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The Principal as Curriculum Leader - Book Cover

The Principal as Curriculum Leader

Shaping What Is Taught and Tested

Learn to structure, align, integrate and evaluate quality curriculum in the post-NCLB, ESSA and Common Core era with this must-have resource! Newly revised and updated.

Full description

The Principal as Curriculum Leader - Book Cover
Product Details
  • Grade Level: PreK-12
  • ISBN: 9781483353111
  • Published By: Corwin
  • Year: 2016
  • Page Count: 288
  • Publication date: August 22, 2016

Price: $41.95

Price: $41.95
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Your best resource for curriculum leadership post-NCLB and beyond!

Put quality curriculum front and center with this classic toolkit to savvy curriculum leadership for the 21st Century. Newly revised and updated case studies, research, and state and national curriculum and leadership standards complement a completely new section focused on emerging technologies.

New features include up-to-date information on:

  • Professional Standards for Educational Leaders, ESSA, CCSS and more
  • District-level curriculum mapping, planning, and integration
  • Facilitating professional growth, learning-centered scheduling, and leadership time management
  • State curriculum frameworks, online assessments, SBAC, PARCC, and adaptive testing

Learn what it really takes to structure, align, integrate and evaluate quality curriculum in the post-NCLB, ESSA and Common Core era. This nuts and bolts guide will help you navigate the new curriculum landscape with ease!

"As principals, we so often get caught up in the day-to-day management of our schools. We must quit putting out fires and instead focus our attention on leading, specifically as curriculum leaders. The Principal as Curriculum Leader provides a clear framework with a plan of action to put you and your school on a path to student success."
—Stephen Baker, Principal
Smithfield-Selma High School, NC

"The Principal as Curriculum Leader is a blueprint for principals to use when implementing curriculum reform. It brings clarity to the many trends, mandates, and guidelines that masquerade as simple solutions to complex issues. This book should be read and owned by every principal and curriculum leader."
—Dr. Jerry V. Congleton, Former Superintendent
Weldon City Schools



Allan A. Glatthorn photo

Allan A. Glatthorn

Allan A. Glatthorn (1924–2007) was a major contributor to the third and fourth editions; his research used in the preparation of the first and second editions of Writing the Winning Thesis or Dissertation: A Step-by-Step Guide was the foundation for the third edition. He was the Distinguished Research Professor of Education (Emeritus) in the College of Education of East Carolina University, where he advised doctoral students, chaired dissertations, and taught courses in supervision and curriculum. He was formerly Professor of Education at the Graduate School of Education of the University of Pennsylvania. Prior to his university assignments, he was a high school teacher and principal. In his work as a professor, he chaired close to 100 dissertations. He is the author of numerous professional books, several of which have been published by Corwin.

Jerry M. Jailall photo

Jerry M. Jailall

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.
Julie K. Jailall photo

Julie K. Jailall

Julie K. Jailall, EdD, currently serves as the Executive Director of the K-12 Neuse Charter School in North Carolina, USA. She is a school transformation expert and has served for over 15 years as a school principal and as a teacher in several schools and districts in the USA. She previously served as the Learning Disabilities Consultant at the NC Department of Public Instruction. She has worked with elementary, middle, and high schools implementing school reform initiatives. Dr. Jailall has over 30 years of K–12 experience in public education spanning Guyana, the Bahamas, the United Arab Emirates and the United States. She is a former lecturer at the University of Guyana, the Abu Dhabi University and the Brunswick Community College in the USA. She holds 5 degrees including a doctorate in education leadership and policy studies from the North Carolina State University.
Table of Contents

Table of Contents

Preface to the Fourth Edition


About the Authors

PART I: Laying the Foundations

1. What It Means to Be a Curriculum Leader: Post Race to the Top, the Era of the Common Core of State Standards (CCSS) and the Every Student Succeeds Act of 2015 (ESSA)

Movement Toward National Standards

Influences on Curricula: Current and Past

The Hallmarks of Curriculum Quality

Chapter Summary


2. Some Current Trends in Curriculum, Instruction, and Assessment in the Era of the Every Student Succeeds Act and New State Standards for Curriculum (ESSA and CCSS)

Some Current Trends in Curriculum

Some Practices Related to Current Trends in Curriculum

What These Trends Mean

Chapter Summary


3. The Five Curriculum Levels: National, State, District, School, and Classroom

National Functions

State Functions

District Functions

School Functions

Classroom Functions

Flexible Allocations

Chapter Summary


4. Importance of the Principal

No Child Left Behind (NCLB) Commission Report Called for Definition of Highly Effective Principals

Professional Standards for Educational Leaders (PSEL) 2015

Defining Curriculum Leadership

Understanding the Problems of the Principal’s Curriculum Leadership Role

Understanding the Rationale for Principal Leadership

Uniting Principal and Teacher Leadership

Performing the Leadership Functions

Chapter Summary


PART II: Shaping State and District Curricula

5. State Policies and Frameworks

The Case of State Frameworks in North Carolina, Tennessee, and Mississippi

Becoming Informed

Getting the Message Across

Evaluating State Frameworks

Chapter Summary


6. District Curricula

District Functions

Exercising Influence as the Principal

Chapter Summary


PART III: Providing Leadership

7. Developing Vision and Goals

Developing the School’s Vision of a Quality Curriculum

Developing the School’s Curriculum Goals

Chapter Summary


8. Rethinking the Program of Studies

Renewing an Existing Program of Studies

Restructuring the Program of Studies

Chapter Summary


9. Committing to a Learning-Centered Schedule and Protection of Instructional Time

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


10. Integrating the Curriculum

Types of Integration

Arguments Supporting Integration

Arguments Questioning the Use of Integration

Some Challenges of Integration at All Levels

A Process for Resolving the Integration Issue

Chapter Summary


11. 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


12. Monitoring the Curriculum Implementation Process

The Argument About Monitoring

A Practical Solution for Monitoring

Chapter Summary


PART IV: Working With Teachers

13. Making Yearly Planning Calendars and Curriculum Maps

The Nature of Yearly Plans and Curriculum Maps and a Rationale for Their Use

Organizing for Yearly Planning

Developing Yearly Plans

Reviewing the Plans

Chapter Summary


14. 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


15. Enriching the Curriculum and Remediating Learning

Helping Teachers Enrich the Curriculum

Helping Teachers Remediate Learning

Chapter Summary


16. 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


PART V: Looking Ahead

17. 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





Price: $41.95
Volume Discounts applied in Shopping Cart

For Instructors

Request Review Copy

When you select 'request review copy', you will be redirected to Sage Publishing (our parent site) to process your request.