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:

• The Character of Curriculum
• Curriculum History
• Approaches to Curriculum
• Curriculum Theorizing
• Curriculum Development and Change
• Levels and Participants in Curriculum Planning
• Curriculum Implementation
• Curriculum Evaluation and Student Assessment
• The Politics of Curriculum Decision Making

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.

• Week 1/2: Introductions; The Character of Curriculum; Curriculum History;
• Week 3: Approaches to Curriculum
• Week 4/5: Curriculum Theorizing
• Week 6/7: Curriculum Development and Change;
• Week 8/9: Levels and Participants in Curriculum Planning
• Week 10/11: Curriculum Implementation
• Week 12/13: Curriculum Evaluation and Student Assessment
• Week 14:  The Politics of Curriculum Decision Making
• Week 15: Finals

COURSE OBJECTIVES: 

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

ASSIGNMENTS:

• Introductory Post –Tell us a little bit about yourself to include professional information, personal interests (family, hobbies, interests etc?), and your philosophical position about education in America (this is large, but keep it to about 4 or 5 sentences – just give us a taste here, as we will expand and challenge these positions later).  As this course is collaborative—you are to take this opportunity to get to know something about your classmates. (THIS WAS REPLACED WITH INTRODUCTORY PRESENTATION
• Threaded Discussions: Students will be required to participate in threaded discussions in small and large group formats. 40 - 10pts each
• Timeline Project - Working with your group, you will create a rich timeline on the history of public education with a tenuous focus on a developing curriculum to the emergence of the Common Core. For this assignment, your group will avoid a triumphalist attitude towards your research. Your presentation should present a keen critical view of your research and timeline. The timeline should be comprehensive but not exhaustive. 50 points
• Responses to Literature and Research: Assigned activities include a written response. Make sure that you are writing in a scholarly manner. It should be formal and in APA format. Verify due dates and submission criteria in the calendar 30 - 10 pts. each.
• Argumentative Paper - For this formal APA writing assignment, you will analyze a weakness identified through a data resource  (National, State, or Local) and through a curricular response (theory, approach, and/or adoption) defend how that data trend could be reversed over time through curricular change, development, and or instructional strategies. 100 points
• Curriculum Presentation - With your Group you will design an in-service presentation that you could give to other teachers to inform them about the importance of developing a core curriculum. Discuss both the theory behind core curriculum (the theoretical implications) and the practical aspects (the practical implications) of teaching a core curriculum within a school system. Your group’s presentation will include a very detailed two-hour agenda for your participants and activities that would make the learning time more meaningful. Ensure that your agenda is extremely specific and accounts for every minute of the session. All parts of the presentation must be within the PowerPoint. If you have activities, these should be outlined within the presentation, not included separately. 150 pts
• Curriculum Mapping Project: You are to create a curriculum map (not a unit or lesson plans) to cover a month to six weeks in the mapping period, depending on the unit of study you are using. Label your map with the grade level and subject area. This should be directly related to your class now or your content area if you are not in the classroom. 200 pts. LIVETEXT ASSIGNMENT

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:

• SEDU 702  (the assignment will be found under the COURSE, SEDU 702, in LiveText)
• SEDU 774  (the assignment will be found under the COURSE, SEDU 774, in LiveText)

• Whether these assignments are submitted in D2L or not, you will need to submit your FINAL work and a brief 1 page REFLECTION on the assignment into the PORTFOLIO section of LiveText BEFORE your class is finished. 
• This will allow you to have a COMPLETE portfolio when they finish their final course.

• SEDU 692 = Research Paper (Final piece plus a reflection must be submitted in the PORTFOLIO section of LiveText, not under SEDU 692)
• SEDU 700 = Created Assessments (Final piece plus a reflection must be submitted in the PORTFOLIO section of LiveText, not under SEDU 700)
• SEDU 786 = Curriculum Map (Final piece plus a reflection must be submitted in the PORTTFOLIO section of LiveText, not under SEDU 786)
• SEDU 774 = Conceptual Framework (Submitted in LiveText under SEDU 774) AND Management Plan (Final piece plus a reflection must be submitted in the PORTTFOLIO section of LiveText, not under SEDU 774)
• EDUC 788 = Research Proposal and/or Action Plan (Final piece plus a reflection must be submitted in the PORTFOLIO section of LiveText, not under EDUC 788)
• SEDU 797 = Research Proposal and/or Action Plan (Final piece plus a reflection must be submitted in the PORTFOLIO section of LiveText, not under SEDU 797)
• Instructional Techniques = Unit Plan (Final piece plus a reflection must be submitted in the PORTFOLIO section of LiveText, not under the appropriate course)
• SEDU 702 =Conceptual Framework (Submitted in LiveText under SEDU 774) AND Educational Philosophy AND Educational Autobiography (Final piece plus a reflection must be submitted in the PORTFOLIO section of LiveText, not under SEDU 702)

ASSUMPTIONS:  

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

• Learning is a dynamic process that involves dialogue between the student and new ideas, the student and the teacher, and the students with one another.  The discourse of the classroom is central to what is learned.  Preparation for and reflection after class discussions are both critical elements in the learning process.
• Application, analysis, synthesis, and evaluation of knowledge are the highest levels of thought.  Assignments, discussions, and projects will combine one or more of these levels of cognition.
• Knowledge that can be applied to the life experiences of the learners will be more meaningful and better retained than knowledge that is outside of the learners’ experiences.
• What students learn is fundamentally connected with how they learn.  Cooperative learning is more meaningful and leads to a more positive classroom climate than competitive and individualistic goal structures.
• An ongoing analysis of teaching and learning is essential in developing insights, knowledge, and skills about the teaching of elementary school social studies.

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:

• Academic Integrity - It is expected that all work submitted through this course is the student’s original work, generated for the express purpose of completing the requirements of this course. All papers submitted in this course may be screened for originality using Turnitin’s plagiarism detection software. This software checks submissions for text matches, Web content, books including classic works of literature, and newspapers, magazines and scholarly journals.
• This is an on-line course. Your active participation in discussions, cooperative group work, and the like are expected and necessary for a rich learning experience for yourself and your colleagues.
• Be aware of all reading schedules, assignment due dates, and project benchmarks. Manage your course work with consistency and efficiency.
• All assignments must be turned in to the instructor on time following all established submission requirements in order for the assignment to be considered for full credit. Anything less then the aforementioned statement will place your submission at risk of possible point deductions. Complete all assignments and projects in a professional manner.
• All written assignments must be word-processed and double-spaced.  It is expected that submitted work will reflect graduate level writing, in content and in grammar, vocabulary, punctuation and in most current APA format.
• Communicate all questions, concerns, and assignment information in a timely and clear manner via e-mail. All email will be responded to within a 24 to a no later than 48 hour time frame. Keep this in mind if you are awaiting a response from the instructor prior to moving forward.
• Demonstrate ethical decision-making.  Students are expected to display professionalism by being trustworthy, honest, respectful, responsible, fair, caring and good citizens.  Plagiarism or any kind of cheating will be processed in full accordance with the policies of the Elementary, Middle and Secondary Education Department and Edinboro University of Pennsylvania. The instructor has the option to fail the assignment or assign a failing grade for the course in any instance of plagiarism. Plagiarism will result in failing the course.  
• Students are to be aware that academic dishonesty is not tolerated in this course and should be familiar with the following definitions:

• Cheating. Behaviors including, but not limited to, use of unauthorized notes or reference materials during examinations; copying answers from another student's paper during an examination; the unauthorized possession of academic materials, including exams; the unauthorized exchange of course assessment materials, including exams; the unauthorized exchange of information or collaboration regarding tests, or other course assignments; aiding another to engage in cheating; and/or all other acts of academic dishonesty that any member of this academic community would reasonably understand to be a breach of this academic integrity statement will be considered cheating and an act of academic dishonesty.
• Plagiarism. Plagiarism may be defined as the act of taking the ideas and/or expression of ideas of another person and representing them as one's own. This includes, but is not limited to, using ideas or passages from a work without properly attributing the source, paraphrasing the work of another without giving proper credit, and/or the sale, purchase, or exchange of papers or research. It is the student's responsibility to know what plagiarism is and to properly cite the work of others. If a student is in doubt, it is their responsibility to resolve any ambiguity prior to submitting the work. Plagiarism is nothing less than an act of theft, and, as such, is subject to University disciplinary action.

• Edinboro University has a license agreement with Turnitin.com, a service that helps prevent plagiarism by comparing student papers with Turnitin's database and Internet sources. Students who take this course agree that all required papers may be submitted to Turnitin.com. While student privacy is protected, papers submitted to Turnitin do become source documents in Turnitin's reference database solely for the purpose of detecting plagiarism of such papers. Use of the Turnitin service is subject to the Terms and Conditions of Use posted on Turnitin's website. Edinboro University is committed to preserving academic integrity as defined by the Academic Honesty Policy (http://www.edinboro.edu/departments/judicial/codeacademicintegrity.dot )
• Potential sanctions associated with academic dishonesty may be found in the University’s Student Code of Conduct and Judicial Procedures at the following link: http://www.edinboro.edu/dotAsset/c274d443-d156-4cd2-bbfc-c12c00c29e2f.pdf.

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.