Richard Sorenson is an associate professor in the Educational Leadership and Foundations Department at The University of Texas at El Paso. He served public schools for 25 years as a social studies teacher, principal, and associate superintendent for personnel. Currently, Sorenson works with graduate students at UTEP in the areas of school personnel, school-based budgeting, educational law, and leadership development. He was named The University of Texas at El Paso College of Education Professor of the Year in 2005, is involved in several educational initiatives on the U.S./Mexico border, and he is an active writer with numerous professional journal publications. He has also authored textbooks, teacher resource guides, and workbooks in the area of the elementary and secondary school social studies curricula. He conducts workshops at the state and national levels on topics such as principal preparation, instructional leadership, and effective teaching practices. His has been actively involved with the Texas Elementary Principals and Supervisors Association (TEPSA), the Texas Association of Secondary School Principals (TASSP) in which he conducts annual New Principal Academy seminars, and the Texas Council for the Social Studies (TCSS). His research interest is in the area of the school principalship, specifically the examination of conditions and factors that inhibit and discourage lead teachers from seeking the school principalship as a career option. He received his EdD from Texas A&M University at Corpus Christi in the area of educational leadership.
Lloyd Milton Goldsmith is associate professor and chair of the Department of Graduate Studies in Education at Abilene Christian University. Goldsmith is currently involved in developing online graduate education degrees that incorporate faith principles. He teaches courses in school culture, professional development, and continuous school improvement. He served public schools for 29 years as an elementary science teacher, middle school assistant principal, and elementary school principal. He and a fellow chemistry professor, Kim Pamplin, co-direct a program to facilitate high school chemistry teachers in effective instructional strategies. Goldsmith has served on several state committees for the Texas Education Agency. He currently serves as a consultant on a project to migrate mandated state principal training to an online format. He is president of the Texas Council of Professors of Educational Administration. Goldsmith has presented at numerous state, national, and international conferences. He is active in Kiwanis International and in his local church, where he teaches Sunday school to lively fourth graders, works with the Boy Scouts, and leads a life group. He earned his EdD in educational leadership from Baylor University.
Dr. Zulma Y. Méndez is an assistant professor in the Department of Educational Leadership and Foundations at The University of Texas at El Paso (UTEP). She earned her Ph.D. in Education from the University of California, Riverside. Professor Méndez’s teaching and research interests include curriculum policy and practice across the K-16 continuum. At present, she is conducting a qualitative study that examines the recently implemented national standard-based curriculum in the border city of Juárez, México.
Karen T. Maxwell is an assistant professor in the Graduate Studies in Education Department at Abilene Christian University (ACU). Her fields of interest include secondary education, behavior management, and campus leadership. Before coming to ACU in 2006, Dr. Maxwell worked with the Region 2 Education Service Center in Corpus Christi, Texas, where she co-directed a principal certification program and directed the Principal Assessment/Development Center. She also worked extensively with school-wide discipline programs and behavior management. Dr. Maxwell has taught graduate level courses in educational administration at Texas A&M University – Kingsville, Texas A&M University – Corpus Christi, and Walden University. She has K-12 teaching experience at elementary, middle, and high school levels in public and private schools, and has served as a campus principal at the elementary and high school levels.
Dr. Maxwell believes that campus leadership is central to student success and her goal is to assist with the development of strong, effective campus curriculum leaders. She holds a Bachelor of Arts degree in English from ACU, master's degrees in curriculum and instruction and educational administration from Texas A&M University – Corpus Christi, and a doctorate in educational leadership from Nova Southeastern University.
List of Tables and Figures
About the Authors
1. Defining Curriculum Leadership
Defining Curriculum Leadership
Organizational Phenomena Influencing Curriculum Leadership
Rethinking the Education Hierarchy
Case Study Application: Stand and Deliver
2. A Curriculum Leadership Journey
ISLLC Standards and Curriculum Leadership
Case Study Application: Principal Wonkermann?s Late Afternoon Experience: De Ja Vu All Over Again
3. Principal Expectations as Curriculum Leader
Shoot Low, Expect Less
Understanding Principal Expectations in Curriculum Development
Principal Expectations in the Curriculum Leadership Role
Case Study Application: Who?s the Turkey This Thanksgiving?
4. The Principal?s Role in Curriculum Change and Innovation
Constructive Change = Positive Growth
The Basis for Change and Why It Is So Necessary
Why We Resist Change
How to Overcome Resistance to Change
The Change Process in Curriculum Development
Case Study Application: It?s a Real Puzzle to Me!
Managing Change Tolerance Test
5. Curriculum Leadership in Action
The Role of the Principal in Curriculum Design and Development
The Challenges of Leading
Curriculum Leadership Through Walker?s Deliberative Model of Curriculum Development
Enacting the Deliberative Model of Curriculum Development
Case Study Application: Who Decides What and How?
6. Where the Action Is: Building Relationships with Teachers
Leadership and Followership: You Can?t Have One Without the Other
10 Curriculum Leadership Building Blocks for Preventing and Treating Arrested Teacher Development
Case Study Application: Zachary School Case Study
7. Systematically Integrating Curriculum and Instruction
The Role and Vision of the Principal in Defining Curriculum and Instruction
Integrating Curriculum and Instruction
Five Steps to Successful Curriculum Integration
The Integration of Curriculum and Instruction: How Relevance and Interest Help Students Become Better Learners
The Principal?s Role in Curriculum Integration
Case Study Application: Well, It?s the State Mandated Curriculum!
8. Professional Learning and Curriculum Leadership
Teaching and Learning
Building Teacher Capacity
Four Factors Impacting Professional Learning
Case Study Application: Professional Learning at Sandy Shores School
9. The Principal and Legislated Learning: Working the System and the Prospects of Curriculum Renewal
Curriculum Leadership and Legislated Learning
The Principal in the Process of Curriculum Renewal and Change
Toward Change and a Renewed Curriculum
High-Stakes Testing, Curriculum Renewal, and Educational Practice
Curriculum Theory and the Renewal Process
Case Study Application: It's All State Mandated Anyway! Part II: A Principal Returns From the Annual Summer State Leadership Academy
10. Trailblazing Digital Curriculum Leadership 101
Let?s Talk Technology Standards
A Voice From the Field
The Quaker Digital Academy Story
One More Thing
Case Study Application: My School and the NETS A
Informal NETS A Principal Profile Campus Evaluation Instrument