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The Principal as Curriculum Leader

Shaping What Is Taught and Tested

Fourth Edition
By: Allan A. Glatthorn, Jerry M. Jailall, Julie K. Jailall

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.

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Product Details

Grade Level: PreK-12
ISBN: 9781483353111
Published By: Corwin
Year: 2016
Page Count: 288
Publication date: August 22, 2016

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Description

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 21^st 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

Author(s)

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

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

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

Preface to the Fourth Edition

Acknowledgments

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

References

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

References

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

References

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

References

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

References

6. District Curricula

District Functions

Exercising Influence as the Principal

Chapter Summary

References

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

References

8. Rethinking the Program of Studies

Renewing an Existing Program of Studies

Restructuring the Program of Studies

Chapter Summary

References

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

References

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

References

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

References

12. Monitoring the Curriculum Implementation Process

The Argument About Monitoring

A Practical Solution for Monitoring

Chapter Summary

References

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

References

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

References

15. Enriching the Curriculum and Remediating Learning

Helping Teachers Enrich the Curriculum

Helping Teachers Remediate Learning

Chapter Summary

References

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

References

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

References

Index

Reviews

"I found the book to be a compelling presentation of the key role of principal—understanding curriculum and how to implement effective change in all buildings. I have been searching for a book to use in my principal preparation class on Instructional Leadership and I believe I now have the book that will provide my students a comprehensive view on the principalship. With a continued emphasis on school improvement and the importance of increasing student achievement, this book is an invaluable tool for pre-service and in-service school leaders."

Ted Kaniuka, Associate professor of Educational Leadership
Fayetteville State University, NC

"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. Glatthorn, Jailall and Jailall provide a clear framework with a plan of action to put you and your school on a path to student success. Whether you need to develop a plan or simply refine the one you have, this book is a must read!"

Stephen Baker, Principal
Smithfield-Selma High School, NC

"Glatthorn, Jailall, and Jailall challenge principals to be leaders of curriculum in their schools, districts, and states as they consider the needs of students and classrooms during a challenging time in education systems across the country."

Kathy T. Spencer, Ed. D.
Department of Educational Leadership, East Carolina University

"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

"An effective school requires a strong curriculum and high quality execution in every classroom. This can only be achieved when the principal becomes a true curriculum leader. Aspiring administrators and experienced principals will do a better job leading their schools after reading this powerful and practical book."

Chris Terrill, Head of Schools
Pine Lake Preparatory Charter School

"The Principal as Curriculum Leader provides insight and practical suggestions to support the principal’s role as a building curriculum leader. This is a must-read guide that outlines the building administrator’s role as is relates to curriculum development, implementation and the impact an effective leader can have on instructional change."

Barbara Haeffner, Director of Curriculum and Instructional Technology
Meriden Public School, CT

"The Fourth Edition of The Principal as Curriculum Leader: Shaping What is Taught and Tested is the most comprehensive guide I've seen to assist all principals in moving from school managers to true 21^st century instructional leaders. Glatthorn, Jailall, and Jailall have masterfully integrated ESSA and the revised Professional Standards for Educational Leaders, weaving those tenets into how school districts not only design relevant curriculum plans, but fully implement and assess how those plans are working. This is a must-read text for any school leader who is passionate about strengthening curriculum to raise the level of achievement for all students."

Dr. Gregory E. Hicks, Teaching Assistant Professor, Former Principal and District Administrator
NC State University

"As the school’s leader, the principal must accept responsibility for curriculum leadership. This book provides a toolkit of ideas, resources, and practical applications that should empower and enrich the principal’s professional life. It clearly provides guidance in improving curriculum design, implementation, and evaluation. Probably most importantly, the book emphasizes the collaborative, respectful relationship that should exist between the principal and the teachers within the school. A key take-away is that education is everyone’s business—from resource allocation by political leadership to expectations of parents—as our country educates its children for the 21^st century."

Tommy Benson
University of Mount Olive

Other Titles in: Curriculum & Content | Program Development & Evaluation | Standards & Accountability

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