Educational Leadership 616

EDEL 616
Best Practices in Curriculum, Instruction, and Assessment for School Administrators

1. Catalog Entry

EDEL 616
Best Practices in Curriculum, Instruction, and Assessment for School Administrators

Credit hours (3)
Prerequisite: Admission to Educational Leadership Program

Students will develop and be able to articulate understandings and application of best practices in curriculum, instruction, and assessment that best support improved student learning.  An overview of K-12 models of curriculum design, including curriculum alignment with instruction and assessment, scope and sequence, along with state curricular standards, and curriculum auditing will be foci for this course.  Additionally, this course will provide an overview of instructional models that support varied teaching and learning goals. The assessment of student learning, including student learning data analyses, will be the third area of focus for this course.
 
2. Detailed Description of Course

This course will focus mostly on instructional aspects of ELCC Standard 2.0—A building-level education leader applies knowledge that promotes the success of every student by sustaining a school culture and instructional program conducive to student learning through collaboration, trust, and a personalized learning environment with high expectations for students; creating and evaluating a comprehensive, rigorous and coherent curricular and instructional school program; developing and supervising the instructional leadership capacity of school staff; and promoting the most effective and appropriate technologies to support teaching and learning within a school environment.  Best Practices in Curriculum, Instruction and Assessment for School Administrators, details best practices supporting improved student achievement.  Curriculum models including Tyler, Taba, Saylor/Alexander/Lewis, and Oliva, detail one focus for this course.  Associated with curriculum models are the concepts of curriculum scope and sequence, curriculum coherency, state curriculum standards, and curriculum audits/evaluations. An overview of instructional models provides a second focus for this course.  Families of models (Information Processing, Behavioral, Social, and Personal) are discussed with attention given for the purposes of each and examples of models within each family.  A third focus for this course involves assessment of student learning based on local and state assessments with attention given to whole group and sub-groups of students and the data analyses associated with their achievement.  Attention to the alignment of curriculum, instruction, and assessment programs is stressed.  A focus on the latest research related to best practices in curriculum development, instructional strategies, and assessment practices will keep this course ever current.

3. Detailed Description of Conduct of Course

Course readings will serve as a primary content basis for in-class discussions.  Role plays, simulations, and case studies will be used in conjunction with material related to issues involving curriculum development.  A variety of written and/or oral assignments (research reviews, reflective writings, narrative responses, journals, formal papers, book talks) will be used to help students assimilate information into a philosophy of and procedure for curriculum development.  Group and individual tasks will be used to process and reinforce information/skills and for class sharing.  Lectures by the professor will be utilized to supplement and reinforce course readings.  Videos will provide additional content for personal reflection and/or class discussion. Students will utilize email, the Internet, and threaded discussions for this course.

4. Goals and Objectives of the Course

The goals, objectives, and assignments in this class address the need for administrator support for teachers through CAEP (Council for Accrediting Educator Preparation) Standards 1-10—Learner Development, Learning Differences, Learning Environments, Content Knowledge, Application of Content, Assessment, Planning for Instruction, Instructional Strategies, Professional Learning and Ethical Practice, and Leadership & Collaboration.  The codes included below refer to:  Educational Leadership Constituent Council—November 2011, (ELCC); Virginia Department of Education Regulations Governing the Review and Approval of Education Programs in Virginia--Standards for Administration and Supervision— (8VAC20-542-530, Article 4) January 2014, (VDOE A/S).

The candidate will understand and can sustain a school culture and instructional program conducive to student learning through collaboration, trust, and a personalized learning environment with high expectations for students (ELCC 2.1)

The candidate will understand and can create and evaluate a comprehensive, rigorous, and coherent curricular and instructional school program.  (ELCC 2.2)

The candidate will understand and can develop and supervise the instructional leadership capacity of school staff. (ELCC 2.3)

The candidate will understand and can promote the most effective technologies to support teaching and learning in a school-level environment.  (ELCC 2.4)

The candidate will understand principles of student motivation, growth, and development as a foundation for age- and grade-appropriate curriculum, instruction, and assessment. (VDOE A/S 4.A.1.a)

The candidate will model and foster collaborative leadership in gathering and analyzing data to identify needs to develop and implement a school improvement plan that results in increased student learning.  (VDOE A/S 4.A 1.)

The candidate will understand and lead the school staff in planning, implementing, and refining a standards-based curriculum aligned with instruction and assessment.  (VDOE A/S A. 1. c.)

The candidate will understand and lead the school staff in collaboratively planning and implementing a variety of assessment techniques, including examination of student work, that yield individual, class, grade level, and school level data as a foundation for identifying existing competencies and targeting areas in need of further attention.  (VDOE A/S A. 1. d.)

The candidate will understand and be able to lead staff with the integration of technology in curriculum and instruction to enhance learner understanding.  (VDOE A/S A. 1. h.)

The candidate will understand and be able to identify information sources and processes, including data collection and data analysis strategies. (VDOE A/S A. 2.c.)

The candidate will understand and be able to align curriculum, instruction, and assessment of the educational program to achieve high academic success at the school and division/district level. (VDOE A/S A. 2. a.)

The candidate will apply data-driven decision making to initiate and continue improvement in school and classroom practices and student achievement. (VDOE A/S. A. 2. h.)

The candidate will demonstrate management decisions that ensure successful teaching and learning including, human resources management and development…(and) innovation and creativity... (VDOE A/S 3.c.)  

The candidate will be able to identify and explain various curricular models detailing the purpose of each.  (RU)

The candidate will be able to locate and explain national and state organizations and their curriculum standards that guide American content curriculum development. (RU)

The candidate will be able to detail the process involved in a curriculum evaluation or curriculum audit. (RU)

The candidate will be able to articulate the four families of instructional models, the instructional purpose of each family of models, and several models and their researchers found within each family. (RU)

The candidate will be able to detail various ways that educators can appropriately assess student learning and purposes and benefits of each. (RU)

The candidate will be able to identify and explain models for school improvement as promoted or advocated by the Virginia Department of Education. (RU)

The candidate will be able to articulate and explain most current, researched-based best practices in curriculum, instruction, and assessment. (RU)

5.    Assessment Measures

All instructors of the course will assess students using a common assessment related to ELCC Standard 2.
 
Additionally, instructors may choose other assessment measures from the following to assess learning in the course:
    1) An oral and/or written assignment that has students outline the concept, “effective instructional leadership.”
    2) A presentation describing a professional development activity focusing on alignment of the written, taught, and
        assessed curriculum.
    3) Response journals to assigned readings (to aid student in processing and reflecting upon content)
    4) Class participation in discussions and small group activities
    5) Written responses to assigned case studies.
    6) A class presentation whereby each student presents a mini-lesson following an assigned model’s recipe or using a
        researched, best practice instructional strategy and then provides the research-base associated with the model
        or strategy.
    7) Curriculum or instructional strategy critique in which students are asked to pick a curriculum or instructional strategy to
        analyze (e.g. what is the intent of the curriculum or strategy, how is the intent communicated to stakeholders, how is the
        content framed, what types of learning experiences are embedded in the curriculum or strategy, what assessments are
        congruent with the goals, how does it serve a particular population? etc.)
    8) Literature/book reviews of curriculum or instructional model/strategy, or program/product assessment
    9) A research paper related to course content.
    10) Mid-term and/or Final examination on course content.

6.    Other Course Information

None

Review and Approval

May 11, 2015