C)+Syllabus

Holy Family University Education 620 ** Seminar in Curriculum Development  ** ** Spring Session 2009  ** Patricia Williams, Ph.D.  Monday 5:30-8:20 Phone: 856-365-1000 ext 101 Main Campus Email: pgwteacher@aol.com This is a required course for students who are already teachers and are pursuing a degree in the Masters of Education Program (Elementary and Secondary) or in the Masters of Education Program in Educational Leadership. Students will view curriculum planning and implementation from both a teacher’s and an administrator’s viewpoint. The course stresses the theoretical foundations and practical techniques for designing and implementing curriculum. The course includes a comprehensive investigation of programs of study in contemporary schools and allows students to critique curriculum areas already in place in local school districts. Students will also review literature on theories and current curriculum issues K-12 and then will design curriculum to be shared with the graduate community as part of the culminating degree. Wiggins, G. and McTighe, J. (2005). //Understanding by Design// (2nd Ed.). Alexandria, VA: ASCD Tomlinson, C.A. (1999). //The differentiated classroom: Responding to the needs of all learners.// Alexandria, V A: ASCD. =__ Supplemental Materials __= Collins, J.(2001) //Good to Great. Why Some Companies Make the Leap… and Others Don’t//. Harper Collins. New York, NY. New Jersey Standards Clarification Project Phase I New Jersey Department of Education January 2008. Zmuda, A. McTighe, J. Wiggins, G. Brown, J. //Schooling by Design// An ASCD Action Tool, Alexandria VA ASCD. Strickland, C. //Tools for High Quality Differentiated Instruction// An ASCD Action Tool, Alexandria VA ASCD. The course will require the following as well as the weighted breakout outlined: Improvement plan 30 Points/ Percent Required Readings Present Bibliography Present Project Present **__Class Attendance and participation__** are expected to be an integral part of the course. Preparation for class and active participation related to current issues in curriculum development, implementation, and assessment will also be evaluated. A portfolio of the activities accomplished during the class session will document the continuing professional development of the student. **__A Curriculum Needs Assessment__** - 3 to 4 pages: Conduct a __needs assessment__ that reviews curriculum development, implementation, management, and evaluation/assessment. Evaluate compliance with relevant federal and state laws/mandates/regulations, and local board policy (in Pennsylvania, Chapter 4 regulations including PA Standards). Prepare an __improvement plan__ that acknowledges the ways in which supervision/management of curriculum matters are approved. __Discuss__ this needs assessment, improvement plan, and approval process with a building level administrator and comment on your conversation with him/her. **__ Curriculum Survey/Interviw __** - will be accomplished through the design of an interview survey tool reflective of issues and trends in curriculum development discussed in class and in particular relationship to the mission or goals and objectives of the school. The interview will be conducted with at least three of the following: Note successes and concerns/problems with the district’s implementation process and system. Prepare a document that evaluates your conversation and make recommendations for improvement. This material will be shared in class and submitted as a paper no greater than three pages with the interview tool included. **__An Annotated Bibliography__** of 5 scholarly peer reviewed journals on a topic dealing with curriculum development and implementation will be prepared to share in class. This assignment will be differentiated so that students may choose their particular areas of interest. It should be a facet of the overall curriculum project as a means to further some theoretical component of the curriculum project design. The following parameters must be adhered to in completing this assignment: **__A design of a Curriculum Unit__** for one area of study in the student’s interest or a proposed new curricular program will be accomplished. This assignment will be differentiated according to the students in the class. The students will be able to choose whether they are taking a teacher’s perspective or an administrators perspective. You and/or a group of peers will develop a plan using the tools identified in this course and those used in your professional setting. Some questions to be considered for this project are: //What is your instructional vision? Who are the students being served? What are the needs? What is taught? How? Why? What resources are available? // __ Specifically the culminating project for the Seminar on Curriculum Development is to design an Innovative School Program and curriculum utilizing the Understanding by Design curriculum template. __ The group of colleagues will develop a project which includes a Mission Statement, Goals and Objectives, Educational Program, Student Assessment, Staff and Personnel Matters, etc. Of particular focus will be the design of a Curriculum Unit in the Educational Program section for one area of study in the student’s interest within the scope of the whole project. This assignment will be differentiated according to the students in the class. The Required Readings, Annotated Bibliography, and the Curriculum Project will each be presented throughout the course of the semester in a seminar sharing format. Most class sessions will be broken into multiple sections. These sections will include: powerpoints __Students should be prepared to participate in every class__ and present materials when appropriate. One assigned reading will be presented by the student during the course of the semester. The following Pennsylvania Department of Education Standards are addressed in this course as related to teachers and school principals: Knowing the Content Teacher: I.A., I.B., I.C., I.H. School Principals: I.B. Performance Teacher: II.B., II.C., II.D. II. E. School Principals: II. Professionalism Teacher: III.A. School Principals: IIIA. III.D. This course addresses the professional competencies associate with Instructional and Administrative Certificates identified in Act 354.33. These competencies are referenced in parantheses below: · To critically review the theoretical work supporting curriculum development and implementation in education K-12 in the classroom and school community. Instructional (I) Administrative (G) · To assess current strategies and issues in curriculum as they relate to models of instruction and national and state standards. Instructional (I) Administrative (G) · To read and discuss current topics and reforms in local, state, and national issues in education as they pertain to decision making in the curriculum. Instructional (I) Administrative (G) · To discuss and analyze strategies that enhance curriculum development in performance based learning and the social and cultural forces that affect curriculum. Instructional (C,D) Administrative (B) ·  To develop curriculum which promotes educational growth for all students within in inclusive setting. Instructional (C,D,H) Administrative (B,F) · To facilitate the development of critical thinkers who can analyze and discuss educational issues related to the development and implementation of curriculum. Instructional (D, I) Administrative (F,G) All policies of the Graduate Handbook will be followed. Attendance, punctuality, and participation are required. The instructor will deduct points toward the final grade for students who miss class without valid documentation/reason (e.g. doctor's note) or evidence excessive lateness to class. It is essential that each student's quality of participation include demonstrated familiarity and personal preparation with regard to the assigned text readings and handouts, as well as regular contributions to class discussions. Involvement, attitude, preparedness, and effort will be evaluated throughout the course. Grades for any late assignment may be lowered one full grade for each class meeting that it is late. Make up tests can be scheduled only if you notify the instructor in an appropriate time frame or present a doctor's excuse. All proper use of the internet regulations will be followed and all assignments are to be cited according to the APA style. Computers in the lab are to be used exclusively for the requirements of the course. __ Academic Honesty: __ Holy Family University encourages learners to grow intellectually as well as become responsible citizens of our community. Academic dishonesty subverts this mission and undermines the student's personal and intellectual growth. Violations of the academic honesty policy outlined in the Holy Family Catalog will result in a failing grade in this course and possible dismissal from the University. The University has provided the program ""Turnitin"" to assess the concept of plagiarism in student work. __ Students with Disabilities: __ Those who require accommodations for this course must contact a staff member at the Counseling Center and Disabilities Services Office. Reasonable accommodations requested under the Americans with Disabilities Act (ADA)and Section 504 of the Rehabilitation Act of 1973 will be provided in accordance with Holy Family University policy and procedures. Session I  Date: January 11, 2009 || Introductions Course Overview Defining Curriculum Designing Curriculum || || Session II  Date: January 18, 2009 History of Curriculum Types of Curriculum Societal Forces of Curriculum Philosophy of Curriculum Mission Statements || Wiggins and McTighe UbD Chapter 1-2 || Session III Date: January 25, 2009 || Evaluating Curriculum Back mapping Process of Curriculum Change and Improvement || Wiggins and McTighe UbD Chapter 3-4 || Session IV  Date: February 1, 2009 ||  Curriculum Early Childhood Curriculum Middle Schools Curriculum High Schools Curriculum in NCLB Planning Around Essential Questions || Wiggins and McTighe UbD Chapter 5-6 || Session V  Date: February 8, 2009 ||  ||  Annotated Bibliography Detail Assigned Wiggins and McTighe UbD Chapter 7-10 || Session VI  Date: February 16, 2009 || Understanding Understanding Behaviorism v Constructivism || Wiggins and McTighe UbD Chapter 11-13 || Date: February 15, 2009 ||  || Session VII Date: February 22, 2009 || Differentiated Instruction Multiple Intelligences Group Work || Tomlinson Chapter 1-2 Date: March 1, 2009 || **No class – spring break** || || Session VIII Date: March 8, 2009 || What is a Differentiated Classroom? Elements of Differentiation || Curriculum Project Detail Assigned Tomlinson Chapter 3-4 || Session IX  Date: March 15, 2009 || ReThinking how we do school Learning environments that support differentiated teaching Curriculum in Action Group Work || Tomlinson Chapter 5-6 Session X  Date: March 22, 2009 || Good instruction and differentiation Teachers at work building differentiated classrooms Curriculum in Action Group Work ||  || Session XI  Date: March 29, 2009 || == Sharing Interviews/Survey == Differentiation || Tomlinson Chapter 7-8 || Date: April 5. 2009 No Class - EASTER || ||  || Session XII Date: April 12, 2009 || Group Work Project Sharing Instructional strategies that support differentiation || Tomlinson Chapter 9-10 || Session XIII Date: April 19, 2009 || How do teachers make it all work? Seeking differentiation || || Session XIV Date: April 25, 2009 || || Session XV Date: May 3, 2009 || Final Examination Week || ||
 * Course Description: **
 * Required Textbooks: **
 * __ Course Requirements: __**
 * Class Attendance 10 Points/Percent
 * Curriculum needs assessment
 * Curriculum mapping Project 20 Points/Percent
 * Annotated Bibliography 10 Points/Percent
 * Curriculum Survey/Interview 10 Points/Percent
 * Presentations 20 Points/Percent
 * Curriculum Specialist
 * Reading Specialist
 * Principal,
 * Classroom Teacher
 * Special Education Teacher.
 * APA style
 * Typed or Word Processed and double spaced
 * Abstract explaining the rationale choosing the articles
 * Entry for each article that follows the format given in class.
 * A one page conclusion of research trends and findings for classmates.
 * Typical Class Structure **
 * review and discussion of text reading
 * Presentation of assigned topic
 * group work review on current curriculum issues K-12
 * group work design of curriculum to be shared with the graduate class as a whole.
 * Course Objectives **
 * Course Competencies **
 * Policies and Procedures **
 * Tentative Class Schedule **
 * Date ** ||
 * Topic ** ||
 * Assignment ** ||
 * Assignment ** ||
 * THIS IS MLK DAY – NO CLASS MEETING –VIEW PP AND COMPLETE ASSIGNMENTS ONLINE. ** ||
 * Survey Due **
 * Survey Presentation Sharing **
 * Survey Presentation Sharing **
 * No formal class meeting/President’s day ** ||
 * Annotated Bibliography Due 3/8/10 ** ||
 * Annotated Bibliography Share **
 * Annotated Bibliography Share **
 * Interview/Survey due next week ** ||
 * Curriculum Projects Due **
 * Curriculum Projects Presentations **
 * Curriculum Projects Presentations Shared **
 * Curriculum Projects Presentations Shared ** ||