Curriculum Leadership

Beyond Boilerplate Standards, 2nd Edition

Leo H. Bradley; Mark Meyers; Shirley Curtis and Thomas Kessinger

This 2^nd edition presents strategies and answers questions, based on research and best practices, on how to develop curriculum and instruction, from philosophical base through assessment, to ensure excellence in curriculum beyond boiler plate standards. Current vocabulary describes this process as Value Added. However, since the current political paradigm requires school systems to map the curriculum to state and national assessments, attention is also given to curriculum mapping, pacing guides and other contemporary strategies designed to meet common cores, and other accountability issues. The book provides a process for school systems to follow in order to maximize teacher expertise and involvement, which creates the highest level of ownership and responsiveness from those charged with instruction and assessment. The text is a platform to encourage and enable school systems and universities to lead curriculum, instruction, and assessment that addresses, but goes beyond boiler plate standards, moves away from “teaching to the test,” and toward critical thinking, innovative thinking, and maximizing student potential.

Rowman & Littlefield Publishers

Pages: 190 • Trim: 6¼ x 9½

978-1-4758-4007-0 • Hardback • December 2017 • $84.00 • (£65.00)

978-1-4758-4008-7 • Paperback • December 2017 • $42.00 • (£35.00)

978-1-4758-4009-4 • eBook • December 2017 • $39.50 • (£30.00)

Subjects: Education / Leadership, Education / Curricula, Education / Current Issues

Curriculum Leadership

Beyond Boilerplate Standards, 2nd Edition

Hardback

Paperback

eBook

Summary

This 2^nd edition presents strategies and answers questions, based on research and best practices, on how to develop curriculum and instruction, from philosophical base through assessment, to ensure excellence in curriculum beyond boiler plate standards. Current vocabulary describes this process as Value Added. However, since the current political paradigm requires school systems to map the curriculum to state and national assessments, attention is also given to curriculum mapping, pacing guides and other contemporary strategies designed to meet common cores, and other accountability issues. The book provides a process for school systems to follow in order to maximize teacher expertise and involvement, which creates the highest level of ownership and responsiveness from those charged with instruction and assessment. The text is a platform to encourage and enable school systems and universities to lead curriculum, instruction, and assessment that addresses, but goes beyond boiler plate standards, moves away from “teaching to the test,” and toward critical thinking, innovative thinking, and maximizing student potential.

Details

Rowman & Littlefield Publishers

Pages: 190 • Trim: 6¼ x 9½

978-1-4758-4007-0 • Hardback • December 2017 • $84.00 • (£65.00)

978-1-4758-4008-7 • Paperback • December 2017 • $42.00 • (£35.00)

978-1-4758-4009-4 • eBook • December 2017 • $39.50 • (£30.00)

Subjects: Education / Leadership, Education / Curricula, Education / Current Issues

Author

Leo H. Bradley served as teacher, principal, curriculum director, assistant superintendent, and superintendent in public schools. For the past twenty-seven years he has been professor and chair in educational administration at Xavier University in Cincinnati, Ohio.

Shirley A. Curtis has been an elementary and junior high teacher, math coach, reading specialist, lead teacher, and an elementary principal of state recognized schools and district of excellence. Currently she is a teaching professor in Xavier’s Educational Administration Master’s Program and in the Department of Leadership Studies and Human Resource Development Doctoral Program.

Thomas A. Kessinger serves as an associate professor in teacher education, secondary education and educational leadership at Xavier University. He has researched and written numerous articles for refereed journals and published three book chapters; in addition, he has presented his research findings at multiple conferences spanning the past thirty-five years.

D. Mark Meyers, PhD is an Associate Professor of Leadership in the School of Education at Xavier University and Past President of the Ohio Association of Private Colleges of Education. Formerly, the Dean of the College of Social Sciences, Health, and Education at Xavier University, a position he held from, 2007-2014.

Table of Contents

Preface
Acknowledgments
Introduction
Philosophy: An Overview
1: Curriculum Leadership: The Unique Educational Leadership Domain
2: Principles and Operational Definitions of Curriculum
3: Curriculum Development Process
4: Curriculum Decision Making
5: Curriculum Documents
6: Curriculum Program Evaluation
7: The Role of Paradigms in Curriculum Change
8: Correlating Curriculum Design with How the Brain Learns
9: Technology and Curriculum Development
10: Student Credentialing
Index