Curriculum leadership chapter 5 powerpoint

Glatthorn, Boschee, Whitehead, Boschee, Curriculum Leadership, 3rd Edition
© 2012 SAGE Publications
Chapter 5:
Curriculum Planning
The specific details of the curriculum planning
process are determined by the level and nature of
curriculum work: designing a field of studies,
improving a program of studies, and developing a
course of study.

 …is the specification and sequencing of major
decisions regarding curriculum. It begins with
three steps for organizing:
 Organize for planning (determine locus of decision
making and structures needed)
 Establish the planning framework (align goals with
fields and standards, develop database and
planning calendar)
 Carry out specific activities
Curriculum Planning

Goal-Based Model
 Determine locus of decisions
 Determine organizational structures needed
 Identify and allocate leadership functions
 Align goals with curricular fields
 Develop a curriculum database
 Organize, evaluate, change provide resources
 Provide staff development

 Federal level – when policy decisions and their
implementation are planned;
 State level – when there needs to be changes in
graduation requirements;
 District level – when there is a plan to revise a
field of study;
 School level – when the program of studies
needs to be changed or new courses added
 Classroom level – when teachers plan units of
study.
Determining the Locus of Planning
Decisions

 District curriculum advisory council
 School curriculum advisory council
 Curriculum task forces
Organizational Structures Needed

1. Differentiate between district and school-
based responsibilities
2. Decide what organizational structures are
needed
3. Allocate specific leadership functions to
district and school staff
3 Organizing Strategies

 Superintendent level
 Assistant superintendent level/Director of
Curriculum
 Principal level
 Teacher level/Classroom level
Leadership Functions

 Relies on the use of standards-based teaching
 Teachers must be a part of the curriculum
creation process.
 Sharing common goals is key to curriculum
change.
Goal-Based Model

 1. Specify district educational goals
 2. Determine which goals should be met
through the courses of study
 3. Allocate goals to several fields of study
Alignment Between Education Goals
and Curriculum Fields

 One that begins at the district level and ends at
the field of study level
Top-Down Process

 Teachers must access a curriculum database for
a particular theme or standard using a system’s
instructional tools. This database will provide
needed information to be used when analyzing
needs and developing curriculum.
Curriculum Database

 Develop a curriculum calendar with six steps:
 Needs assessment
 Task forces appointed and working
 Evaluate project
 Organizational provisions
 Resources selected and provided
 Staff development
 Mark important reference points to keep the
curriculum project on schedule
Curriculum Calendar

 Conduct needs assessment
 Just-right learning targets
 Functional planning schema
 Varied assessment
 Did feedback improve student performance?
Needs Assessment – Identify the
Gaps

 Following the needs assessment and evaluate
of data, the next step is the development and
implementation of strategies. Resources must
also be secured by the new or improved
program.
Organize, Evaluate, Change, Provide
Resources

 One of the most effective means of ensuring
successful implementation of new curricula is to
integrate effective staff-development programs
with any major curricular change. Three models
can be used:
 1st model – pre-staff development model
 2nd model – subsequent development model
 3rd model – community-based learning model
(PLCs)
Providing Staff Development

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