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Edinboro University

Department of Middle & Secondary Education and Educational Leadership

SEDU 786: Secondary and Middle School Curriculum Improvement and Development

School of Education Conceptual Framework

Effective Facilitators of Learning

VISION STATEMENT

Edinboro University prepares highly qualified teacher candidates and related professionals who effectively facilitate student learning. Through knowledge, skills, dispositions, experiences, and understanding of our diverse and global society, our candidates successfully contribute to the future of their students, to their own professional development, and to the well-being of the larger community.

BELIEF STATEMENTS

  1. The successful professional education program prepares educators and related professionals who…
  2. Accept the requirement to build a civil society that focuses on respect and embraces diversity.
  3. Demonstrate pedagogical skills built on a solid foundation of discipline-specific content, reinforced by a broad liberal arts education and supervised clinical experiences.
  4. Effectively utilize community resources to support the educational and personal growth of learners.
  5. Engage in a professional learning community committing themselves to excellence, continual study, practice, reflection, and self-improvement.
  6. Exhibit continual informed decision-making, planning, and facilitation of learning based on knowledge of research, best practices, state and national student performance standards and ethical standards of the profession.
  7. Give back to the community through civic action.
  8. Lead and monitor all student learners using motivational and management skills.
  9. Recognize the importance of technology and are able to utilize current and appropriate technology for instruction, administration, and facilitation of learning.
  10. Strive for congruence of professional and interpersonal dispositions to interact, communicate, and collaborate effectively with students, families, colleagues, and the community.
  11. Utilize personal creativity, flexibility, and skill in assessing, creating and adapting instruction that provides opportunities for every student to be successful.


SEDU 786: Secondary and Middle School Curriculum Improvement and Development

Instructor: Marc D. Smith

Office: Online

E-mail: mdsmith@edinboro.edu

Phone/Cell: (540) 850-8396

Course Materials:        

Livetext –student version from Livetext.com or bookstore

Course Description:

This course studies the organization and administration of the curricula of elementary, middle, and secondary schools. It emphasizes the changing nature of curriculum, the essential elements and processes of curriculum development, and the principal as the curriculum leader.

Program Competencies:

After completion of this course students will be able to

Professionalism -improve effectiveness in the classroom through improved content pedagogical investigation.

Theory and Content-synthesize current content knowledge base with appropriate pedagogical knowledge base.

Application - improve effectiveness in the classroom through improved

content and pedagogical investigation.

Semester Calendar

General Course Topics:

COURSE DESCRIPTION:

This 15 week, online course provides educators an opportunity to investigate current issues and procedures in the development and improvement of curriculum for the middle school and secondary school.  The initial focus is upon conventional methods and techniques for curriculum analysis and design, followed by the study of contemporary curriculum developments and trends with the emphasis on the task of implementing curriculum change

INSTRUCTIONAL METHODS AND ACTIVITIES: 

This course is divided into weekly modules.  The modules include readings from the textbook, readings from periodicals identified by the instructor, independent research by the participants, and projects directed toward the participant's’ situation and career goals. The methods and activities may be altered based on need

COURSE OUTLINE:

The outline below is fluid and is subject to change due to student needs, course demands, or other issues that my hinder progress.


COURSE OBJECTIVES: 

During the course the following objectives will be addressed.  The graduate student will: 

OBJECTIVE

INSTRUCTIONAL ACTIVITY

ASSESSMENT

INTASC

PDE Standards

Define curriculum and analyze the historical and philosophical underpinnings of curriculum development.

Modeling

Direct Instruction

Video/webinar(s)

Resource Example(s)

Threaded discussion (s)

Small group work

Conferencing

Scenario(s)

Online research

Discussion(s)

Curriculum Map

Article and Book Summaries

Reading Quizzes

1, 4

A, B, C, D, F, K

Examine curricula with reference to structural characteristics, and development as an evolving, systematic process of change.

1, 4

A, B, C, K

Identify the impact of political and systemic forces acting on the decision-making process.

1,

A, B, K

Plan for and articulate the various roles and responsibilities necessary in consensual curriculum development models.

1, 3, 5

K

Examine middle level and high school curricula with reference to historical origins and philosophical positions.

2, 3, 5

A, B, C

Examine the unique philosophical characteristics of the middle level and high school learner and develop curricular plans that are responsive to these students.

2, 3, 5

C, K

Review and critically reflect on best practice and current research on curriculum planning and development for middle and high schools.

9

A, B, C, F, K

Suggest plans for the integration of contemporary developments in curriculum planning, delivery, and assessment.

5. 7

B, C

Develop a specific plan for systemic curriculum development and evaluation.

5

A, B, C, D, H, K

Identify the significance of contemporary issues in curriculum development trends.

5

A, B, C, H

Identify, examine, and articulate the background, impact, and status quo of national curriculum standards

1, 5

G, H, I

Examine national policies and influences on all aspects of curriculum development, implementation, and evaluation

1, 5

D, J

ASSIGNMENTS:

GRADUATE PROGRAM LIVETEXT INFORMATION

Throughout your program you will be required to submit the following assignments in Livetext, they will be used to create your final program portfolio. LiveText and the Conceptual Framework:

The Conceptual Framework is required in the following two courses:

ASSUMPTIONS:  

The teaching/learning model for this class will be based upon a set of assumptions about how students construct knowledge:

METHODS OF EVALUATION:

Points will accumulate and student performance will be evaluated based on:  written examinations, written assignments, creative projects, presentations, group and individual activities, and participation.  Only work assigned and graded by the instructor of record will be used to determine your final grade.

Grading Scale:

93%  -  100% =  A

        90%  -    92% =  B+

        85%  -    89% =  B

        82%  -    84% =  C+

        75%  -    81% =  C  

COURSE POLICIES:

COMMITMENT TO DIVERSITY:

Diversity includes recognition of differences among groups of people and individuals based on ethnicity, race, gender, religion, exceptionalities, sexual orientation, socioeconomic status, and geographic location.  Throughout this course, lessons, activities, demonstrations, and lectures will include suggestions and experiences for candidates to acquire and apply the knowledge, skills, and dispositions necessary to understand how children learn and develop, and provide learning opportunities that are adapted to diverse learners.

STUDENT DISABILITY ACCOMMODATIONS:

Edinboro University of Pennsylvania offers services to meet the accommodation needs of students with many types of disabilities. The Office for Students with Disabilities (OSD) provides services to students based upon documentation of a disability and a request for accommodations based on this disability.  Please refer to Edinboro University Policy A008 (Reasonable Accommodations for Students with Disabilities) which may be found at the following link: http://www.edinboro.edu/directory/offices-services/hr/policies/documents/A008%20Reasonable%20Accommodations%20for%20Students%20with%20Disabilities.pdf. This policy is in compliance with the Americans with Disabilities Act (ADA) and Section 504 of the Rehabilitation Act of 1973. Office for Students with Disabilities: Crawford Center, 200 Glasgow Road, Edinboro, PA  16444 814-732-2462

TITLE IX REPORTING REQUIREMENTS AND THE FACULTY MEMBER:

Edinboro University and its faculty are committed to assuring a safe and productive educational environment for all students. In order to meet this commitment and to comply with Title IX of the Education Amendments of 1972 and guidance from the Office for Civil Rights, the University requires faculty members to report incidents of sexual violence shared by students to the University's Title IX Coordinator. The only exceptions to the faculty member's reporting obligation are when incidents of sexual violence are communicated by a student during a classroom discussion, in a writing assignment for a class, or as part of a University-approved research project. Information regarding the reporting of sexual violence and the resources that are available to victims of sexual violence is set forth at: http://www.edinboro.edu/directory/offices-services/social-equity/sex-discrimination-sexual-misconduct/ Office of Social Equity Reeder Hall, Third Floor, 219 Meadville Street, Edinboro, PA 16444 814-732-2167


REFERENCES

Bester, M. M., & Scholtz, D. D. (2012). Mapping Our Way to Coherence, Alignment and Responsiveness. South African Journal Of Higher Education, 26(2), 282-299.

Benade, L. (2008). A Critical Review of Curriculum Mapping: Implications for the Development of an Ethical Teacher Professionality. New Zealand Journal Of Teachers' Work, 5(2), 93-104.

Delgaty, L. (2009). Curriculum Mapping: Are you thinking what I’m thinking? A visual comparison of standardized, prescriptive programmes. Annual Review Of Education, Communication & Language Sciences, 635-58.

Henderson, J., & Gornik, R. (2007). Transformative curriculum leadership. Upper Saddle River, NJ: Pearson.

Herbold, J. (2012). Curriculum Mapping and Research-Based Practice: Helping Students Find the Path to Full Potential. Odyssey: New Directions In Deaf Education, 1340-43.

Hlebowitsh, P. (2005). Designing the school curriculum. Boston, MA: Pearson Education, Inc.

Marsh, C. J., & Willis, G. (2007). Curriculum, alternative approaches, ongoing issues. Prentice Hall.

Ornstein, A. C., Pajak, E., & Ornstein, S. B. (2011). Contemporary issues in curriculum. (5th ed.). Upper Saddle River: Prentice Hall.

Plaza, C., Draugalis, J., Slack, M., Skrepnek, G., & Sauer, K. (2007). Curriculum Mapping in Program Assessment and Evaluation. American Journal Of Pharmaceutical Education, 71(2), 1-8.

Posner, G., & Rudnitsky, A. (2006). Course design. Boston: Pearson Education.

Schubert, W. H. (1985). Curriculum: Perspective, paradigm, and possibility. (1 ed.). Upper Saddle River: Allyn & Bacon.

Sowell, E. (2005). Curriculum an integrative introduction. (3 ed.). Upper Saddle River, New Jersey: Pearson Merrill Prentice Hall.

Tanner, D., & Tanner, L. (2007). Curriculum development: Theory into practice. (4 ed.). Pearson Merrill/Prentice Hall, 2007.

Wiles, J. W., & Bondi, J. C. (2011). Curriculum development, a guide to practice. (8th ed.). Prentice Hall.