Principal as Curriculum Leader

Allan A. Glatthorn (1924–2007) was a major contributor to the third and fourth editions; his research used in the preparation of the first and second editions of Writing the Winning Thesis or Dissertation: A Step-by-Step Guide was the foundation for the third edition. He was the Distinguished Research Professor of Education (Emeritus) in the College of Education of East Carolina University, where he advised doctoral students, chaired dissertations, and taught courses in supervision and curriculum. He was formerly Professor of Education at the Graduate School of Education of the University of Pennsylvania. Prior to his university assignments, he was a high school teacher and principal. In his work as a professor, he chaired close to 100 dissertations. He is the author of numerous professional books, several of which have been published by Corwin.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.

“I highly recommend this book to new and prospective principals. Glatthorn and Jailall provide a lot of food for thought to truly make a change in what is done with curriculum.”

• Preface to the Third EditionAcknowledgmentsAbout the AuthorsPart I. Laying the Foundations1. What It Means to Be a Curriculum Leader: No Child Left Behind (NCLB) and BeyondCurrent Trends in CurriculaBeyond NCLB: Moving From State Standards and Their Unintended Consequences to Voluntary National Standards for StatesThe Hallmarks of Curriculum QualityChapter Summary2. The Four Curriculum Levels: State, District, School, and ClassroomState FunctionsDistrict FunctionsSchool FunctionsClassroom FunctionsFlexible AllocationsChapter Summary3. Importance of the PrincipalNCLB Spurs New National Leadership Standards: Interstate School Leaders Licensure Consortium (ISLLC)Defining Curriculum LeadershipUnderstanding the Problems of the Principal?s Curriculum Leadership RoleUnderstanding the Rationale for Principal LeadershipUniting Principal and Teacher LeadershipDischarging the Leadership FunctionsChapter SummaryPart II. Shaping State and District Curricula4. State Policies and FrameworksBecoming InformedGetting the Message AcrossEvaluating State FrameworksChapter Summary5. District CurriculaDistrict FunctionsExercising Influence as the PrincipalChapter SummaryPart III. Providing Leadership6. Developing Vision and GoalsDeveloping the School?s Vision of a Quality CurriculumDeveloping the School?s Curriculum GoalsChapter Summary7. Rethinking the Program of StudiesRenewing an Existing Program of StudiesRestructuring the Program of StudiesChapter Summary8. Committing to a Learning-Centered ScheduleThe Nature of a Learning-Centered ScheduleDeveloping a Learning-Centered ScheduleHow the Principal and Teachers Can Make More Effective Use of the Existing ScheduleChapter Summary9. Integrating the CurriculumTypes of IntegrationArguments Supporting IntegrationArguments Questioning the Use of IntegrationA Process for Resolving the IssueChapter Summary10. Aligning the CurriculumTypes of CurriculaAligning the Recommended and the Written CurriculaAligning the Written, the Supported, and the Assessed CurriculaAligning the Written and the Taught CurriculaAligning the Hidden and the Learned CurriculaAligning the Taught and the Learned CurriculaChapter Summary11. Monitoring the Implementation ProcessThe Argument About MonitoringA Practical SolutionChapter SummaryPart IV. Working With Teachers12. Making Yearly Planning CalendarsThe Nature of Yearly Plans and a Rationale for Their UseOrganizing for Yearly PlanningDeveloping Yearly PlansReviewing the PlansChapter Summary13. Developing Units of StudyA Rationale for Unit DevelopmentOrganizing for Unit DevelopmentDeveloping Units Based on Constructivist PrinciplesSome Criticisms of ConstructivismChapter Summary14. Enriching the Curriculum and Remediating LearningHelping Teachers Enrich the CurriculumHelping Teachers Remediate LearningChapter Summary15. Evaluating the CurriculumEvaluating the Assessed or Tested CurriculumEvaluating the Supported CurriculumEvaluating the Written CurriculumEvaluating the Taught CurriculumEvaluating the Learned CurriculumChapter SummaryPart V. Looking Ahead16. Curriculum Leadership: Putting It All TogetherWork Closely With District LeadershipSet Up the Curriculum Organizational StructuresUse Team LeadershipMake Curriculum Improvement Part of an Overall PlanUse an Incremental Process in Effecting Curricular ChangePrioritize Curriculum TasksUse Routine Activities to Support Quality CurriculaDevelop Specific Plans and Manage TimeA Personal and Concluding NoteChapter SummaryIndex