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• W150377775 abstract "Abstract This article describes one way to solve the seeming dichotomy between teaching theory and teaching skills in an educational leadership curriculum development course. The course aims to develop understandings of how k-12 leaders can help to create curricula at the school level by developing understandings of the constructs in all curricula. That is, K-12 curriculum development may take into consideration state standards and tests, and their alignment with school and classroom curriculum; but in this class we go beyond this to understanding the underlying assumptions about knowledge, learning and teaching in every curriculum. Using assignments that utilize theory and practice--such as creating curriculum development processes, generalizing beyond the K-12 curriculum, and analyzing a curriculum--accomplishes this. ********** The relationship between teaching skills and teaching theory in preparing K-12 administrators and education leaders is an old and troublesome puzzle and this is particularly true in the field of curriculum. Some university faculty, many administrative practitioners, and those aspiring to be administrators, often argue, either explicitly or by their actions, that how-to knowledge is the most important. After all, the argument goes, a master's of educational administration is a professional, not an academic, degree. Many scholars, however, argue that administrators need an understanding of the theoretical constructs underlying the field of education and leadership. When this argument is applied to curriculum, it is argued that theory enables administrators to analyze and evaluate curriculum for its various effects, and not simply to understand how a particular curriculum prepares K-12 students for standardized tests. The various effects might include encouraging the knowledge, skills and dispositions that cannot be assessed by standardized tests, such as participating in a democratic society, developing social skills, learning how to learn and others. Curriculum development has long been the province of teachers and teacher educators because of their need to develop classroom curriculum. Increasingly, however, it has become important for principals, central office administrators, and state department of education leaders to be instructional leaders, and to be able to develop curriculum at the district and school level. These leaders need to be able to align various teaching tools such as unit and lesson plans; textbook materials; district, school and classroom assessments, and pedagogy, with the content and skills of the various disciplines and subject matters as represented in state standards and tests. Beyond this, their judgments about pedagogy and pedagogical tools would be well served by understanding more than the process of alignment. Their judgments would be enhanced by understanding the constituent parts of the curriculum, and how curriculum is made, so that they can customize the curriculum to their local environment, fully aware of what is lost and what is gained when they do this. Their judgment may also be enhanced by developing a larger definition of curriculum to include how it plays out or is enacted between teachers and students. In short, holding a leadership position requires more than aligning curriculum materials with the requirements of the No Child Left Behind Act (2002). It requires the craft knowledge of curriculum development, the ability to reflect on the underlying constructs of curriculum, and the ability to understand the implementation or enactment of curriculum--how it plays out between teachers and students. This allows leaders to work with teachers and others in developing and enacting a thoughtful curriculum. Developing this kind of knowledge in addition to all that is required of leaders and manager is a tall order. One way professors of educational administration and leadership can contribute to the learning of would-be administrators, is to teach curriculum theory and practice in the same curriculum development class, indeed, within the same assignments. …" @default.
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• W150377775 date "2005-06-22" @default.
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• W150377775 title "Problem-Based Curriculum Development for Leaders" @default.
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