tooth Curriculum by J. Abner Peddiwell [a.k.a. Harold Benjamin]. Published in 1939, and even more relevant today, the book offers a tongue-in-cheek description of a supposed groundbreaking discovery of the Paleolithic school system. According to Peddiwell’s “research,” the original purpose of schooling was to provide basic life skills to young people:

• Saber-tooth tiger scaring • Fish-grabbing • Clubbing woolly-horses

The entire education system was built around developing these core skills.

As the ice age passed, the saber-tooth tigers succumbed to pneumonia, silt from receding glaciers made streams too murky to see fish and the small horses went east to the dry plains. Yet, Peddiwell described, schools continued teaching the same basic life skills, maintaining that they defined an educated person. Educators who suggested there was no relationship between real life and fish-grabbing were branded as heretics.

While written as a humorous satire, Benjamin’s message is painfully current 67 years later. Education must become more flexible and begin adapting to the world of today and tomorrow. That means having the courage to rephrase the routine questions and alter the usual vocabulary. It means changing the foundation of the formula, building more bridges between people and cultures and ensuring we produce citizens of the world.

Yet schools and colleges have been slow to respond to globalization, and many continue to provide a saber-tooth curriculum.

Many prominent educators believe that schools should first and foremost develop loyal citizens with a strong sense of national identity. These are important lessons, and we must cherish and help develop local, national and regional communities. However, schools need to balance the celebrations of national heritage with sharing stories from other nations, cultures and peoples.

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The challenge is great, but there is no other option. We must be global or risk being irrelevant. Like it or not, we live in a global community. We must update the saber-tooth curriculum or suffer the fate of the saber-tooth tiger.

Human destinies are connected in ways never before imagined, so we must learn about each other. Most of the corporate community understands the need for adaptation. They understand the global playing field. They know that events around the world influence their business. They cross the globe in search of profits and develop relationships and bonds everywhere.

If we want to ensure humanity’s prosperity and address the complex challenges of the 21st century, we must help students understand and be able to work with others from around the world. And, if we want our students to be successful professionals, we had better teach them about our world.

The world has changed, and we as educators must understand what those changes mean, or our students never will.

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APPENDIX F Race to the Top

Race to the Top is authorized under section 14006 of the American Recovery and Reinvestment Act (ARRA). The purpose of the Race to the Top Fund, a competitive grant program, is to encourage and reward States that are creating the conditions for education innovation and reform; achieving significant improvement in student outcomes, including making substantial gains in student achievement, closing achievement gaps, improving high school graduation rates, and ensuring student preparation for success in college and careers; and implementing ambitious plans in four core education reform areas:

1. Adopting standards and assessments that prepare students to succeed in college and the workplace and to compete in the global economy;

2. Building data systems that measure student growth and success, and inform teachers and principals about how they can improve instruction;

3. Recruiting, developing, rewarding, and retaining effective teachers and principals, especially where they are needed most; and

4. Turning around our lowest-achieving schools. In the U.S. Department of Education's Race to the Top Application, it defines "Common Set of K-12 Standards" as: "A set of content standards that define what students must know and be able to do and that are substantially identical across all States in a consortium. A State may supplement the common standards with additional standards, provided that the additional standards do not exceed 15 percent of the State's total standards for that content area." Translation: Even though the Common Core State Standards Initiative calls the standards, "common standards", the United States may be moving closer to National Standards. In order to qualify for the Race to the Top funds, states must agree to develop state standards aligned to the Common Core State Standards. States are struggling to purchase textbooks, pay for high-stakes tests, pay for teachers and other staff, and provide funding to LEAs. Given the state of the economy, states appear to be "racing" for the additional funding, which is unprecedented in U.S. History. It appears that states are willing to play the National Standards game if funding is attached. Federal Government Role in Education: U.S. Department of Education According to the U.S. Department of Education, "Education is primarily a State and local responsibility in the United States. It is States and communities, as well as public and private organizations of all kinds, that establish schools and colleges, develop curricula, and determine requirements for enrollment and graduation. The structure of education finance in America reflects this predominant State and local role. Of an estimated $1 trillion being spent nationwide on education at all levels for school year 2008-2009, a substantial majority will come from State, local, and private sources. This is especially true at the elementary and secondary level, where just over 92 percent of the funds will come from non-Federal sources."

22

What Does the Constitution Say About the Role of the Federal Government in Education in the United States? "The Tenth Amendment to the United States Constitution states: 'The powers not delegated to the United States by the Constitution, nor prohibited by it to the States, are reserved to the States respectively, or to the people.' Since education is not mentioned in the Constitution, it is one of those powers reserved to the states. Of course, the United States Supreme Court can declare that something not mentioned in the Constitution is so closely related to something that is mentioned in the Constitution that the unmentioned power is a fundamental interest, which rises to constitutional protection. So far, the Supreme Court has not declared that education is a fundamental interest. Thus, states have plenary, or absolute, power in the area of education."

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APPENDIX G

Field Experience

http://www.coehs.umt.edu/edlead/FieldExperiences1/default.html

Field Experience Basics

In order to develop highly skilled educational leaders The Department of Educational Leadership aligns student field experience expectations with the Montana Professional Educator Preparation Program Standards (PEPPS).

10.58.705(g) of the Montana Professional Educator Preparation Program Standards (PEPPS) notes that successful candidates: complete an internship/field experience that provides at least 216 hours of significant opportunities to synthesize and apply the knowledge and practice and develop the skills identified in this rule through substantial, sustained, standards-based work in real settings, planned and guided cooperatively by the institution and properly administratively endorsed school district personnel for graduate credit.

Student Requirements

M.Ed. Program Leading to Principal Licensure

Licensure/Endorsement Program

Student Resources

Detailed Standards for Field Experience Description: Detailed list of "required" and "suggested" fieldwork activities in accordance with the Montana PEPPS Standards.

Fieldwork DOCUMENTATION Excel Workbook Description: Excel workbook intended for fieldwork documentation. Once complete, students should print this workbook and submit to their academic adviser. Completed workbook (fieldwork documentation) must be received by academic adviser prior to recommendation for licensure.

Montana PEPPS Procedure Manual Description: The State of Montana PEPPS manual. Provided as an additional information source for interested students.

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APPENDIX H INSTRUCTIONAL DEMONSTRATIONS

Activating Prior Knowledge Strategies (#1)

Two minute talks

Think-Pair-Share

Talking Drawings

Possible Sentences

Six Thinking Hats (#2)

http://www.debonogroup.com/six_thinking_hats.php

Graphic organizers such as mind maps, concept maps, graphs, charts, tables (#3) http://www.eduplace.com/graphicorganizer/

Multiple Intelligences (Howard Gardner) (#4) http://www.edutopia.org/mi-resources

21st Century Instructional Strategies (#5)

http://wvschools.com/harrisoncounty/21classroom/instructionalstrategies.html

sdf

Bloom’s Taxonomy and Questioning (#6) http://www.nwlink.com/~donclark/hrd/bloom.html

Differentiated Instruction (Carol Ann Tomlinson) (#7) http://www.readingrockets.org/article/263/

The First 10 Minutes of a Lesson: Anticipatory Set (#8) http://www.sde.ct.gov/sde/lib/sde/pdf/curriculum/math/cmtinstructionalstrategies.pdf

Review Strategies (#9)

http://www.middleweb.com/MWLresources/marzchat1.html

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APPENDIX I INSTRUCTIONAL DEMONSTRATIONS

___________________________ Activating Prior Knowledge (#1) ___________________________ Six Thinking Hats (#2) ___________________________ Graphic Organizers (#3) ___________________________ Multiple Intelligences (#4) ___________________________ 21st Century Instructional Strategies (#5) ___________________________ Bloom’s Taxonomy and Questioning (#6) ___________________________ Differentiated Instruction (#7) ___________________________ The First 10 Minutes of a Lesson (Brain Rules) (#8) ___________________________ Review Strategies (#9) ___________________________ Understanding by Design and Backward Design

(Grant Wiggins and Jay McTighe) (#10)

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APPENDIX J

Administrative Biography

Patty Kero

Patty M. Kero, Ed.D., is an Assistant Professor of Education in the Department of Educational Leadership at the P.J.W. College of Education and Human Sciences of The University of Montana. She holds an Ed.D. from The University of Montana in Educational Leadership; a M.Ed. from Harvard University in Administration, Planning, and Social Policy; and a B.A. from The University of Montana in Elementary Education.

Professor Kero has taught seventeen consecutive years in the Pre K-12 setting: five years in Montana and twelve years in Washington. Her fifteen years of elementary and secondary administrative experience in public school settings in Nevada, Idaho, and Montana included assistant principal, principal, Title 1 director, and superintendent. Educators, locally and nationally, have studied her school in Nevada after they won Redbook’s nationally recognized America’s Best Schools award and her school in Idaho was the national winner of “What Parents Want in Their Schools.” While in Idaho, she also worked with Barbara Morgan, NASA’s Teacher in Space astronaut.

For six years, she taught as an adjunct for Sierra Nevada College and Great Basin College in Elko, Nevada. While earning her Master’s, she worked at the Harvard Principals’ Center with Roland Barth and Richard Ackerman. As a professor at UM, she has taught undergraduate and graduate courses in the areas of statistics and school administration including analysis of educational data, supervision and evaluation, public relations, and advanced educational statistics.

Working as a Due Process Hearing Officer in Nevada, she served the students who were identified as needing special education services. Her published article in Kappan addressed special education issues in schools. Her research interests are brain-based learning and teaching, leadership in education, and legal issues surrounding schools. Her leadership commitment has been to advocate for successful continuous learning and teaching for all members of the educational community, by serving the educational needs of all, regardless of age, gender, cultural group identity, or abilities.

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APPENDIX K

Assignment

Paper Title

by

Your Name

Submitted to

Patty Kero, Ed.D.

In Partial Fulfillment of the Requirements of

EDLD 568: K-12 Curriculum

The University of Montana

Summer 2012

28

EDLD568 Student ID Term568B

ComponentExcellent to Exemplary

160-200 pointsGood to Adequate

120-159Unacceptable

0-11912-15 Points 10-11 Points 0-10 Points

Introduction

Has an informative introduction that

articulates the curriculum

Has an introduction that articulates the curriculum

Not included

12-15 Points 10-11 Points 0-10 Points

Preparation and change for the community is considered

Includes comprehensive preparations that will be

made to include the internal and external

publics in the processes

Includes tangentially the preparations that will be made to include the internal and external

publics in the processes

Not included or minimally addressed

12-15 Points 10-11 Points 0-10 Points

A Specific curriculum in identifiedIdentifies specifically the curriculum that they are

addressing

Includes tangentially the curriculum that they are

addressing

Not included or minimally addressed

12-15 Points 10-11 Points 0-10 Points

Addresses the State and National (if any) Curriculum Guidelines/Benchmarks

Includes the State and National ( if any)

Curriculum Guidelines/ Benchmarks

Includes tangentially the State and National ( if any) Curriculum

Guidelines/ BenchmarksNot included

16-20 Points 12-15 Points 0-11 Points

A look at more than one future optionIncludes more than one

option for the future projection

Includes tangentially more than one option for the future

projection

Not included or minimally addressed

20-25 Points 15-19 Points 0-14 Points

Support for inclusion of content areas with citations from the text and other resources

Includes citations from the text and other

resources to support the inclusion of an area.

Includes only a few citations from the text and other resources to

support the inclusion of an area.

Not included or minimally addressed

20-25 Points 15-19 Points 0-14 Points

Support for exclusion of content areas from the text and other resources

Includes citations from the text and other

resources to support the exclusion of an area.

Includes only a few citations from the text and other resources to

support the exclusion of an area.

Not included or minimally addressed

16-20 Points 12-15 Points 0-11 Points

Diversity is addressed

Includes some information on the

diversity of a class and how to accommodate

Includes only tangentially information on the diversity of a class and how to accommodate

Not included or minimally addressed

16-20 Points 12-15 Points 0-11 Points

Differentiated instruction is addressedIncludes some

information on how to differentiate the content

Includes only tangentially information on how to

differentiate the content

Not included or minimally addressed

12-15 Points 10-11 Points 0-10 Points

Digital-age is includedIncludes knowledge of how the digital age will

affect this curriculum

Includes only tangentially information on how the digital age will affect this curriculum

Not included or minimally addressed

12-15 Points 10-11 Points 0-10 Points

Technology as integrated into the curriculum is addressed

If Technology will be integrated to enhance

the curriculum

Includes only tangential information on how or if

technology will be integrated to enhance the curriculum

Not included or minimally addressed

12-15 Points 10-11 Points 0-10 Points

Humanistic components are included

Recognizes that the participants are human

and how to establish relationships.

Includes only tangential information on the participants humanity and how to establish

relationships

Not included or minimally addressed