Developing Purposeful and Coherent Curriculum for ......2017/10/05 · development. The guide as well as other resource materials for leadership preparation are available free of

Developing Purposeful and Coherent

Curriculum for Educational Leadership

Preparation

DevelopingPurposefulandCoherentCurriculumforEducationalLeadershipPreparation

University Council for Educational Administration (UCEA) 2

UniversityCouncilforEducationalAdministrationhttp://www.ucea.org

ThisguidewasdevelopedandpublishedbyUCEAincooperationwithUCEA’sCenterforSystematicProgramImprovementthroughResearchinEducationalLeadership(INSPIRE)(www.edleaderprep.org).Theprimarypurposeofthecenteristomakeavailablevalidandreliableevaluationresearchtoolsandmethods,asystemicprocessforcollectingandanalyzingprogramandstateleveldata,trainingmaterialsandopportunitiesforprogramfacultyandevaluators,andstrategiesforleveragingdataforleadershippreparationprogramimprovement.Thesecondpurposeofthecenteristosupportarigorousandlongitudinalresearchprogramfocusedonthepreparationandpracticeofeducationalleaders.

InstituteDirectors:AndreaK.RorrerMichelleD.Young

InstituteAssociateDirectors:CoriA.GrothSusanKorachDianaG.Pounder

InstituteResearchAssociates: ErinAnderson

YongMeiNe KathleenWinn

Theplanner,whichisanupdatedversionofOrr,O’Doherty&Barber(2012),drawsonthegrowingbodyofresearchconcerningleadershippreparationprogramevaluationanddevelopment.TheguideaswellasotherresourcematerialsforleadershippreparationareavailablefreeofchargeforreviewordownloadfromUCEA’swebsite:www.ucea.org.Citationfortheguide:

UCEA.(2017).Developingpurposefulandcoherentcurriculumforeducationalleadershippreparation.Charlottesville,VA:UCEA.


University Council for Educational Administration (UCEA) 3

TableofContents

DevelopingaPurposefulandCoherentLeadershipPreparationCurriculum................................4

CentralProgramFeaturesasOrganizingPrinciples.......................................................................6

APlannerforCurriculumMapping:Worksheets...........................................................................8

Worksheet1:GettingReady........................................................................................................10

Worksheet2:DevelopingTheoriesofAction...............................................................................11

Worksheet3:DesigningCurriculum.............................................................................................13

Worksheet4:AssessingCoherence.............................................................................................15

Worksheet5:MappingtoStandards...........................................................................................17

Worksheet6:EmbeddingPowerfulLearningExperiences..........................................................18

Worksheet7:ChartingtheInternshipExperience.......................................................................21

Worksheet8:PlanningforAssessmentandEvaluation...............................................................23

Worksheet9:Reflection...............................................................................................................25

References....................................................................................................................................26


UCEACenterforSystematicProgramImprovementthroughResearchinEducationalLeadership(INSPIRE) 4

DevelopingaPurposefulandCoherentLeadershipPreparationCurriculum

Researchconductedoverthelasttwodecadeshasrevealedlinksbetweenthecharacteristicsofprincipalpreparationprogramsandgraduatecareeroutcomes(Fuller,Young,&Baker,2011;Fuller,Hollingworth,&An,2016)anddemonstratedrelationshipsbetweenspecificprogramfeaturesandtheperceivedsuccessofschoolleaders(Darling-Hammond,LaPointe,Meyerson,&Orr,2007;Leithwood,Jantzi,Coffin,&Wilson,1996;Orphanos&Orr,2014;Orr,2010).Accordingtothegrowingbodyofresearchonleadershippreparation,“curricularcoherencelinkinggoals,learningactivities,andassessmentsaroundasetofsharedvalues,beliefs,andknowledgeabouteffectiveorganizationalpractice”isthecentralfeatureofeffectiveeducationalleadershippreparationprograms(Darling-Hammond,Meyerson,LaPointe,&Orr,2010,p.42).

Forthepurposeofthisguide,curriculumisdefinedbroadlytoincludethefullcourseofstudyforagivenprogramandtheelementsthatcompriseit,includingprogramphilosophy,goalsandobjectives;learningobjectivesfordiscreteexperiences,units,modulesorcourses;coursecontent;pedagogy;andassessmentstrategies(Kelly,2009;Osterman&Hafner,2009;Tyler,1949).Furthermore,aleadershippreparationprogram’scurriculumincludesbothformalcourseworkandfieldexperience,ensuringcurricularcoherencefromthemomentacandidateisselecteduntilsheorhecompletestheprogram(Clark&Clark,1996;Murphy,2006;Taylor,Cordeiro,&Chrispeels,2009;Young,Crow,Ogawa,&Murphy,2009).Aqualityleadershippreparationcurriculumhasthefollowingattributes:

• Integratesimportantdisciplinarytheories,knowledgeandconcepts;• Linksdisciplinaryconceptstofield-basedexperiencesandinternships;• Providesalogicalarrayofcoursework,learningactivities,andprogramstructures;• Schedulesprogramlearningexperiencestostrategicallydevelopcandidateknowledge

andskills;• Framescontentaroundtheprinciplesofadultlearningtheoryandlinkstheoryand

practice;and• Alignstoresearch-basedleadershipstandards.

Stateandnationalaccreditingorganizationsrequirethatleadershippreparationprogramsbealignedwithexplicitlydefinedleadershipstandards.Sincethelate1990s,theEducationalLeadershipConstituentCouncil(ELCC)wereusedbymostprograms,statesandaccreditingbodies.However,in2015,theNationalPolicyBoardforEducationalAdministrationreplacedtheInterstateSchoolLeadershipLicensureConsortium(ISLLC)standardswiththeProfessional



StandardsforEducationalLeaders(PSEL)andaneffortwaslaunchedtodeveloptheNationalEducationalLeadershipPreparation(NELP)standards,whichwillreplaceELCC.

WhilealignedtothePSEL,theNELPstandardsserveadifferentpurposeandprovidegreaterspecificityaroundperformanceexpectationsforbeginninglevelbuildinganddistrictleaders.WhereasthePSELstandardsdefineeducationalleadershippracticebroadly,theNELPstandardsspecifywhatnoviceleadersandprogramgraduatesshouldknowandbeabletodoasaresultoftheircompletionofahighqualityeducationalleadershippreparationprogram.Furthermore,liketheELCCstandardsthatprecededthem,theNELPstandardsweredevelopedspecificallywiththeprincipalshipandthesuperintendencyinmindandwillbeusedtorevieweducationalleadershipprogramsthroughtheCouncilfortheAccreditationofEducatorPreparation(CAEP)advancedprogramreviewprocess.Althoughprogramsarenotlimitedtojustthesestandardsindefiningtheirprogramfocusandcontent,mostprogramsmustreflecttheircontentalignmentinreportingontheprogramforaccreditationreviewpurposes(Young,Anderson&Nash,2017).

Full-timeeducationalleadershippreparationfacultyhavethegreatestcontrolandinfluenceoveraprogram’scurriculumand,thus,itspurposefulnessandcoherence.Althoughaprogram’scurriculumincludesbothformalcourseworkandfieldexperience,itscurriculumismostclearlyevidentinitscourses,particularlythecontent,instructionalstrategies,andassessmentsthatareused.

Thisguideisdesignedtofacilitatecurriculummapping(Jacobs,1997)orcurriculumauditing(English,1999)forprogramdevelopment,review,andcontinuousimprovement.Itoutlinesbothaprocessandsetoftoolstoaidprogramfacultyinarticulatingandaligningleadershipexpectationsandtheirprogramcontentandfosteringprogramcoherence.Theworksheetsareameansofcollectingcurriculuminformationinwaysthatenableanalysisaroundquestionsofstandardsalignment,contentcoherence,andrelevancetoprogramgoalsandpriorities.Theworksheetsincludesuggesteddiscussionquestionstoaddfurtheranalysis.Facultycanusethisprocesstoguidenewprogramdevelopmentortoevaluatetheirexistingprogramforrenewalandrevision.Theworksheetscanbeusedindividuallyorasasetforprogramstudy.Theworksheetsareameansofdocumentingwhatiscurrentlybeingimplemented,identifyinggapsandareastostrengthen,andreflectingonwhattheprogramcouldbe.

Theguideunfoldsby,first,definingthreekeyfeaturesofeffectiveleadershippreparationprograms,having:aprogramphilosophythatclearlyarticulatesatheoryofaction,astrongcurriculumfocusedoninstructionalleadershipandschoolimprovement,andwell-designedandintegratedcourseworkandfieldwork.Subsequently,theguideprovideseightworksheetsdesignedforfacultytouseinprogramself-studyandplanning.Theguideconcludeswitharecommendedtimelineforengagingincurriculumreviewandusingtheworksheets.



CentralProgramFeaturesasOrganizingPrinciples

ProgramPhilosophy

Aprogramphilosophyservesasmorethanjustavisionstatement.Highlyeffectiveprogramsaredesignedaroundaclearsetofprinciplesaboutleadershipanditsdevelopmentthatreflectatheoryofaction.Darling-Hammondetal.(2010)found,intheirstudyofexemplaryleadershippreparationprograms,thathavingwell-definedandwell-integratedtheoriesofactionforcandidatelearningwascorrelatedwiththeenhancementofadultlearningandleadershipdevelopmentand,inturn,producedgraduateswhoweremoreeffectiveasschoolleaders,engagedinschoolimprovementwork.

Suchprinciplesandtheoriesofactiontogetherrepresentaprogram’stheoryofhowitspreparatorycontent,pedagogy,andexperienceswilldevelopcandidatesintoleaderswhocanbestfacilitatequalityteachingandlearningforallchildren.Assuch,theyidentifythecoreconceptstobetaught,themeansbywhichlearningisfacilitated,andthenatureoffieldexperiences.Thetheoryofactionalsospellsouthowthesecoreconceptsindividuallyandcollectivelyyieldtheintendedcandidateoutcomesofqualityleadership.

ProgramCurriculum

Adistinguishingprogramfeatureisatightfocusoninstructionalimprovementandtransformationalleadership.Thisfocus,whichguidesbothhigh-qualitycourseworkandfieldwork,isgroundedinaconceptionofinstructionalleadershipcenteringonteachingandlearningthatenablescandidatestodevelopandevaluatecurricula,usedatatodiagnosethelearningneedsofstudents,informteachermentoringandcoaching,andplanprofessionaldevelopment.Suchafocusalsoaimstodeveloptransformationalleaderswhoareableto“improvetheschoolasanorganization,developnormsandstructuresthatsupporthighqualityteachingandlearning,enhancethecapacityofthefacultytomeettheneedsofstudents,andimplementreformstrategiesthatwillimprovestudentoutcomes”(Darling-Hammondetal.,2010,p.54).Finally,suchacurriculumwouldalsodevelopleaderswhocanfosterdistributedleadership—asameansofcombininginstructionalandtransformationalleadership—thatenablescandidatestobuildthecapacityofteachersandotherleaderstoshareresponsibilityfordevelopingandsupportingaprofessionalculturewhoseworkisfocusedinstrumentallyonimprovingteacherpracticeandstudentlearningoutcomes.



ProgramCourseworkandFieldwork

Byintegratingdisciplinarytheoriesandconceptswithbestpracticesinleadershipandschoolimprovementandbylinkingthemtointernshipexperiences,programscanmoreeffectivelydevelopcandidates’knowledgeandskills.Itisimportantthatprogramsorganizecourseworkintoalogicalanddevelopmentalarrayofcontentandlearningactivitiesanduseprogramstructuresthatareinformedbyadultlearningtheoryprinciples.

Adultlearningtheorysuggeststhattobetransformative,learningexperiencesmusthavepurposefulcontentthatuseslearningstrategiestomaximizelearning,learningtransfer,andleadershipidentityformation(Darling-Hammondetal.,2010;Kaagan,1998;Mezirow,1997).“Pedagogiessuchascasemethods,actionresearch,problem-basedlearning,andjournalingsupporttheseconnections”(Darling-Hammond,LaPointe,Meyerson,Orr,&Cohen,2007,p.109).Adultlearnersbenefitfromconstructivist,problem-basedapproachesthatmakeexplicitthepurposeoflearning,acknowledgeandbuildonpriorexperiences,providepracticeincontext,supportself-directedlearning,andrequirereflection.

Courseworkandfieldworkareintegratedtoexposecandidatestoconcreteelementsofreal-worldpracticeanddeveloptheirabilitytounderstand,analyze,andsystematicallyplanstrategiesforaction.Suchintegrationencouragesamorecoherentandreinforcingconnectionbetweenthedevelopmentofknowledgeandskillsincourseworkandtheirapplicationandfurtherdevelopmentinfieldexperience.



APlannerforCurriculumMapping:Worksheets

Curriculummappingconsistsofaseriesofstepstoreflect,document,review,planandrevisecurriculum(Jacobs,1997).Itmakesuseoftemplatesorworksheetstoextractinformationaboutcurriculumelementsthatcanthenbereviewedforalignmenttostandardsandtheprogramstheoryofactionaswellasfortherelationshipamongcoursesorotherlearningexperienceswithinaprogram

Theremainderofthisguidepresentsasetofworksheetsthatsupportprogramfacultyintheireffortstodevelopandrevisetheircontentandlearningexperiencesaswellastoevaluatealignmenttoandeffectivenessoftheirprogramtheory.Theworksheetsareorganizeddevelopmentally,fromsurfacingaprogram’sassumptionstoreflectingonhowsuchatheoryisrepresentedincoursesandrelatedexperiences.Theplanneralsoincludesanexampleofhowtodevelopmorepowerfullearningexperiences,andasetofreflectivequestions.Thefinalworksheetisdesignedtoguidefacultyindevelopingatimelinefortheirprogram’scurriculummappingandreviewprocess.Inall,theguideincludeseightworksheets.Theyarepresentedsequentiallybutarebestthoughtofasanongoingcycleofinquiry,asshownbelow.

TheCurriculumMappingCycle

GettingReady

DevelopingTheoriesOfAction

DesigningCurriculum

AssessingCoherence

MappingToStandards

EmbeddingPowerfulLearning

Experiences

ChartingTheInternshipExperience

PlanningforAssessment

AndEvaluation

Reflecting



Thenineworksheetsinclude:

1. GettingReady:Conductingneedsassessments,particularlywhenworkingwithprogrampartners

2. DevelopingTheoriesofAction:Surfacingtheprogramtheoryandassumptionsaboutpreparationandcandidateoutcomes

3.DesigningCurriculum:Curriculumdesigntoolsandtheinitiationofthecurriculumdevelopmentprocess

4.AssessingCoherence:Creatingacoherentleadershippreparationprogramcurriculumbymappingcourses,readingsandassignments

5.MappingtoStandards:Mappingcoursesandfieldexperiencestostandards

6.EmbeddingPowerfulLearningExperiences

7.ChartingtheInternshipExperience

8.PlanningforAssessmentandEvaluation:Planninganongoingprocessofprogramandcandidateanalysis,development,andevaluation

9.Reflecting:Reflectingondevelopingcoherentcurriculumandfieldexperiences

ItissuggestedthatfacultymembersengagedinthisprocessbeginandendwithWorksheet9,whichoutlinesoverarchingreflectivequestions.FacultywhoarebeginninganewcurriculummightdowelltothenmovetoWorksheets1,2,3,6and7.TheycanfollowwithWorksheets4,5,and8,tochecktheirworkagainststandardsandevaluatethecoherenceandcomprehensivenessoftheirprogramcontent.

FacultymemberswhoareengagedinprogramreviewmightbeginwithWorksheets1,3,4,and6tooutlineandassesstheircurrentprogramcurriculum.ThentheycanuseWorksheets2and5astheytakestepstoimprovethepowerandcoherenceofprogramcontent.

Sincemostprogramsarerequiredtobealignedwithnationaleducationalleadershippreparationstandards,weincorporatethenewNELPstandardshere.Programscansubstituteotherstandardsaspertaintotheirprogramregistrationandaccreditationrequirementsortheoryofaction.

Finally,severaloftheworksheetsaredesignedtofacilitatereciprocalanalysisandreflection.Somearedesignedtocollectinformationbycourse(Worksheet3)andbyinternshipactivity(Worksheet6).Alternatively,Worksheet4isdesignedtocompilebothcourseandinternshipinformationbystandardtoseehowcomprehensivelyanddevelopmentallytheseareaddressed.



Worksheet1:GettingReady

AssessingInternalandExternalProgramNeeds

Therearemultiplechallengestoreforminschoolsofeducation,notleastofwhicharecompetinguniversitypriorities,thelackofsupportforprogramimprovementfromwithinmanyinstitutions,newbudgetingmodels,andthefactthatuniversityfacultymembersareheldmoreaccountableforscholarshipthanforlearningoutcomesandprogramdevelopment(CrowJRLEarticlehere;Young,etal.,2002).Itisalsoimportanttohaveaclearunderstandingoforganizationalprioritiesandcommitmentsattheprogram,department,collegeanduniversitylevel.Whatcurrentprogramsandactivitieswillcontinueintheircurrentform?Whatexpectationsareinplacefornewprograms?Aretheyexpectedtobeprofitgenerating?Interdisciplinary?Offeredinpartnership?Whogivesfinalapprovalfortheprogram?Howaredecisionsmade?Arethereanyrelationshipsorcoalitionsthatneedtobecultivatedtoensureapproval?Thesefactors,amongothers,mustbetakenintoconsiderationintheprogramplanningprocessasyourstakeholderteamcollaborativelyconductsandevaluatesresultsfromaneedsassessment.

Itisessentialforprogrampartnerstogetabroaderviewofthecurrentrealitybyseekinginformationfromavarietyofsources.However,itisalsoimportanttoacceptthatyourprogramisunlikelytobeabletoaddressalloftheneedsandideasthatareidentified.Surveysandfocusgroupswithdistrictpartnersandcurrentandformerstudentscanenablefacultytogaininsightintofieldneedsaswellasprogramstrengthsandareasofneed.Thefollowingquestionscanassistprogramfacultyinidentifyingprogramneeds:

• Whatarethespecificleadershipdevelopmentneedsofeducationalleadersinpartner

districts?• Whatarecandidates’andgraduates’perceptionsoftheirpreparationexperiences?• Howwelldograduatesperformonceplacedinaleadershipposition?• Howdodistrictsmakedecisionsaboutwhatpreparationinstitutionstopartnerwith?• Howdocandidateschooseapreparationprogram?

UCEA’sINSPIREleadershipsurveysprovideanindepth360degreeperspectiveonthe

programovertime.Forlessinvolvedneedsassessment,UCEA’sInstitutionalandProgramQualityRubric(Young,Orr,&Tucker,2012)and/orthePrincipalPreparationProgramSelf-AssessmentToolkit(King,2014)arealsohelpfulopensourceself-assessments.Onceaprogramhascompletedaneedsassessmentresultscanbeexaminedtodetermineareasoffocusandprioritizetheworkahead.



Worksheet2:DevelopingTheoriesofAction

Surfacingtheprogramtheoryandassumptionsaboutpreparationandcandidateoutcomes

Belowareaseriesofdiscussionquestionstohelpprogramfacultysurfacetheirprogramtheoryandtheassumptionsunderlyingthechoicesmadeincourserequirements,assignments,fieldexperiences,faculty,andassessments.Theresultsshouldenablefacultytoassessthedegreeofagreementbetweentheirespousedandenactedprogramtheoryandtoevaluatetheefficacyoftheirprogramtheoryagainstresearch,documentedexemplaryprogrammodels,currenttrendsandprioritiesineducationalleadership,oridealprogrammodels.

• Whatistheprogram’stheoryofleadershipanditsinfluenceonschoolimprovement?• Whatistheprogram’stheoryofactionofhowprogramfeaturesandexperiences

developleadershipcapacity?

Allprogramshavechoicesaboutcontent,assignments,fieldexperiences,faculty,andassessment.Thechoicesmadereflectaprogram’stheoryofactionandthetightnessorintegrationofthesechoicesreflectsprogramcoherence.Toguideyourprograminauditingitsfocusandcoherence,consider:

• Whatcontentisessentialandwhy?

• Whatleadershiptheoriesundergirdprogramcontent?

• Whatleadershipstandardsguidetheprogramandhow?

• Howarelocalschoolanddistrictneedsandprioritiesreflectedinthecontent?

• Howdoinstructionalpracticesareessentialandfacilitateleadershipdevelopment?

• Whatlearningexperiencesarecreatedandhowarethesedevelopmental?

• Howareinternshipsdesignedandsupportedtofosterleadershipdevelopment?

• Whatprogramsupports(suchascohortstructure,advisementandalternativedeliveryformats)facilitateleadershipdevelopmentandhow?

• Whatistheroleofassessmentinfosteringleadershipdevelopment?

• Whataretheknowledge,skills,andprogramcommitmentsofcorefaculty?Howdotheseinformandaligntotheprogram’sfocus?

• Howdoestheprogramrecruitfaculty,andwhatvaluesguidefacultyrecruitmentandselection,asameansofpursuingtheprogram’stheoryofaction?



• Whatassumptionslinkthesecomponents(i.e.,howdothesecomponents,takentogether,effectivelyprepareleaderswhoreflecttheprogram’scorevalues)?

UCEAoffersarubriconeffectiveprogramfeaturesthatisalignedtothesequestionsandprovidesameansbywhichprogramscanbenchmarktheircurrentprogramsalongeachfeature(Young,Orr&Tucker,2011).Somestatesandregionalassociations,suchastheSouthernRegionalEducationalAssociation(2002)offerprogramstandardsandguidelinesaswell.



Worksheet3:DesigningCurriculum

Curriculumdesigntoolsandinitiatingthecurriculumprocess

Thedevelopmentanduseofacoherent,well-integratedprogramcurriculumcanbefacilitatedthroughtheuseofcurriculumdevelopmenttools,likeUnderstandingbyDesign,whichguidesdevelopersthroughanoutcomes-andstandards-basedprocess.BelowisasummaryofUnderstandingbyDesignandavailabletemplatesforcurriculumwork,aswellasasetofcurriculumdesignquestionsspecifictotheleadershippreparationfield.

UnderstandingbyDesign

AcommonlyusedcurriculumdevelopmentandmappingapproachistheUnderstandingbyDesignapproach.Accordingtothedevelopers’website(AuthenticEducation,2011):

UnderstandingbyDesign(UbD)isaframeworkforimprovingstudentachievement.Emphasizingtheteacher'scriticalroleasadesignerofstudentlearning,UbDworkswithinthestandards-drivencurriculumtohelpteachersclarifylearninggoals,deviserevealingassessmentsofstudentunderstanding,andcrafteffectiveandengaginglearningactivities.(para.1)

DevelopedbynationallyrecognizededucatorsGrantWigginsandJayMcTighe,andpublishedbytheAssociationforSupervisionandCurriculumDevelopment,UnderstandingbyDesignisbasedonthefollowingkeyideas:

• Aprimarygoalofeducationshouldbethedevelopmentanddeepeningofstudentunderstanding.

• Studentsrevealtheirunderstandingmosteffectivelywhentheyareprovidedwithcomplex,authenticopportunitiestoexplain,interpret,apply,shiftperspective,empathize,andself-assess.Whenappliedtocomplextasks,these"sixfacets"provideaconceptuallensthroughwhichteacherscanbetterassessstudentunderstanding.

• Effectivecurriculumdevelopmentreflectsathree-stagedesignprocesscalled"backwarddesign"thatdelaystheplanningofclassroomactivitiesuntilgoalshavebeenclarifiedandassessmentsdesigned.Thisprocesshelpstoavoidthetwinproblemsof"textbookcoverage"and"activity-oriented"teaching,inwhichnoclearprioritiesandpurposesareapparent.

• Studentandschoolperformancegainsareachievedthroughregularreviewsofresults(achievementdataandstudentwork)followedbytargetedadjustmentstocurriculumandinstruction.Teachersbecomemosteffectivewhentheyseekfeedbackfromstudentsandtheirpeersandusethatfeedbacktoadjustapproachestodesignandteaching.



• Teachers,schools,anddistrictsbenefitby"workingsmarter"throughthecollaborativedesign,sharing,andpeerreviewofunitsofstudy.

Inpractice,UnderstandingbyDesignoffers:

• Athree-stage,"backwardplanning,"curriculum-designprocessanchoredbyaunitdesigntemplate;

• Asetofdesignstandardswithattendantrubrics;and

• Acomprehensivetrainingpackagetohelpteachersdesign,edit,critique,peerreview,share,andimprovetheirlessonsandassessments.

SupportmaterialsincludetheoriginalUnderstandingbyDesignbook(Wiggins&McTighe,1998),whichprovidesanin-depthlookattheUnderstandingbyDesignframework,aswellasahandbook,astudyguide,andathree-partvideotapeseries.Foratemplate,seeWiggins(2005):http://www.grantwiggins.org/documents/UbDQuikvue1005.pdf

Keycurriculumdesignquestionsarethefollowing:

• Whatistheprogramgoalandcoursegoal?• Whatarethekeyunderstandings(e.g.,bigideas)?• Whataretheessentialquestionsofthefieldthatthiscourseaddresses?• Whatarestudentsexpectedtoknowandbeabletodoasaresultofthiscourse?• Whatperformancetaskswillstudentsdotodemonstratetheirknowledgeand

understanding?



Worksheet4:AssessingCoherence

Creatingacoherentleadershippreparationprogramcurriculumbymappingcourses,readingsandassignments

Onesteptoansweringthecurriculummappingquestionsistomapoutyourprogram’scoursesandinternshipexperiences.Thisprocessrequirescloseinterrogationofsyllabiandlearningresourcesthatmayrevealareasofclosealignmentandpossiblemisalignmentbetweenpriorlearningrequirementsandtheprogram’sespousedtheoriesofleadership.Programfacultyshouldbepreparedtoreview,revise,andwhennecessaryabandoncourseassignmentsandotherlearningexperiencesthatnolongersupporttheprogram’stheoryofactionand/ortheneedsoftoday’seducationleaders.

Belowisatabletemplateformappingcourses,thestandards,corereadings,andassignments.Itisfollowedbyasetofreflectivequestionsforfacultytouseinevaluatingprogramcoherenceandalignmenttoitsespousedtheoriesofleadershipandpreparation.Howmightthismaphelptouncoveryourprogram’stheoryofactionandcoherence?

Coursemappingisaninitialsteptooutlinewhatiscurrentlyinplaceineachprogramcourse.Morein-depthinquiryandanalysisonthedevelopmentalnatureofthecontentandthecompetencydevelopmentcapacityoftheassignmentsareoutlinedinadditionalworksheetsthatfollow.

MappingCourses:Topics,Instructors,Standards,CoreReadings,andAssignments

# TopicsCoursetitle

Courseinstructors

NELPstandards Corereadings

Coreassignments1 2 3 4 5 6 7



QuestionsforDiscussion

Courses:

• Whatcorecontentareasarepriorities?

Faculty:

• Whatfacultymemberteachesthemostintheprogramandwhatpercentageofthecourses?

• Whatpercentageofthefacultymembersarefulltimeclinicalortenuretrack?Whatpercentageareadjunct?

LeadershipStandards:

• Whichstandardsarewellcoveredandwhicharenot?• Towhatextentdothecoursesandassignmentsbuildcandidate’sunderstandingofand

demonstrationofcompetencyinstandards(i.e.,doseveralcoursesalladdressonestandard?

• Dothecoursesworktogetherprogressivelyordevelopmentally)?

CoreReadings:

• Whatleadershiptheoriesarecandidatesoffered?• Howmuchofthereadingsaretechnical,theoretical,orempiricalinnature?Howdo

theserelatetotheprogram’stheoryofleadership?• Towhatextentdoreadingsengagecandidatesinconnectingcoreresearchwiththe

leadershipskillsnecessarytosupportrecommendedpractices?

CoreAssignments:

• Whatskillsdocoreassignmentsdevelop?• Howarecandidatesaskedtomeasurablydemonstratecompetency?• Howdotheserelatetotheprogram’stheoryofleadershipanditsdevelopment?



Worksheet5:MappingtoStandards

Mappingstandardstocoursesandfieldexperiences

Keytoeffectiveprogramsisclearlyarticulatedalignmenttocorestandards.Usingthetablebelow,listthecoursesthatcorrespondmoststronglytodevelopingeachstandard.UnlikeWorksheet3,thepurposeofthisworksheetisgatheringevidenceforaholisticreviewofhoweachstandardisreflectedincoursesandfieldexperiences.Thisincludesestimatingthenumberofhoursthatcandidatestypicallyspendonthatstandardareaandthetypeofinternshipactivitiesthattheycomplete,toenableprogramfacultytoevaluatethedepthtowhicheachstandardisdevelopedintheprogramandthelevelofapplicationforcandidatecompetencies.

TheNELPstandardsoffersuggestionsonknowledge,skillsandcompetenciesassociatedwitheachstandard.Itissuggestedthatprogramfacultyreviewtheindividualitemsbeneatheachstandardandotherapplicablestateornationalstandards,ratherthanonlyaddressalignmentwiththesixcorestandardsgenerally.Note:Technologystandardsforteachersandeducationalleadersandstate-specificleadershipstandardshavebeenadoptedbysomestates.Programsmayalsowishtoincorporateadditionalstandardsinthisanalysisprocess.

MappingtoStandards

Standard

Listcoursesinwhichstandards-relatedleadershipskillsarestronglydeveloped

Estimate#ofInternshiphours

devotedtoleadershipdevelopmentby

standard

Listtypicalinternshipactivitiesthatarestronglyrelatedtothis

standard

Identifyhowcandidate’s

progresstowardstandardisassessed

1

2

3

4

5

6

7

Othernotes



Worksheet6:EmbeddingPowerfulLearningExperiences

Onemeansofdevelopingleadershipinourprogramsistoensurecandidatesengagein“powerfullearningexperiences.”TheUniversityCouncilofEducationalAdministration(UCEA),throughtheirDevelopingLeaderstoSupportDiverseLearnerscurriculumproject,developedadefinitionofapowerfullearningexperience(Young,2015).Accordingtotheirdefinition,thekeyfeaturesareasfollows:

• Authentic,meaningful,relevant,andproblem-finding

• Involvessense-makingaroundcriticalproblemsofpractice

• Explores,critiques,anddeconstructsfromanequityperspective(race,cultureandlanguage)

• Requirescollaborationandinterdependence

• Developsconfidenceinleadership

• Placesboththeprofessorandstudentinalearningsituation

• Learnersareempoweredandresponsiblefortheirownlearning.

• Shiftsperspectivefromtheclassroomtoschool,district,orstatelevel

• Hasareflectivecomponent

Beginbymappingoutandevaluatingtheprogram’scoreassignmentsandlearningexperiencesagainsttheseninefeatures.

MappingPowerfulLearningExperiences

# CoursetitleCoreassignments/learningexperiences

Assessmentoftheseaspowerfullearningexperiences(howwelldoeseach

assignmentreflectthe9criteria?Wherearegapsormissingfeatures?)



Next,evaluatetheseassignmentsorlearningexperiencesbyconsideringthefollowingquestions:

• Towhatextentarethecoreprogramassignmentspowerfullearningexperiences?• Howwelldotheseexperiencesreflectyourprogram’stheoryofactionandleadership

assumptions?• Howhaveyouassessedtheefficacyofeachpowerfullearningexperience?• Howhaveyouassessedstudentsonthetransformationalqualityofeachpowerful

learningexperience,whileintheprogram?Afterprogramcompletion?• Whatcouldbedonetoimprovethe“power”oftheseassignments?• Whatotherassignmentsorlearningexperiencescouldbemorepowerful?• Whichstakeholderscanbeengagedtoassistinthedevelopmentofpowerfullearning

experiences?

Finally,thinkaboutwaysinwhichtheselearningexperiencescanbeimprovedornewexperiencesdeveloped.Belowisatemplatefordevelopingorrevisingacorelearningexperienceorassignmentasapowerfullearningexperience.Usethetemplatetomapouteachassignmentorlearningexperience.Usetheninefeaturesasaguideonwhereandhowtoincreasethe“power”ofeachastransformativelearningexperiences.



PowerfulLearningExperienceTemplate

Title

TheoryofActionStatement:(“If…,then…”)

Purpose/LearningOutcomes(Whatwillparticipantsknow,beabletodo,applyasaresultofthisprocess?)

AlignmenttoStandards

BriefDescriptionofFinalProduct,Project,orAssessment

KeyLessonComponentsorProcesses(Stepstoachievelearningoutcomes)

RelationtoInternshiporFieldExperience

ReflectiveComponent(Inwhatwayswilllearnersassesstheirowngrowthanddrawupondeeperunderstandings?)

EvaluationMethod(Howwillsuccessfulcompletionbedetermined?Whowillbeinvolved:instructor,districtpersonnel,other?)

Resources,Materials,Readings

TechnologyIntegration

Course/ContentConnections(Whatcoursesorcontentwillthispowerfullearningexperienceenhance?)



Worksheet7:ChartingtheInternshipExperience

Aquality,rigorousinternshipthatisalignedtotheprogram’scourseworkandsupervisedbyexperiencedandeffectiveschoolleadersis“criticallyimportanttohelpingprincipal[candidates]learntoimplementsophisticatedpractices”(Darling-Hammondetal.,2010,p.17).Suchinternshipsarecharacterizedby:

• Ongoingreflection,supportedbyanexperiencedandeffectivesupervisorand/ormentor

• Projectsmeaningfullyrelatedtothecomplex,andintegratednatureofprincipalwork(ratherthandiscretetasksoractivitiesnotcenteredonimprovinginstructionalpractice)

• Integrationwithcoursework,strengtheningtransferoflearningfromclassroomtoapplicationinthefieldofknowledgeandskills

• Alignmentwithguidingstandardsandprogramvalues

• Ongoing,individualizedassessmenttosupportdevelopment

Thepurposeofthisworksheetistolookatthecurriculumintheinternshipexperiencesandevaluateitsalignmenttotheprogramtheoryandcorecontent.Facultywouldbeginfirsttomapoutthecoreinternshipprojectsandexperiencesconsideredessentialtoleadershipdevelopment,consideringhowtheserelatetothestandards,therelevantcourseworkstrands,andspecificcourseassignmentsembeddedintheinternship.

MappingInternshipExperiences

Primaryinternshipprojects/experiences standards

Coursealignmentwithinternshipexperiences

Courseassignmentsembeddedininternship



ReflectiveQuestions

• Whatarethecoreinternshipassignmentsorexperiences?• Withwhatstandardsarethesealigned?• Whatcoursesarelinkedtotheseinternshipexperiences?Howexplicitlyarethese

linked?• Whatcourseassignmentsaretobefieldbased?Howaretheserelatedtostandardsand

otherinternshipassignments?• Towhatextentdotheseassignmentsextendtheleadershipdevelopmentgoalsand

objectivesoftheprogram?• Takentogether,howdotheseinternshipexperiencesreflecttheoverarchingprogram

theory?



Worksheet8:PlanningforAssessmentandEvaluation

Curriculumdevelopmentandrevisionshouldoccuronaregularbasistoalignprogrampurposesandcontenttonewdevelopmentsinthefield;refreshcontent,readings,andlearningexperiences;andcheckonpotentialprogramdriftthatcanoccurovertime.Werecommendthatfacultydevelopatimelineforperiodicreviewwithproscribedobjectivesforeachstage.Thefollowingtemplatecanbeused.Asampletimelinethataddressesthesuggestedprocessandincludesprogramevaluationisprovidedaswell.

SampleProgramTimeline

Semester Year1 Year2 Year3Fall Surfaceprogramtheory

andassumptionsanddeclareatheoryofleadership

Developanddeploydistrictpartners’needsassessment(s)andidentifyrepresentativestakeholders.Investigatenewfielddevelopments.

Developandconductprogramevaluationtoascertainimpactonleadershipandschoolpracticesaswellasstudentandteacheroutcomes.

Spring ExploreUnderstandingbyDesign,adultlearningtheory,andrelevantresearchonleadershipdevelopment

Beginrevisingcourses,contentandrelatedexperiences

Reviewtheoryofleadershipinlightofprogramevaluationandongoingresearchonleadershipandeffectivepractices.

Summer Mapcurrentcurriculum,learningresources,andinternshiprequirementstodetermineprogramcoherenceandalignmenttostandards.

Developpowerfullearningexperiencestobeembeddedincoursework.Continuecourserevision.Engagepartnerdistrictstoreviewcoursesyllabiandlearningexperiencesforinputanddirection.

Repeatcurriculummappingandprogramcoherenceprocesstoensurealignmenttocandidatelearningneeds,standards,andanyprogramrevisions.



ProgramTimelinePlanningTemplate

Semester Year1 Year2 Year3Fall

Spring

Summer



Worksheet9:Reflecting

Facultyreflectionquestionsconcerningthedevelopmentofcoherentcurriculumandfieldexperiences

Asfacultyworkthroughthecurriculumdevelopmentorrevisionprocess,itisimportanttostopandreflectupontheprogram’sstageofdevelopmentandtheprocessitself.Belowaresomediscussionquestionsforsuchareflection.

• Whatisyourcurrentstageofcurriculum/programdevelopmentorrevision?• Whichfacultymembershavethetime,capacityandresearchinteresttoengageinand

sustainthiswork?• Whoinyourschools,districtsandbroadercollegeoruniversitycommunitycouldinform

yourcurriculumdevelopmentorrevisionwork?• Howcouldmoreintentionalpartnershipswithlocalschoolsanddistrictsaddtothe

program’stheoryofleadershipdevelopment,content,andinstruction?• Whatchallengesexistinfosteringprogramcoherencearoundkeyleadershiptheories

andassumptions?• Whatchallengesareanticipatedinthecurriculumdevelopmentorrevisionwork?• Whatquestionsdoyouhavesofar?• Wherewouldyoulikeguidance?• Whatareyournextsteps?



References

AuthenticEducation.(2011).WhatisUnderstandingbyDesign?Retrievedfromhttp://www.authenticeducation.org/ubd/ubd.lasso

Clark,D.C.,&Clark,S.N.(1996).Betterpreparationofeducationalleaders.EducationalResearcher,25(8),18-20.

Darling-Hammond,L.,LaPointe,M.,Meyerson,D.,Orr,M.T.,&Cohen,C.(2007).Preparingleadersforachangingworld.PaloAlto,CA:StanfordUniversity,StanfordEducationalLeadershipInstitute.

Darling-Hammond,L.,Meyerson,D.,LaPointe,M.,&Orr,M.T.(2010).Preparingprincipalsforachangingworld:Lessonsfromeffectiveschoolleadershipprograms.SanFrancisco,CA:Jossey-Bass.

English,F.W.(1999).Decidingwhattoteachandtest:Developing,auditing,andaligningthecurriculum.ThousandOaks,CA:Sage.

Fuller,E.,Young,M.,&Baker,B.D.(2011).Doprincipalpreparationprogramsinfluencestudentachievementthroughthebuildingofteacher-teamqualificationsbytheprincipal?Anexploratoryanalysis.EducationalAdministrationQuarterly,47(1),173–216.doi:10.1177/0011000010378613

Jacobs,H.H.(1997).Mappingthebigpicture:IntegratingcurriculumandassessmentK-12.Alexandria,VA:AssociationforSupervisionandCurriculumDevelopment.

Kaagan,S.S.(1998).Leadershipdevelopment:Theheartofthematter.TheInternationalJournalofEducationalManagement,12(2),74-81.

Kelly,A.V.(2009).Thecurriculum:Theoryandpractice(6thed.).ThousandOaks,CA:Sage.

Mezirow,J.(1997).Transformativelearning:Theorytopractice.NewDirectionsforAdultandContinuingEducation,74,5-12.

Murphy,J.(2003).Reculturingeducationalleadership:TheISLLCStandardstenyearsout.Fairfax,VA:NationalPolicyBoardforEducationalAdministrtion.

Murphy,J.(2006).Preparingschoolleaders.Lanham,MD:Rowman&LittlefieldEducation.

NationalCouncilforAccreditationofTeacherEducation.(2008).Programreportsforthepreparationofeducationalleaders.Retrievedfromhttp://www.ncate.org/ProgramStandards/ELCC/ELCCWebReport(SchoolBldgLevel)July1.doc

NationalPolicyBoardforEducationalAdministration.(2008).Educationalleadershippolicystandards:ISLLC2008.Retrievedfromhttp://www.npbea.org/projects.php

Osterman,K.F.,&Hafner,M.M.(2009).Curriculuminleadershippreparation:Understandingwherewehavebeeninordertoknowwherewemightgo.InM.D.Young,G.M.Crow,J.Murphy,&R.T.Ogawa(Eds.),HandbookofResearchontheEducationofSchoolLeaders(pp.269–318).NewYork,NY:Routledge.



SouthernRegionalEducationBoard.(2002).AreSREBstatesmakingprogress?Tapping,preparingandlicensingschoolleaderswhocaninfluencestudentachievement.Atlanta,GA:Author.

Taylor,D.L.,Cordeiro,P.,&Chrispeels,J.H.(2009).Pedagogy.InM.D.Young,G.M.Crow,J.Murphy&R.T.Ogawa(Eds.),Handbookofresearchontheeducationofschoolleaders(pp.319-370).NewYork,NY:Routledge.

Tyler,R.W.(1949).Basicprinciplesofcuriculumandinstruction.Chicago,IL:UniversityofChicago.

Wiggins,G.(2005).UnderstandingbyDesign:OverviewofUbDandthedesigntemplate.Retrievedfromhttp://www.grantwiggins.org/documents/UbDQuikvue1005.pdf

Wiggins,G.,&McTighe,J.(1998).UnderstandingbyDesign.Alexandria,VA:AssociationforSupervisionsandCurriculumDevelopment.

Young,M.D.(2015).Theleadershipchallenge:Supportingthelearningofallstudents.JournalofLeadershipandPolicyinSchools.DOI:10.1080/15700763.2015.1073330

Young,M.D.,Anderson,E.,&Nash,A.(2017).Preparingschoolleaders:Standards-basedcurriculumintheUnitedStates.LeadershipandPolicyinSchools.

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Young,M.D.,Orr,M.T.,&Tucker,P.D.(2012).UniversityCouncilforEducationalAdministration(UCEA)InstitutionalandProgramQualityCriteria:GuidanceforMastersandDoctoralProgramsinEducationalLeadership.Charlottesville,VA:UCEA.



TheCenterforSystematicProgramImprovementthroughResearchinEducationalLeadership(INSPIRE)

Highqualityleadershippreparationisessentialtoeducationalreformandimprovedstudentachievement.Tosupporthighqualityleadershippreparation,theInstituteforSystematicProgramImprovementthroughResearchinEducationalLeadership(INSPIRE)provides:

1. Surveyandevaluationresearchforprogrambenchmarkingandanalysisofprogramfeatures,graduatecareerandleadershippractices,andrelatedschoolandstudentoutcomes.

2. Asystematicprocessforcollectingandanalyzingstatedataondegreesandcertification,careeradvancement,andschoolprogressbygraduates.

3. Technicalassistanceandsupportforleadershippreparationprograms,includingregionaltrain-the-traineropportunitiestoincreaseevaluationcapacitylocally.

4. Asustainablesystemforevaluationresearchtosupportprogramimprovement.5. Policyanalysisandpolicydevelopmentsupport.

TheINSPIRELeadershipCenterissupportedbytheUniversityCouncilforEducationalAdministration(UCEA)andtheUtahEducationalPolicyCenter.TolearnmoreabouttheINSPIREInstituteandtheservicesavailable,pleasevisitourwebsiteathttp://www.edleaderprep.org

TheUniversityCouncilforEducationalAdministration(UCEA)isaninternationalconsortiumofresearchuniversitiesthatofferdoctoralandmastersprogramsineducationalleadershipandmanagement.UCEAhasasinglestandardofexcellenceformembership:Superiorinstitutionalcommitmentandcapacitytoprovideleadershipfortheadvancementofeducationalleadershippreparation,scholarship,andpracticeconsistentwithUCEA'sestablishedmission.TolearnmoreaboutUCEA,pleasevisitourwebsiteatwww.ucea.org.

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Developing Purposeful and Coherent Curriculum for ......2017/10/05 · development. The guide as well as other resource materials for leadership preparation are available free of