The Principal as Curriculum Leader

Shaping What Is Taught and Tested
Fourth Edition
Allan A. Glatthorn
Jerry M. Jailall - New Millennium Educators
Julie K. Jailall
The Principal as Curriculum Leader
August 2016 | 288 pages | Corwin
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ISBN: 9781483353128
Available from January 0001
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ISBN: 9781483353111
Available from January 0001

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 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

Contents

Preface to the Fourth Edition

Preface to the Fourth Edition

Acknowledgments

Acknowledgments

About the Authors

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

Index

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 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

Contents

Preface to the Fourth Edition

Preface to the Fourth Edition

Acknowledgments

Acknowledgments

About the Authors

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

Index

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The Principal as Curriculum Leader

Shaping What Is Taught and Tested

Allan A. Glatthorn , Jerry M. Jailall , Julie K. Jailall
Cancel Print

August 2016 | 288 pages | Corwin

Format Published Date ISBN Price
Paperback 01/01/2025 9781483353111 $42.95
Lifetime 01/01/2025 9781483353128 $39.00

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


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

Recent Product Reviews:

This text is both practical, and appropriately theoretical. Principal interns learn about the "big picture" of curriculum leadership, and also have the opportunity to look at the details of various aspects of curriculum leadership, such as a learning-centered schedule.
David Swank, Educational Administration, University Of South Dakota
"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

Recommendations