Practical guidance for spearheading curriculum development and change
This comprehensive guide walks principals through the curriculum development and renewal process with encouragement, hitting the hard issues of doing more with less, integrating technology, creating a culture of improvement, and improving student outcomes. The authors incorporate the Interstate School Leaders Licensure Consortium (ISLLC) and the Educational Leadership Constituent Council (ELCC) standards for principals as they relate to curriculum leadership. Highlights include step-by-step guidance for:
- Working collaboratively with personnel
- Integrating state and national standards into school curriculum
- Maximizing professional development opportunities
- Connecting curriculum to instruction
|Product dimensions:||6.90(w) x 9.90(h) x 0.90(d)|
About the Author
Learn more about Richard Sorenson's PD offerings
Richard D. Sorenson, Professor Emeritus, is the former department chairperson of the Educational Leadership and Foundations Department at The University of Texas at El Paso (UTEP). He also served as the director of the Principal Preparation Program. He earned his doctorate from Texas A&M University at Corpus Christi in educational leadership. Dr. Sorenson served public schools for 25 years as a social studies teacher, principal, and associate superintendent for human resources.
Dr. Sorenson continues to work with graduate students at UTEP teaching school-based budgeting and school personnel. He was named The University of Texas at El Paso College of Education Professor of the Year (2005), and he remains an active writer with numerous professional journal publications. Dr. Sorenson has authored textbooks, teacher resource guides, and workbooks related to elementary and secondary social studies curricula. He conducts workshops at the state and national levels, and he has been actively involved in numerous professional organizations, including the Texas Elementary Principals and Supervisors Association (TEPSA), and the Texas Association of Secondary School Principals (TASSP), for which he conducted annual new-principal academy workshops the previous 12-years.
Dr. Sorenson continues his research agenda in the area of the school principalship, specifically the examination of conditions and factors that inhibit and discourage lead teachers from entering school administration. He makes time each day to exercise, walking 4 to 10 miles, depending on how industrious he feels!
Dr. Sorenson has been married to his wife, Donna, the love of his life, for the past 40 years, and they have two adult children, Lisa (a second-grade teacher with Cypress-Fairbanks ISD in Houston, Texas) and Ryan (an Exercise Physiologist in El Paso, Texas), a wonderful son-in-law, Sam (a petroleum engineer in Houston, Texas), and two grandchildren, Savannah Grace and Nehemiah Timothy – all of whom are the pride and joy of his life. Rick and Donna reside in El Paso, Texas, on the U.S./Mexico border, with their home facing the majestic Franklin Mountains. Of course, the Sorenson family remains a lover of Pugs, most notably one Little Bit (wanna go?), and Olive (wanna snack?) too.
Learn more about Lloyd Goldsmith's PD offerings
Lloyd Milton Goldsmith is the director of the Principal Preparation Program and former chairperson for the Graduate Studies in Education Department at Abilene Christian University. He earned his Ed D from Baylor University in the area of educational leadership. Dr. Goldsmith served public schools for 29 years as an elementary school teacher, assistant principal at a junior high school, and an elementary school principal.
Dr. Goldsmith led the migration of the graduate education program to an online format. He is currently involved in developing an online Ed D in educational leadership. Dr. Goldsmith and a fellow chemistry professor, Dr. Kim Pamplin, are in their 14th year codirecting a program facilitating high school chemistry and biology teachers in developing effective instructional strategies and integrating technology within their lessons. Dr. Goldsmith has served on several state committees for the Texas Education Agency. He served two terms as president of the Texas Council of Professors of Educational Administration.
The research interests of Dr. Goldsmith relate to effective principal practices and practicum design. Dr. Goldsmith enjoys teaching in his church’s inner-city outreach ministry, where he helps equip those living in poverty to better handle life’s challenges.
Dr. Goldsmith has been married to his wife, Mary, for the 30 years and has three adult children – Abigail, Eleanor, and Nelson. Abigail and son-in-law Andrew Harmon are the parents of his two grandchildren Luke Walling Harmon and Hilary Grace Harmon. “Pa” enjoys being “Pa”. Eleanor, has taught fourth grade for two years in Taft, Texas, where her father began his teaching career. His son Nelson recently graduated with a degree in accounting and finance from Abilene Christian University. Llola, his chocolate lab, is spoiled and walks the good doctor every morning.
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.
Table of Contents
List of Tables and FiguresPrefaceAcknowledgmentsAbout the Authors1. Defining Curriculum Leadership Getting Started Defining Curriculum Leadership Organizational Phenomena Influencing Curriculum Leadership Rethinking the Education Hierarchy Final Thoughts Discussion Questions Case Study Application: Stand and Deliver2. A Curriculum Leadership Journey ISLLC Standards and Curriculum Leadership Final Thoughts Discussion Questions Case Study Application: Principal Wonkermann's Late Afternoon Experience: De Ja Vu All Over Again3. Principal Expectations as Curriculum Leader Shoot Low, Expect Less Understanding Principal Expectations in Curriculum Development Principal Expectations in the Curriculum Leadership Role Final Thoughts Discussion Questions 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 Final Thoughts Discussion Questions Case Study Application: It's a Real Puzzle to Me! Managing Change Tolerance Test5. 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 Final Thoughts Discussion Questions 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 Final Thoughts Discussion Questions Case Study Application: Zachary School Case Study7. 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 Final Thoughts Discussion Questions 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 Final Thoughts Discussion Questions Case Study Application: Professional Learning at Sandy Shores School9. 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 Final Thoughts Discussion Questions Case Study Application: It's All State Mandated Anyway! Part II: A Principal Returns From the Annual Summer State Leadership Academy10. Trailblazing Digital Curriculum Leadership 101 Trailblazing Let's Talk Technology Standards A Voice From the Field The Quaker Digital Academy Story Looking Forward Final Thoughts One More Thing Discussion Questions Case Study Application: My School and the NETS A Informal NETS A Principal Profile Campus Evaluation InstrumentEpilogueReferencesIndex