The Principal as Curriculum Leader: Shaping What Is Taught and Tested / Edition 3

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Strong leadership in curriculum development is an essential element of any school improvement strategy, and today's principals play a vital and ever-expanding role in the process. This revised edition of a best-selling classic examines curriculum at the state, district, school, and classroom level and shows how effective principals can incorporate curriculum leadership into their organizational strategy to influence curriculum at each level.

Based on the most up-to-date research, this resource includes an expanded list of references as well as updated information on the effects of No Child Left Behind, the influence of the Interstate School Leaders Licensure Consortium (ISLLC), the importance of state and national standards, and more. The authors examine New developments in curriculum standards, including the importance of content standards in statewide reforms, The gap between the taught and learned curriculum, The need for team leadership and professional learning communities. Packed with useful guidelines, this practical how-to guide helps principals collaborate with teachers and district leaders to create a more meaningful curriculum.

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Editorial Reviews

Bill Mc Neal
"Brings the job description of the principal to full circle as we transition the role to a 21st-century school executive. "
Donnan Stoicovy
“I highly recommend this book to new and prospective principals. Glatthorn and Jailall provide a lot of food for thought to truly make a change in what is done with curriculum.”
Edward Drugo
"Provides an overview of the complexity of school administration while identifying and organizing a plan of action for the educational leaderto buildeffective curriculum within the organization.”
Anthony L. Parker
"Gives insights and directions for the critical role and responsibility of the principal. It is a must-have book for the school leader who wants to focus on the truly important aspects of being an effective principal!"
June Atkinson
"The authors provide excellent insights about the importance of effective leadership in our public schools."
Bill McNeal
"Brings the job description of the principal to full circle as we transition the role to a 21st-century school executive."
Jim Causby
"There is no role more important for a school principal today than that of curriculum leader. This book is the best that I have seen in this regard. The authors get straight to the point and give guidance to anyone currently serving as a principal or aspiring to become a principal."
Nancy Farmer
"Glatthorn and Jailall provide a helpful resource anchored in the context of No Child Left Behind, state standards, and the elevation of curriculum reform. Their work is a reference point for the practitioner, providing straightforward guidelines and suggestions to ensure that the principal plays an active leadership role in the expanding area of curriculum and instruction responsibilities."
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Product Details

  • ISBN-13: 9781412960359
  • Publisher: SAGE Publications
  • Publication date: 6/20/2008
  • Edition description: Third Edition
  • Edition number: 3
  • Pages: 216
  • Sales rank: 136,842
  • Product dimensions: 6.00 (w) x 8.90 (h) x 0.60 (d)

Meet the Author

Dr. Allan A. Glatthorn (deceased) was a Distinguished Research Professor of Education (Emeritus) at East Carolina University, Greenville, North Carolina.

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Table of Contents

Preface to the Third Edition
About the Authors
Part I. Laying the Foundations
1. What It Means to Be a Curriculum Leader: No Child Left Behind (NCLB) and Beyond
Current Trends in Curricula
Beyond NCLB: Moving From State Standards and Their Unintended Consequences to Voluntary National Standards for States
The Hallmarks of Curriculum Quality
Chapter Summary
2. The Four Curriculum Levels: State, District, School, and Classroom
State Functions
District Functions
School Functions
Classroom Functions
Flexible Allocations
Chapter Summary
3. Importance of the Principal
NCLB Spurs New National Leadership Standards: Interstate School Leaders Licensure Consortium (ISLLC)
Defining Curriculum Leadership
Understanding the Problems of the Principal's Curriculum Leadership Role
Understanding the Rationale for Principal Leadership
Uniting Principal and Teacher Leadership
Discharging the Leadership Functions
Chapter Summary
Part II. Shaping State and District Curricula
4. State Policies and Frameworks
Becoming Informed
Getting the Message Across
Evaluating State Frameworks
Chapter Summary
5. District Curricula
District Functions
Exercising Influence as the Principal
Chapter Summary
Part III. Providing Leadership
6. Developing Vision and Goals
Developing the School's Vision of a Quality Curriculum
Developing the School's Curriculum Goals
Chapter Summary
7. Rethinking the Program of Studies
Renewing an Existing Program of Studies
Restructuring the Program of Studies
Chapter Summary
8. Committing to a Learning-Centered Schedule
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
9. Integrating the Curriculum
Types of Integration
Arguments Supporting Integration
Arguments Questioning the Use of Integration
A Process for Resolving the Issue
Chapter Summary
10. 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
11. Monitoring the Implementation Process
The Argument About Monitoring
A Practical Solution
Chapter Summary
Part IV. Working With Teachers
12. Making Yearly Planning Calendars
The Nature of Yearly Plans and a Rationale for Their Use
Organizing for Yearly Planning
Developing Yearly Plans
Reviewing the Plans
Chapter Summary
13. 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
14. Enriching the Curriculum and Remediating Learning
Helping Teachers Enrich the Curriculum
Helping Teachers Remediate Learning
Chapter Summary
15. 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
Part V. Looking Ahead
16. 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

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