Sample Syllabus
This is a sample syllabus for an online course using the text Curriculum
Leadership: Development and Implementation authored by Allan A. Glatthorn,
Floyd Boschee, and Bruce M. Whitehead.
Course Title
Department Title
School of Education
University Name
Semester/Quarter
Instructor:
Office:
Telephone:
Email Address:
I. Course Description
This course examines the principles and practices essential to developing and administering
curricular programs, including knowledge and understanding about measurability, scope
and sequence, taxonomy, program designs, and the fit between a planned program and a
taught or implemented one.
II. Purpose/Rationale
Reflective leaders are skilled educators whose practices and decisions draw upon the best
available theory, research, and experiential wisdom. Reflective decision making engages
administrators in cycles of thought and action based on theoretical, ethical, and professional
knowledge.
This course is designed to prepare graduate students who exercise or aspire to educational
leadership responsibilities for planning, implementing, and evaluating curricular programs.
Through lecture, independent study, collaborative group work, and fieldwork, the course
will (1) examine basic concepts of curriculum planning, implementation, and evaluation;
(2) explore the historical, philosophical, and political underpinnings of curriculum; (3)
examine curriculum management and supervision of human and material resources; (4)
investigate current developments and trends in the curriculum; (5) provide opportunities to
gather practical information regarding the curriculum process through structured interviews
and discussions with practitioners in the field; and (6) provide opportunities for students to
exchange ideas and information regarding the curriculum process through meaningful and
reflective dialogue.
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III. Textbooks
The required textbook adopted for this course are:
Glatthorn, A. A., Boschee, F., & Whitehead, B. M. (2006). Curriculum leadership:
Development and implementation. Thousand Oaks, CA: Sage Publications, Inc.,
IV. Course Objectives/Outcomes, and Assessment
Upon completion of this course, students will be able to:
Objectives/Outcomes
Form a historical perspective of the
curriculum development process as a
setting for current curriculum thought and
practices.
Assessment
Critique of Applications, The
Challenge, written essays, projects,
and final examination
Discuss the nature of curriculum
theory and differentiate among
specific categories of curriculum
theories.
Describe the political influences
exerted by various governmental and
profession agencies on the curriculum
process.
Distinguish among the federal, state,
district, local, and classroom levels of
curriculum.
Critique of Applications, The
Challenge, written essays, projects,
and final examination
Articulate the role of state policies as
a framework for curriculum
development at the district and local
levels.
Describe the importance of the local
board of education, superintendent,
principal, and other relevant
administrators and supervisors in the
curriculum development process.
Explain the importance of developing
a vision and goals to the overall
curriculum development process.
Critique of Applications, The
Challenge, written essays, projects,
and final examination
Critique of Applications, The
Challenge, written essays, projects,
and final examination
Critique of Applications, The
Challenge, written essays, projects,
and final examination
Critique of Applications, The
Challenge, written essays, projects,
and final examination
Critique of Applications, The
Challenge, written essays, projects,
and final examination
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Articulate a strategic planning model
and distinguish strategic planning
from other long-term planning
models.
Describe the curriculum planning
process in terms of the assessed needs
of those affected by curriculum.
Catalog means of improving programs
of studies and fields of study through
revision of existing curricula.
Identify technological and naturalistic
processes for developing new courses
and units.
Critique of Applications, The
Challenge, written essays, projects,
and final examination
Explain supervision of curriculum in
terms of effective and efficient use of
human and material resources
Critique of Applications, The
Challenge, written essays, projects,
and final examination
Describe the various stages of
curriculum implementation and
curricular change.
Critique of Applications, The
Challenge, written essays, projects,
and final examination
Translate the relationship of
curriculum alignment to student
achievement and discuss the process
of aligning the curriculum.
Define the role of curriculum
evaluation and describe several
specific evaluation models.
Critique of Applications, The
Challenge, written essays, projects,
and final examination
Elucidate current trends in the
curriculum such as improving
thinking skills, computer technology
in the classroom, and integrating the
curriculum.
Interpret the importance of
individualizing the curriculum in such
areas as gifted and talented education,
education for the handicapped, and
bilingual education.
Critique of Applications, The
Challenge, written essays, projects,
and final examination
Critique of Applications, The
Challenge, written essays, projects,
and final examination
Critique of Applications, The
Challenge, written essays, projects,
and final examination
Critique of Applications, The
Challenge, written essays, projects,
and final examination
Critique of Applications, The
Challenge, written essays, projects,
and final examination
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Evaluate actual curriculum practices
as documented and described by
practitioners in the field in light of
curriculum theory presented in the
textbook and discussed in class.
Evaluate actual curriculum practices
as documented and described by
practitioners.
Critique of Applications, The
Challenge, written essays, projects,
and final examination
Critique of Applications, The
Challenge, written essays, projects,
and final examination
Identify characteristics of different
Critique of Applications, The
curriculum designs and recognize both Challenge, written essays, projects,
advantages and disadvantages
and final examination
associated with each for meeting the
needs of student populations and
individual learners within an
increasingly multicultural society.
V. Course Topics
The major topics to be considered in this course are:
■ Curriculum foundations
■ Current trends in the curriculum
■Political influences
■Importance of the school administrator
■ Curriculum policies and frameworks
■Curriculum planning
■ Curriculum improvement
■ Curriculum alignment
■ Curriculum implementation
■ Working with teachers
■ Curriculum evaluation
■ Interventions that improve student achievement
■ Practices that improve student achievement
VI. Methods of Instruction
This course will be presented over the Internet using the WebCT program. Students will
access the web site at the following URL:. Each student will have a log-on name and
password. Students will receive feedback from the instructor via WebCt or email. Student
discussion and interaction regarding assignments will be facilitated via WebCT using the
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Discussion Board.
Groups and Group Leaders
The group leaders and members for each group for the end of chapter Applications and The
Challenge will be identified with each person enrolled in the class receiving a copy.
VII. Course Schedule, Reading, and Assignments
Date Weekly Assignments (due on date specified)
1/15 Course Orientation and Overview
Letter of notice and group membership will be provided.
1/20
Autobiography
Write a brief autobiography of yourself and post it on the Web site for all members of the
class to read.
1/23
What is my Educational Philosophy?
Complete the assessment on WHAT IS YOUR EDUCTIONAL PHILOSOPHY?
Assignment: Write a paper (limit to one page, double spaced) assessing your
philosophy.
1/25
Further Thoughts on School Starting Times (videostream) and Discussion
The video should be viewed and the questions provided answered. Assignment: Write a
paper (limit to two pages, double spaced) analyzing sleep deprivation and explain
how rolling back school starting time would or would not work in the school district
where you are employed.
Note. Read each chapter and write a reaction to the SUGGESTED ACTIVITY selected by
the instructor and a response to THE CHALLENGE. Send your reaction and
response via WebCT to your designated group leader and group (group leaders will
be assigned for the activities). The group leader should send an anthology of the
group’s reactions and responses to the instructor via WebCT.
Part 1. Foundations of Curriculum (pp. 1-125)
2/1
The Nature of Curriculum
Read the chapter and write responses to the Applications at end of the chapter and The
Challenge. Also, interact with members in your group and formulate a group response for
Application #3 and The Challenge.
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2/8
Curriculum History: The Perspective of the Past
Read the chapter and write responses to the Applications at end of the chapter. Also,
interact with members in your group and formulate a group response for Application #5
and The Challenge.
`
2/15 Curriculum Theory
Read the chapter and write responses to the Applications at end of the chapter. Also,
interact with members in your group and formulate a group response for Application #5
and The Challenge.
2/22
The Politics of Curriculum
Read the chapter and write responses to the Applications at end of the chapter. Also,
interact with members in your group and formulate a group response for Application #2
and The Challenge.
Part 2. Curriculum Processes (pp. 127-225)
3/1
Curriculum Planning
Read the chapter and write responses to the Applications at end of the chapter. Also,
interact with members in your group and formulate a group response for Application #6
and The Challenge.
3/8
Improving the Program of Studies
Read the chapter and write responses to the Applications at end of the chapter. Also,
interact with members in your group and formulate a group response for Application #6
and The Challenge.
3/15
Improving a Field of Study
Read the chapter and write responses to the Applications at end of the chapter. Also,
interact with members in your group and formulate a group response for Application #4
and The Challenge.
3/22
Processes for Developing New Courses and Units
Read the chapter and write responses to the Applications at end of the chapter. Also,
interact with members in your group and formulate a group response for Application #4
and The Challenge.
Part 3. Curriculum Management (pp. 227-321)
3/29
Supervising the Curriculum: Teachers and Materials
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Read the chapter and write responses to the Applications at end of the chapter. Also,
interact with members in your group and formulate a group response for Application #3
and The Challenge.
4/5
Curriculum Implementation
Read the chapter and write responses to the Applications at end of the chapter. Also,
interact with members in your group and formulate a group response for Application #2
and The Challenge.
4/12
Aligning the Curriculum
Read the chapter and write responses to the Applications at end of the chapter. Also,
interact with members in your group and formulate a group response for Application #4
and The Challenge.
4/19
Curriculum Evaluation
Read the chapter and write responses to the Applications at end of the chapter. Also,
interact with members in your group and formulate a group response for Application #3
and The Challenge.
Part 4. Current Trends in the Curriculum (pp. 323-405)
4/26
Current Developments in the Subject Fields
Read the chapter and write responses to the Applications at end of the chapter. Also,
interact with members in your group and formulate a group response for Application #1
and The Challenge.
5/3
Current Developments Across the Curriculum
Read the chapter and write responses to the Applications at end of the chapter. Also,
interact with members in your group and formulate a group response for Application #3
and The Challenge.
5/10
Individualizing the Curriculum
Read the chapter and write responses to the Applications at end of the chapter. Also,
interact with members in your group and formulate a group response for Application #3
and The Challenge.
5/12
Final Examination Due (see final examination)
VIII. Other Assignments
The assignments ask you to assess and/or synthesize the materials you have been
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assigned. Synthesizing involves abstracting from the reading the essential points relating
them to each other around some central theme. Grading will be based principally upon
how well the essential points have been located and how well they have been analyzed
and integrated.
Summary and Reaction Papers (2)
The two summary and reaction papers should focus on curriculum related articles selected
from Educational Leadership (ascd@org), Phi Delta Kappan (pdkintl@org), The School
Administrator (aasa@org), Bulletin (nassp@org), Principal (naesp@org), or the
American School Board Journal (nsba@org.
Due dates: 2/6 and 3/6
Project #1
Choose a subject area and grade level (mathematics, science, English language arts, or
your choice of subject and grade level) and critique the South Dakota State Standards (or
another state) for (1) clarity of content, (2) grade level compatibility, (3) grade level
continuity, and (4) incorporation of national standards. The national standards can be
found on the Web (e.g., National Council of Teachers of Mathematics, National Council
of Teachers of English, and others). In essence, do the state standards parallel the national
standards?
Due date: 3/31
Project #2
Students will critique five textbook evaluation forms (sent from the instructor), rank the
forms, and provide rationale for the number one choice. The process of textbook adoption
includes:
 planning, analyzing, and identifying what is most wanted in a textbook.
 scientifically evaluating and selecting material that most closely match what is wanted.
 implementation (getting those who were not involved in the selection decision to accept
and use the new materials effectively).
Included with this assignment is that each individual will determine the reading level of a
textbook that is being used in a school district and write a brief synopsis. The Fry method
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or a computerized version (Microsoft 6.0; Flesch-Kincaid) can be used to determine the
reading level.
Due date: 4/21
IX.
Evaluation and Grade Assignment
Grading will be based on the written assignments.
Activity
Autobiography
What is Your Educational Philosophy?
Further Thoughts (video stream)
Chapter Applications & The Challenges (15
x 50) (Groups)
Summary and Reaction Papers (2 x 100)
Projects (2 x 100)
*Completion of End of Chapter Applications
(2 x 100)
Final Examination
Total
Due Dates
1/20
1/23
1/25
2/1 – 5/10
Points
NA
100
100
750
2/6 & 3/6
3/31 & 4/21
TBA
200
200
200
5/12
150
1,700
*Two End of Chapter Applications, at the instructor’s discretion, will be collected (e.g.,
the sampling could be from Chapters 2 and 11).
(A = 1,700–1,598; B = 1,597–1,462; C = 1,461–1,275)
X.
Course Policies
Academic Honesty
Enter College’s Academic Honesty policy here.
Prerequisites
Enter any prerequisites here.
Disabilities
Enter College’s Disabilities policy here.
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X.
Final Examination
You have been named Director of Curriculum for the Dover School District. The district
has never had a curriculum director and your responsibility is to develop and implement a
model for curriculum development and implementation that will improve academic
achievement for all students in the district. Using the model illustrated in Appendix C,
develop a model that you would use to develop and implement curriculum in the Dover
School District.
Bibliography
A. Contemporary References (1990-2006)
Armstrong, T. (1994). Multiple intelligences in the classroom. Alexandria, VA: Association for
Supervision and Curriculum Development.
Baron, M. A., & Boschee, F. (1995). Authentic assessment: The key to unlocking student
success. Lanham, MD: The Rowman & Littlefield Publishing Group.
Boschee, F., Beyer, B. M., Engelking, J. L., & Boschee, M. A. (1997). Special and compensatory
programs: The administrator=s role. Lanham, MD: Scarecrow Press/Books.
Boschee, F., & Baron, M. A. (1993). Outcome-based education: Developing programs through
strategic planning. Lanham, MD: The Rowman & Littlefield Publishing Group.
Boschee, F., Whitehead, B. M., & Boschee, M. A. (1993). Effective reading programs: The
administrator=s role. Lanham, MD: The Rowman & Littlefield Publishing Group.
Caine, R. N., & Caine, G. (1997). Education on the edge of possibility. Alexandria, VA:
Association for Supervision and Curriculum Development.
Catron, E. E., & Allen, J. (2003). Early childhood curriculum: A creative play model (3rd ed.).
Columbus, OH: Merrill Prentice Hall.
Eliason, C., & Jenkins, L. (2003). A practical guide to early childhood curriculum (7th ed.).
Columbus, OH: Merrill Prentice Hall.
Frase, L. E., English, F. W., & Poston, W. K. (1995). The curriculum management audit.
Lancaster, PA: Technomic Publishing Company, Inc.
Geisert, P., & Futrell, M. (1990). Teachers, computers and curriculum. Boston, MA: Allyn and
Bacon.
Glatthorn, A. A. (1997). The principal as curriculum leader: Shaping what is taught and tested.
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Thousand Oaks, CA: Corwin, Press, Inc
Marsh, C. J., & Willis, G. (2003). Curriculum: Alternative approaches, ongoing issues (3rd ed.).
Columbus, OH: Merrill Prentice Hall.
McNeil, J. D. (1999). Curriculum: The teacher=s initiative (2nd ed.). Columbus, OH: Merrill, an
imprint of Prentice Hall.
McNeil, J. D. (2003). Curriculum: The teacher=s initiative (3rd ed.). Columbus, OH: Merrill, an
imprint of Prentice Hall.
Morrison, G. R., Ross, S. M., & Kemp, J. E. (2004). Designing effective instruction. Hoboken,
NJ: John Wiley & Sons, Inc.
Oliva, P. F. (2001). Developing the curriculum (5th ed.). Boston, MA: Longman.
Rosenberg, M. J., O’Shea, L. J., & O’Shea, D. J. (2002). Student teacher to master teacher: A
practical guide for education students with special needs (3rd ed.). Columbus, OH: Merrill
Prentice Hall.
Slattery, P. (1995). Curriculum development in the postmodern era. New York, NY: Garland
Publishing, Inc.
Steffy, B. E., & English, F. W. (1997). Curriculum and Assessment for World-Class Schools.
Technomic Publishing Company, Inc.
Tanner, D., & Tanner, L. (1995). Curriculum development: Theory into practice (3rd ed).
Columbus, OH: Merrill, an imprint of Prentice Hall.
Thornburg, D. (2002). The new basics: Education and the future of work in the telematic age.
Alexandria, VA: Association for Supervision and Curriculum Development.
Tye, K. A. (Ed.). (1990). Global education: From thought to action. Alexandria, VA:
Association for Supervision and Curriculum Development.
Whitehead, B. M., Jensen, D. F. N., & Boschee, F. (2003). Planning for technology. Thousand
Oaks, CA: Corwin Press, Inc.
Wiles, J., & Bondi, J. (1998). Curriculum development: A guide to practice. Columbus, OH:
Prentice Hall.
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B. Classic References
Beck, R. H., Cook, W. W., & Kerney, N. C. (1960). Curriculum in the modern elementary school
(2nd ed.). Englewood Cliffs, NJ: Prentic-Hall, Inc.
Bloom, B. S. (1981). All our children learning. St. Louis, MO: McGraw-Hill Book Company.
Boschee, F. (1989). Grouping = growth. Dubuque, IA: Kendall/Hunt Publishing Company.
Bradley, L. H. (1985). Curriculum leadership and development handbook. Englewood Cliffs, NJ:
Prentice-Hall, Inc.
English, F. W. (1988). Curriculum auditing. Lancaster, PA: Technomic Publishing Company,
Inc.
English, F. W. (1987). Curriculum management for schools $ colleges $ business. Springfield,
IL: Charles C. Thomas Publisher.
Glatthorn, A. A. (1987). Curriculum leadership. Boston, MA: Addison, Wesley, Longman.
Glatthorn, A. A. (1987). Curriculum renewal. Alexandria, VA: Association for Supervision and
Curriculum Development.
Gronlund, N. E. (1977). Constructing achievement tests. Englewood Cliffs, NJ: Prentice-Hall,
Inc.
Lathrop, A., & Goodson, B. (1983). Courseware in the classroom. Menlo Park, CA: AddisonWesley Publishing Company.
Mehrens, W. A., & Lehmann, I. J. (1978). Standardized tests in education. Chicago, IL: Holt,
Rinehart and Winston.
Nerbovig, M. H. (1970). Unit planning: A model for curriculum development. Worthington,
OH: Charles A. Jones Publishing Company.
[Journals]
American School Board Journal (NSBA)
Bulletin (NASSP)
Educational Leadership (ASCD) This is a key journal for curriculum specialists.
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Phi Delta Kappan (PDK)
Principal (NAESP)
The School Administrator (AASA)