CURRICULUM THEORY
AND
DEVELOPMENT
Term: Summer 2009
Location: Saint Martin’s University, Lacey Campus
Instructor: Scott Le Duc
Class Meetings: Monday and Wednesday 6 – 9:30 PM
Room: Harney 202
Office: Harney 202
Phone: 360-259-6552 (cell)
E-mail: scottleduc@gmail.com or sleduc@stmartins.edu
Office Hours: 1 hour before class
Special Needs
Section 504 of the Rehabilitation Act of 1973 and Americans with Disabilities Act of 1990 (ADA) mandates colleges and universities to provide “reasonable accommodation” to any enrolled student with a disability. The law protects the student’s rights to have an equalized opportunity for learning and for participating in campus programs and activities. Students have the right to services and reasonable accommodations providing they meet the basic requirements to perform activities of the program. If you need course adaptations or accommodations because of a disability, if you have medical and/or safety concerns to share with me, or if you need special arrangements in case the building must be evacuated, please contact me prior to January 10, 2007. I will work closely with you and Laura Puryear-Finnell 360-438-4581 or lpuryearfinnell@stmartin.edu (Access Services Director) to meet your documented needs.
Required Textbooks and Readings and Resources
- Understanding Curriculum: An introduction to the study of historical and contemporary curriculum discourses by W.F. Pinar, W. M. Reynolds, P. Slattery, and P.M. Taubman
Optional Texts
- Understanding by Design Second Edition by Grant Wiggins and Jay McTighe
- Mapping the Big Picture: Integrating Curriculum and Assessment K-12 by Heidi Hayes Jacobs
- How the Brain Learns by David Sousa
- Washington State EALRs, available at: http://www.k12.wa.us/CurriculumInstruct/EALR_GLE.aspx
Course Description
MED 631 is designed for professional educators (teachers, administrators and counselors).
It is intended to:
- provide a review of historical movements and trends in curriculum and instruction
- examine contemporary curriculum issues including common models of curriculum development and adoption
- analyze selected contemporary approaches to curriculum
Those students in the school administrator program will be expected to retain appropriate assignments that meet the requirements for documentation of the knowledge and skills that demonstrate meeting state and ISLLC standards for their portfolio.
Course Goals
The College’s following three goals lead us to the core of our Conceptual Framework:
- Curriculum (Knowledge): The College of Education Programs are dedicated to developing competent teachers, counselors, and administrators who have strong knowledge in subject matter. Individuals completing our programs will utilize technology as it relates to teaching/counseling/administration; participate in free and open inquiry; and problem-solve and construct new learning opportunities for themselves, P-12 students and staff.
- Pedagogy (Skills): Individuals will develop and utilize pedagogical / counseling / administration strategies and skills necessary to their program. The College of Education Programs will provide a community for P-12 / SMU collaboration, thus enriching pre-service through the professional performance continuum. Individuals completing our programs will have participated in a variety of leadership opportunities and multiple P-12 field experiences, including placements with school districts with diverse student populations.
- Character (Dispositions): The College of Education Programs are dedicated to developing a caring community of teacher/counselor/administrator-colleagues with strong ethical character, professional leadership, collaborative skill, openness to innovation, and personal integrity. Individuals completing our programs will reflect democratic traditions – including acceptance of the individual and sensitivity for cultural diversity.
Washington Principal/Program Administrator Residency Certification National Standards
- The twenty-one domains that compromise The National Policy Board for Educational Administration’s (NPBEA) Knowledge and Skills Base and Interstate School Leaders Licensure Consortium’s (ISLLC) Standards for School Leaders are integrated throughout the program. Specifically, these include:
- Function Domains: Leadership, information collection, problem analysis, judgment, organizational oversight, implementation, and delegation
- Programmatic Domains: Instruction and the learning environment, curriculum design, student guidance and development, staff development, measurement and evaluation, resource allocation
- Interpersonal Domains: Motivating others, interpersonal sensitivity, oral and nonverbal expression, written expression
- Contextual Domains: Philosophical and cultural values, legal and regulatory applications, policy and political influences, public relations
ISSLC-Based Washington State Standards
(See SMU Administrator Program Handbook for complete ISLLC Standards)
- STANDARD ONE: 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 by the school community.
- Strand 1: Creating a site-specific vision for learning
- Strand 2: Operationalizing the vision for learning
- Strand 3: Developing stewardship of the vision
- STANDARD TWO: 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.
- Strand 1: Advocating, nurturing, and sustaining a school culture
- Strand 2: Advocating, nurturing, and sustaining student learning
- Strand 3: Advocating, nurturing, and sustaining Professional Development
- STANDARD THREE: 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.
- Strand 1: Uses a continuous cycle of analysis to ensure efficient and effective systems
- Strand 2: Ensuring efficient and effective management of the organization
- Strand 3: Ensuring efficient and effective management of the operations
- Strand 4: Ensuring management of resources for a safe, efficient, & effective learning environment
- STANDARD FOUR: 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.
- Strand 1: Promotes collaboration with family and community members
- Strand 2: Responds to diverse community interests and needs
- Strand 3: Mobilizes the community resources
- STANDARD FIVE: A school administrator is an educational leader who promotes the success of all students by acting with integrity, fairness, and in an ethical manner.
- Strand 1: Acts with integrity and fairness
- Strand 2: Acts in an ethical manner
- STANDARD SIX: 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.
- Strand 1: understands the larger political social, economic, legal and cultural context
- Strand 2: responds to the larger political social, economic, legal and cultural context.
- Strand 3: influences the larger political social, economic, legal and cultural context.
Principal and Program Administrator Program: Course/Products/Standards Overview
|
Product Course |
School Improvement Plan SIP |
School Action Plan SAP |
Teaching and Learning Plan TAL |
Resource Alignment Plan RAP |
Community Action Plan CAP |
Political Action Map PAM |
Professional Growth Plan PGP |
|
MED631 Curriculum Theory and Development |
W, P |
||||||
Key: W=Work on product (Introduced) P=Product is produced (Developed) F=Product is added to Portfolio (Completed)
Course Purpose and Specific ISSLC Standards/Strands Relative to this Course
The purpose of this course is to demonstrate professional competency for the following objectives by utilizing information from the readings, activities, assignments, and content presentations for each of the following WAC/ISSLC competencies by
Course Pre-requisites
- Admission to College of Education Graduate Programs, or permission of instructor and Director Education Graduate Programs
Course Objectives (Targets)
After taking this course I will be able to:
- actively participate in classroom discussions based on reading assignments
- write a position paper on one or more current issues in curriculum development
- with others, create a curriculum design project using curriculum mapping
- with others, create a curriculum design project based on UBD
- complete the Teaching and Learning (TAL) product
Class Expectations and Policies
This class is run in accordance with policies of student deportment and expectations as stated in the student policies manual for St. Martin’s University.
Any breach of any course or SMU policy in any way will result in you receiving a lower grade in this class as per instructor judgment. All assignments will be typed (word processed). Assignments are due on the dates listed in the syllabus unless announced alterations in the class calendar are made based on class needs. While you are expected to borrow ideas and materials to use as resources, the work of creating a paper or project should be your original work. For written assignments, APA format is required. Use citations where appropriate. Plagiarism will result in a failing grade in the course.
Course Agreement
Any university course may require interaction with your instructor. It is, therefore, essential that you agree to the conditions set forth in the course syllabus. After you have read the course syllabus, let your instructor know immediately if you do not agree with the course conditions and requirements. If we do not hear from you within three (3) days from the start of the course, we will assume you agree with the conditions set forth in this syllabus, Saint Martin’s University, and College of Education policies
Response Times
As a student, you can expect that I will respond to your e-mail within 72 working hours and will grade assignments/tests/quizzes within five (5) working days. Please contact me immediately if you have not heard from me within these timelines but please wait for these timeline to expire before contacting me. I will expect at most a 72 hour response time from you as well.
Academic Professionalism
As you all know–attending classes and being present for any class activities and meetings promptly is mandatory and expected. Being prepared to participate in class activities is mandatory and expected. Professional and Active Participation in class activities and discussions is expected and mandatory. Group assignments and activities will be expected to be an even division of labor. If this is not the case, I expect to be informed of the uneven division of labor before the project is presented or turned in. Please see your instructor for individual extenuating circumstances. Cheating is academic dishonesty as well as unprofessional for prospective teachers. Do not copy or use other students’ assignments, have someone else write your papers or plagiarize published or unpublished materials, or submit work previously graded by other instructors or me. Unless specified in advance, all work in this class is expected to be your individual effort. Cheating will be dealt with as per SMU’s policy. Students will be graded not only on their academic success, but on professional conduct as well. Students who fail to show professionalism in their academic or personal conduct may earn a lower letter grade than the total of semester accumulated points, or may even earn a failing grade. The following are examples of academic dishonesty: Assisting another student on examinations, tests, quizzes or other assignments, or receiving assistance from a student without permission of the instructor. Using unauthorized materials for assistance during examinations, tests, quizzes or other assignments. Plagiarism: Plagiarism is the act of using the words and ideas of others without giving proper credit. Common variations of plagiarism includes the following: Having another individual write a paper or take an examination for a student. Directly quoting material without using quotation marks or proper indentation. Not giving credit for another person’s original ideas and organization.
Homework Format and Policy
All homework assignments will be accompanied by the cover page for the assignment (see assignment details). All narrative (not questions on a test or assessment) homework assignments will be typed or word-processed. Please use 12 pitch font, (Arial or Times New Roman and equivalent fonts are fine). It is your responsibility to ensure you have backup copies on disk and that you deal with any failures of technology. Late work is not assessed at the same rate nor same points as work turned in on time at the discretion of the instructor. Participation assignments, activities, and quizzes may not be made up. Active Duty Military Personnel are bound by the MOU between SMU and Fort Lewis Army Base.
Attendance
Attendance is required and will be taken at all class meetings. Tardiness will result in a deduction from the attendance points for that day. Any unexcused absence will result in a lowered final grade in the course. Exceptions can be made for unusual circumstances at the discretion of the professor.
Grading Policy
| Work / Particiaption | Percentage | Points |
| Attendance, Participation (in class and online activities/assignments/responses) and Professional Demeanor (see rubric and Participation Policies)Is mandatory and expected. | 28 | 10 points each class x 12 meetings120 |
| Position paper | 12 | 50 |
| UBD Project | 18 | 75 |
| Curriculum Mapping Project | 18 | 75 |
| TAL Product | 24 | 100 |
| Totals | 100% | 420 |
| Letter Grade | Percentage Bracket | Points |
| A | 95-100% | 399 or higher |
| A- | 90-94 | 378 – 398 |
| B+ | 87-89 | 365 – 377 |
| B | 83-86 | 349 – 364 |
| B- | 80-82 | 336 – 348 |
| C+ | 77-79 | 323 – 335 |
| C | 73-76 | 307 – 322 |
| C- | 70-72 | 294 – 306 |
| D+ | 67-69 | 281 – 293 |
| D | 63-66 | 265 – 281 |
| D- | 60-62 | 252 – 264 |
| F | 59 or lower | 247 – below |
Syllabus Detail and Schedule
(please keep track of your own scores)
| Week | Date | Topic | Reading /Watching / Listening Assignments | Homework Assignments Due |
| Course Calendar: Please note that the dates listed for various topics may be revised as needed based on class progress or other circumstances. | ||||
| 1 | Monday July 6 Room 202 |
Intro | What is Curriculum theory? What is our basis for choosing curriculum? How is that affected by the history of US curriculum development? | Text readings in groups as assigned.Chapter 1 – 5 |
| 2 | Pos.Paper
Blog |
Group discussion of reading assignment with Mind Mapping. Conceptual workshop: current issues in curriculum design and philosophy. Paper rubric creation. Blog creation for paper. | Text readings in groups as assigned.Chapter 6 – 13 | |
| 3 | Monday July 13 Room 202 |
UBDTAL | Position papers due.Intro to TAL | Read Chapters 1, 12, & 13 in Understanding by Design |
| 4 | UBDGuest | Class discussion of UBD. Group work on UBD project to include individual assignments for project and presentation format.Debbie Hardy – Curriculum Expert – OSD | Work on UBD project individually and/or in groups. | |
| 5 | UBD | Group work on UBD project. Progress check with Mr. Le Duc. | Complete your portion of the UBD project, practice presentation with group if needed. | |
| 6 | Monday July 20 Room 202 |
UBDTAL
Guest |
UBD Presentations due.Work on TAL
Carrie Street – English Teacher – Capital High School |
Assigned reading or research in groups selected from Curriculum Mapping. |
| 7 | Curr.Map | Class reports from groups by a group spokesperson on readings. Class discussion of concept, applications, limitations, and other points of interest from assignment. Meet in groups to discuss and begin design of Mapping project. | Using the guide provided, go to O’Grady Library and explore the Curriculum Mapping software. Come to class prepared to discuss your findings, impressions, and concerns. | |
| 8 | Curr.Map | Class discussion of software exploration. Group work: discuss possible application of software to group projects and continue development of Mapping project. | Work individually or in groups on Mapping project. | |
| 9 | Monday July 27 Room 202 |
Curr.Map | Progress check on mapping project with Mr. Le Duc in individual groups. | Work individually or in groups on Mapping project. |
| 10 | MapTAL | Curriculum Mapping presentationsWork on TAL | Work on TAL | |
| 11 | Monday Aug. 3 Room 202 |
TAL | Progress check on TAL with Mr. Le Duc in individually | Work on TAL |
| 12 | Wednesday Aug. 5 Room 202 |
TAL | Present TAL |
Position Paper, UBD Project and Curriculum Mapping Project Rubric
| Category | Inadequate | Average | Excellent |
| Labeling(3 points) | Student’s name is missing. Assignment has no title or the title is difficult to locate. | Student’s name (and other pertinent information) is clearly visible. Assignment has a title that is easy to find. | Student’s name (and other pertinent information) is clearly visible. The assignment has a title that is easy to find and is appropriate. Information is neat and organized. |
| Following instructions(3 points) | One or more components of the assignment were omitted. Presentation or format specifications were not followed. | One or more of the components of the assignment are weak or in error. Some specifications were not followed. | All components of the assignment are present and constructed according to specifications. |
| Presentation(2 points) | Paper is messy or components are not organized. If multiple pages, they are not stapled or bound.Title, title page, heading, or topic may be missing or inconspicuous. Not well organized. | Paper is neat except for one or two items. If multiple pages, they are stapled or bound. Title, title page, heading or topic is easy to see and set off by font size or type. Some organization is evident, but the document may not flow well. | Paper is neat and without errors. If multiple pages, they are stapled or bound. Title, title page, or heading is easy to read. Some creative element demonstrating extra care and effort is obvious (artwork, color, choice of binder, organization. |
| Neatness(1 point) | Erasures or cross-outs may be evident. Format may be inconsistent, or parts may not be arranged in a logical neat manner. | Contains one or fewer erasures or cross-outs. The format is consistent. Parts are arranged neatly but may be out of sequence or illogical or hard to locate. | There are no erasures or cross-outs. The format is consistent and appropriate for the assignment. Parts are arranged in a logical manner and/or are easy to locate. |
| Content and thorough-ness (14 points) | The content covers only part of the topic or the coverage is skeletal, lacking in detail, color, illustrations, references, or examples. | The content covers the topic, but may be lacking in one or two of the following areas: detail, color, illustrations, references, or examples. | The content covers the topic as completely as is appropriate for the assignment. It is rich with detail, color, illustrations, references, or examples. |
| Timeliness(2 points) | Assignment is turned one or more days after the due date. | Assignment is turned in on the designated day, but after class or later the same day. | Assignment is turned in at the beginning of class or as requested by the instructor. |
| Total (25) x 2 for paper and x 3 for the two projects |
Teaching and Learning (TAL)
WASHINGTON STATE RESIDENCY PRINCIPAL CERTIFICATION INDICATOR/PRODUCT
Standard: ISLLC 2 Instructional Leadership
- Strand(s): 2.1 Advocating, nurturing, and sustaining a school culture
- Advocating, nurturing, and sustaining student learning
- Advocating, nurturing, and sustaining Professional Development
Evidence: Teaching and Learning (TAL)
- Indicator: An analysis of how the school is organized to advocate, nurture and sustain a school culture and instructional program conducive to student learning and staff professional growth.
Performance Indicators:
- Describes learning context and culture
- Provides evidence that student learning is the fundamental purpose of the school
- Shows how all students have equitable, engaging opportunities to learn and to meet high standards
- Displays curriculum as a developmental continuum
- Demonstrates how curriculum and assessments are aligned to the EALRs
- Shows how collaborative assessment of student work informs instruction
- Describes how support and coaching of teachers impacts student learning
- Describe the role of technology in promoting student learning and professional growth
- Demonstrates that staff evaluation, using professional growth plans, improves student learning
- Gives evidence that professional development is based on identified staff instructional needs (surveys, assessment data, etc.) and adult learning theory
Reflective analysis:
- Analyze how effectively your school is meeting the learning needs of all students and teachers
- Describe how you would use the continual cycle of analysis to manage change in the learning environment
Teaching and Learning Assignment Rubric (TAL)
| Performance Indicators | Below Standard | Residency | Professional |
| Data of Review of School Context and Culture | Presents an incomplete analysis with few details | Presents a clear review of the school context, student demographics, and achievement as presented in the SIP for that school. | Presents a thoughtful critique of the SIP areas for Teaching and Learning with both suggestions for improvement and commendations. Suggests where to find additional data when indicated. |
| Student Learning and Assessment—beliefs, plans, andevidence | Includes overview of statements withminimal analysis | Reviews evidence of school-wide focus on student learning in belief statements, action plans, and assessment. | Reviews evidence of school-wide focus on student learning in beliefs statements, action plans, and assessment; includes school and classroom evidence of student learning with analysis of how data is used to improve student learning |
| CurriculumOverview | Lists curriculum with little analysis | Reviews school’s curriculum scope and sequence; discusses gaps and/or overlaps in relation to EALR’s, GLE’s and school vision. | Reviews school’s curriculum scope and sequence; discusses gaps and/or overlaps in relation to EALR’s, GLE’s, and school mission; andprovides suggestions for improvement |
| Staff Profile | Lists staff demographics | Describes staff demographics, levels of experience and strengths, connection to curriculum | Describes staff demographics, levels of experience and strengths, connection to curriculum |
| Professional Development | Outlines existing professional development | Describes existing professional development: formal and informal; teacher strengths; coordination with student learning | Describes existing professional development: formal and informal; teacher strengths; coordination with student learning; role of principal in creating climate for adult growth in context of data |
| School History | Gives few factual information | Describes past critical events that have shaped the school’s present culture. | Describes past critical events that have shaped the school’s present culture and analyzes implications for future reform efforts. |
Rubric for Professional Demeanor
(Rewritten from Student Teaching Evaluation Rubric (Daniels, C.), E. M. Bridges (1989) The Incompetent Teacher, and incorporating Secondary Methods and Assessment students feedback from the past 9 years for the needs of this course)
- Is able to Reflect on own performance and synthesize feedback from multiple sources into a plan for changing and/or maintaining a chosen teaching practice (e.g. Takes failure well, understands how failure helps mold future learning; Is able to handle critiques from self, colleagues and instructor; is able to effectively use subject matter in teaching lessons/ Demonstrates subject matter mastery
- Communicates using a high level of interpersonal skill (e.g. two-way communication, agree to disagree, active listening, backchat, restatement for clarification and understanding etc.) (i.e. Discussing items of concern with Dr. Reilich immediately). Follows all behavior policies explicitly.
- Makes a positive contribution to the class activities (includes professional disagreement and discussions) (also includes being prepared for class activities)
- Shows professionalism in behavior towards others (maintaining control of emotions, taking personal responsibility for own actions, accepts consequences for own decisions, develops and maintains an internal locus of control (. e.g. Attends every class, is on time, returns to class promptly after breaks; is able and willing to take creative and critical risks in the scope of the class activities
- Is able to maintain a balance between personal and professional responsibilities (e.g. is able to handle the stresses and strains of the course requirements; is able to wear both a student “hat” and teacher “hat”)
| Descriptor | Number | Level |
| Rarely | Not Met | Novice-just beginning teacher prep pgm |
| Sometimes, tries to, has occasional lapses | Not Met | Expected of teacher prep students at beginning of student teaching |
| Often, 1-2 lapses | Met | Expected at end of student teaching |
| Consistently | Met | Typical of master teachers |
Learning Mastery 