Course Code: EDUC504 Course ID: 2787 Credit Hours: 3 Level: Graduate
This course examines curriculum, instruction, and assessment in the context of various standards and accountability and their relationships to improvement in student learning, based on sound pedagogical approaches. The importance of alignment to learning outcomes and the necessity for valid assessments are discussed. Methods for collecting various assessment data; analyzing assessment data; creating campus curriculum and instruction goals; and implementation issues related to accountability, planning, and collaboration are addressed. The use of technology to assist with accurate assessments is presented.
|Registration Dates||Course Dates||Session||Weeks|
|08/31/20 - 01/29/21||02/01/21 - 03/28/21||Winter 2021 Session I||8 Week session|
|11/30/20 - 04/30/21||05/03/21 - 06/27/21||Spring 2021 Session I||8 Week session|
After successfully completing this course, students will be able to:
- Discuss the theoretical dimensions of curriculum and curriculum development. (ELCC 2.2) (PII: 1.A, 2.B, 2.D,2.H, 2.J, 2.K)
- Define the various roles of school personnel and stakeholders in the curriculum development process. (ELCC 2.3) (PII: 1.F. 2.B, 2.I, 2.L)
- Implement the curriculum development process including assessment, evaluation, and creation of new strategies for increased student achievement. (ELCC 2.1) (PII: 1.E, 1.F, 1.G, 2.A, 2.C. 2.E. 2.F. 2.G, 2.H, 3.E, 3.F, 3.G, 5.E)
- Facilitate the use of technology to support and enhance instructional strategies that advance 21st century skills. (ELCC 2.4) (PII: 2.D, 2.H, 2.I, 3.J) (ISTE: 2, 3, 4)
- Discuss current issues in curriculum development. (ELCC 6.3) (PII: 1.D)
ELCC= ELCC Standard Elements PII=Praxis Content Standards Exam #0411
Please join the forums each week. Students must post a reply to both weekly forums and reply to at least 2 other students for each Forum. This means that each week you should have 2 initial posts and 4 responsive posts. Replies must be posted in the week due and replies after the end of the each week will not be graded. The Forums are for student interaction and input should be submitted before the week ends in order to fully participate in the discussions. Students should demonstrate their own knowledge in the forums and avoid copying and pasting from websites.
- Post the initial response to each forum by 11:55pm, ET, Wednesday.
- Initial responses should be no less than 300 words.
- Initial responses are to be original in and demonstrate a thorough analysis of the topic.
- Reply to at least 2 of your classmates in each forum by 11:55pm, ET, Sunday.
- Replies to classmates should be no less than 150 words.
- Responses to classmates are significant to advance the forum.
- All forums can be accessed in the Forums section of the course.
Throughout the semester you will write responses to questions. These responses will involve analyses of readings, comparing and contrasting the views of various learning theorists, and critique of arguments presented by the readings or the class. Papers will be graded for accuracy of interpretation, rigor of argument, and clarity of expression. Papers should be 2 – 4 pages in length unless otherwise noted. (CO1, CO2, CO3, CO4, CO5)
Campus Planning Project
Complete the Campus Planning Project. You will identify a content area to assess, and create a curriculum plan for improvement based on the needs assessment. The school to be analyzed is Travis Middle School-Irving ISD . You can use any of the documents on this site and any other public information provided by the school. This school was selected at random and all information access is a matter of public record.
For this task, review documentation provided for the school to be analyzed in which you:
A. Identify the subject area most in need.
1. Create an analysis of your findings by including data for your subject area.
2. Create a minimum of one curricular goal for the area you identify as most in need.
a. Create a minimum of three curricular objectives to assist in meeting the curricular goal.
3. Create a minimum of one instructional goal for the area you identify as most in need.
a. Create a minimum of three instructional objectives to assist you in meeting the instructional goal.
B. Create one lesson or unit with a complete lesson plan addressing one of the instructional objectives in which you include assessment, evaluation, and creation of new strategies for increased student achievement.
C. Provide a comprehensive reflection on this project by synthesizing what you learned about the theoretical dimensions of curriculum and curriculum development to personalize and sustain student learning.
1. Analyze how building leadership capacity of school staff and technology are important for student learning.
|Forum 1: Curriculum - Instruction Relationship||2.33 %|
|Forum 2: Curriculum Principles||2.33 %|
|Forum 3: Teacher Involvement in Curriculum Planning||2.33 %|
|Forum 4: Principal as Instructional Leader?||2.33 %|
|Forum 5: Model of Curriculum Development||2.33 %|
|Forum 6: Essentialistic Philosophy of Education||2.33 %|
|Forum 7: Needs||2.33 %|
|Forum 8: Implementation of the Common Core||2.33 %|
|Forum 9: Curriculum Goals and Objectives||2.33 %|
|Forum 10: Instructional vs. Curriculum Goals||2.33 %|
|Forum 11: Common Core's Impact on Curriculum Development||2.33 %|
|Forum 12: Debate - Teaching as an Art vs. Teaching as a Science||2.33 %|
|Forum 13: Norm and Criterion-referenced Assessment in Planning Instruction||2.33 %|
|Forum 14: How is the Curriculum Working?||2.33 %|
|Forum 15: Technology Opportunities for Students||2.33 %|
|Assignment 1: Defining the Terms||5.00 %|
|Assignment 2: Changes in Curriculum||5.00 %|
|Assignment 3: Curricular Changes||5.00 %|
|Assignment 4: School Philosophy Statement||5.00 %|
|Assignment 5: Needs Assessment||5.00 %|
|Assignment 6: Curriculum Critique||5.00 %|
|Assignment 7: Psychomotor Instructional Objectives||5.00 %|
|Assignment 8: Styles of Teaching and Learning and the Role of the Administrator||5.00 %|
|Assignment 9: AYP Assessments||5.00 %|
|Assignment 10: Evaluation Terms||5.00 %|
|Campus Planning Project||15.00 %|
|Campus Planning Project||15.00 %|
There is no required textbook for this course. Instead, we will draw from Open Educational Resources and the remarable resource available to us online and in conjunction with our university library.
Publication Manual of the American Psychological Association (6th ed.). (2009). Washington, D.C.: American Psychological Association.
In addition to assigned readings (via OER), the following public domain web sites are useful. Please abide by the university’s academic honesty policy when using Internet sources as well. Note web site addresses are subject to change.
Web Site URL/Address
American Association of School Administrators (AASA)
Educational Leadership Constituent Council (ELCC) Standards
Interstate School Leaders Licensure Consortium (ISLLC) Standards – (Required Reading Website)
National Association of Elementary School Principals (NAESP)
National Association of Secondary School Principals (NASSP)
National Board for Professional Teaching Standards (NBPTS)
National Community Education Association
National Council for Accreditation of Teacher Education (NCATE)
National Policy Board for Education Administration (NPBEA)
North Central Regional Educational Laboratory
Phi Delta Kappa
|Book Title:||Various resources from the APUS Library & the Open Web are used. Please visit http://apus.libguides.com/er.php to locate the course eReserve.*|
Not current for future courses.