The Principal as Curriculum Leader 4/e

Dr. Allan A. Glatthorn (deceased) was a Distinguished Research Professor of Education (Emeritus) at East Carolina University, Greenville, North Carolina. 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. Julie K. Jailall, EdD, currently serves as the Executive Director of the K-12 Neuse Charter School in North Carolina, USA. She is a school transformation expert and has served for over 15 years as a school principal and as a teacher in several schools and districts in the USA. She previously served as the Learning Disabilities Consultant at the NC Department of Public Instruction. She has worked with elementary, middle, and high schools implementing school reform initiatives. Dr. Jailall has over 30 years of K-12 experience in public education spanning Guyana, the Bahamas, the United Arab Emirates and the United States. She is a former lecturer at the University of Guyana, the Abu Dhabi University and the Brunswick Community College in the USA. She holds 5 degrees including a doctorate in education leadership and policy studies from the North Carolina State University.

Preface to the Fourth Edition Acknowledgments About the Authors PART I: Laying the Foundations 1. What It Means to Be a Curriculum Leader: Post Race to the Top, the Era of the Common Core of State Standards (CCSS) and the Every Student Succeeds Act of 2015 (ESSA) Movement Toward National Standards Influences on Curricula: Current and Past The Hallmarks of Curriculum Quality Chapter Summary References 2. Some Current Trends in Curriculum, Instruction, and Assessment in the Era of the Every Student Succeeds Act and New State Standards for Curriculum (ESSA and CCSS) Some Current Trends in Curriculum Some Practices Related to Current Trends in Curriculum What These Trends Mean Chapter Summary References 3. The Five Curriculum Levels: National, State, District, School, and Classroom National Functions State Functions District Functions School Functions Classroom Functions Flexible Allocations Chapter Summary References 4. Importance of the Principal No Child Left Behind (NCLB) Commission Report Called for Definition of Highly Effective Principals Professional Standards for Educational Leaders (PSEL) 2015 Defining Curriculum Leadership Understanding the Problems of the Principal's Curriculum Leadership Role Understanding the Rationale for Principal Leadership Uniting Principal and Teacher Leadership Performing the Leadership Functions Chapter Summary References PART II: Shaping State and District Curricula 5. State Policies and Frameworks The Case of State Frameworks in North Carolina, Tennessee, and Mississippi Becoming Informed Getting the Message Across Evaluating State Frameworks Chapter Summary References 6. District Curricula District Functions Exercising Influence as the Principal Chapter Summary References PART III: Providing Leadership 7. Developing Vision and Goals Developing the School's Vision of a Quality Curriculum Developing the School's Curriculum Goals Chapter Summary References 8. Rethinking the Program of Studies Renewing an Existing Program of Studies Restructuring the Program of Studies Chapter Summary References 9. Committing to a Learning-Centered Schedule and Protection of Instructional Time The Nature of a Learning-Centered Schedule Developing a Learning-Centered Schedule How the Principal and Teachers Can Make More Effective Use of the Existing Schedule Chapter Summary References 10. Integrating the Curriculum Types of Integration Arguments Supporting Integration Arguments Questioning the Use of Integration Some Challenges of Integration at All Levels A Process for Resolving the Integration Issue Chapter Summary References 11. Aligning the Curriculum Types of Curricula Aligning the Recommended and the Written Curricula Aligning the Written, the Supported, and the Assessed Curricula Aligning the Written and the Taught Curricula Aligning the Hidden and the Learned Curricula Aligning the Taught and the Learned Curricula Chapter Summary References 12. Monitoring the Curriculum Implementation Process The Argument About Monitoring A Practical Solution for Monitoring Chapter Summary References PART IV: Working With Teachers 13. Making Yearly Planning Calendars and Curriculum Maps The Nature of Yearly Plans and Curriculum Maps and a Rationale for Their Use Organizing for Yearly Planning Developing Yearly Plans Reviewing the Plans Chapter Summary References 14. Developing Units of Study A Rationale for Unit Development Organizing for Unit Development Developing Units Based on Constructivist Principles Some Criticisms of Constructivism Chapter Summary References 15. Enriching the Curriculum and Remediating Learning Helping Teachers Enrich the Curriculum Helping Teachers Remediate Learning Chapter Summary References 16. Evaluating the Curriculum Evaluating the Assessed or Tested Curriculum Evaluating the Supported Curriculum Evaluating the Written Curriculum Evaluating the Taught Curriculum Evaluating the Learned Curriculum Chapter Summary References PART V: Looking Ahead 17. Curriculum Leadership: Putting It All Together Work Closely With District Leadership Set Up the Curriculum Organizational Structures Use Team Leadership Make Curriculum Improvement Part of an Overall Plan Use an Incremental Process in Effecting Curricular Change Prioritize Curriculum Tasks Use Routine Activities to Support Quality Curricula Develop Specific Plans and Manage Time A Personal and Concluding Note Chapter Summary References Index

"I found the book to be a compelling presentation of the key role of principal-understanding curriculum and how to implement effective change in all buildings. I have been searching for a book to use in my principal preparation class on Instructional Leadership and I believe I now have the book that will provide my students a comprehensive view on the principalship. With a continued emphasis on school improvement and the importance of increasing student achievement, this book is an invaluable tool for pre-service and in-service school leaders." -- Ted Kaniuka, Associate professor of Educational Leadership "As principals, we so often get caught up in the day-to-day management of our schools. We must quit putting out fires and instead focus our attention on leading, specifically as curriculum leaders. Glatthorn, Jailall and Jailall provide a clear framework with a plan of action to put you and your school on a path to student success. Whether you need to develop a plan or simply refine the one you have, this book is a must read!" -- Stephen Baker, Principal "Glatthorn, Jailall, and Jailall challenge principals to be leaders of curriculum in their schools, districts, and states as they consider the needs of students and classrooms during a challenging time in education systems across the country." -- Kathy T. Spencer, Ed. D. "The Principal as Curriculum Leader is a blueprint for principals to use when implementing curriculum reform. It brings clarity to the many trends, mandates, and guidelines that masquerade as simple solutions to complex issues. This book should be read and owned by every principal and curriculum leader." -- Dr. Jerry V. Congleton, Former Superintendent "An effective school requires a strong curriculum and high quality execution in every classroom. This can only be achieved when the principal becomes a true curriculum leader. Aspiring administrators and experienced principals will do a better job leading their schools after reading this powerful and practical book." -- Chris Terrill, Head of Schools "The Principal as Curriculum Leader provides insight and practical suggestions to support the principal's role as a building curriculum leader. This is a must-read guide that outlines the building administrator's role as is relates to curriculum development, implementation and the impact an effective leader can have on instructional change." -- Barbara Haeffner, Director of Curriculum and Instructional Technology "The Fourth Edition of The Principal as Curriculum Leader: Shaping What is Taught and Tested is the most comprehensive guide I've seen to assist all principals in moving from school managers to true 21st century instructional leaders. Glatthorn, Jailall, and Jailall have masterfully integrated ESSA and the revised Professional Standards for Educational Leaders, weaving those tenets into how school districts not only design relevant curriculum plans, but fully implement and assess how those plans are working. This is a must-read text for any school leader who is passionate about strengthening curriculum to raise the level of achievement for all students." -- Dr. Gregory E. Hicks, Teaching Assistant Professor, Former Principal and District Administrator "As the school's leader, the principal must accept responsibility for curriculum leadership. This book provides a toolkit of ideas, resources, and practical applications that should empower and enrich the principal's professional life. It clearly provides guidance in improving curriculum design, implementation, and evaluation. Probably most importantly, the book emphasizes the collaborative, respectful relationship that should exist between the principal and the teachers within the school. A key take-away is that education is everyone's business-from resource allocation by political leadership to expectations of parents-as our country educates its children for the 21st century." -- Tommy Benson