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
Now in its forth edition, this best seller has helped successive cohorts of principals create the best possible curriculum. The authors examine four levels of curriculum - state, district, school, and classroom - to explain how effective principals influence curriculum at every stage. The authors re-examine the key issues that continue to influence principals in the "real world", and include examples of ways principals can incorporate curriculum leadership into their organizational behaviour. This book will guide principals in working with teachers to generate meaningful curricula which will raise the level of learning - and teaching - in your school.
Dr. Allan A. Glatthorn (deceased) was a Distinguished Research Professor of Education (Emeritus) at East Carolina University, Greenville, North Carolina. Jerry M. Jailall recently served as the state coordinator for the federal Comprehensive School Reform program and as a Title 1 Consultant at the North Carolina Department of Public Instruction. He has worked with 172 elementary, middle, and high schools implementing school reform initiatives. He previously coordinated the NC School Improvement Grants program in 107 school districts under the standards-based GOALS 2000 federal initiative. He has over 25 years of K-12 experience in public education spanning Guyana, the Bahamas, and the US. He is a former lecturer at the University of Guyana. He obtained his doctorate in education from East Carolina University. Julie K. Jailall, EdD, currently serves as the Executive Director of the K-12 Neuse Charter School in North Carolina, USA. She is a school transformation expert and has served for over 15 years as a school principal and as a teacher in several schools and districts in the USA. She previously served as the Learning Disabilities Consultant at the NC Department of Public Instruction. She has worked with elementary, middle, and high schools implementing school reform initiatives. Dr. Jailall has over 30 years of K-12 experience in public education spanning Guyana, the Bahamas, the United Arab Emirates and the United States. She is a former lecturer at the University of Guyana, the Abu Dhabi University and the Brunswick Community College in the USA. She holds 5 degrees including a doctorate in education leadership and policy studies from the North Carolina State University.