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SGDC 5063 CURRICULUM LEADERSHIP AND MANAGEMENT

SEMESTER KT162, 2016/2017

Instructor : Dr. Rafisah Osman


Email : rafisah@uum.edu.my
Tel.no: 04-9285441
Room no: 012

1. Course Learning Outcomes:


Upon completion of the course, students are able to
1.1 Examine a range of curriculum leadership and management competencies in
promoting best practices and successful learning. (C4)
1.2 Demonstrate collaborative effort that supports instructional improvement, builds
an appropriate curriculum, and incorporates best practices. (C3, A3, P5)
1.3 Create an effective teaching and learning environment to enhance student learning
and success. (C6, P7)
1.4 Evaluate the effectiveness of curriculum and instruction and explain strategies for
directing teacher professional growth. (C5, A4, P2)

2. Synopsis:
This course is designed to provide the student with the basic principles and practices of
curriculum leadership and management. It promotes leadership role and build skills as a
curriculum leader. This course promotes students to explore the role of curriculum leadership
at the district and school level as well as the process of curriculum implementation at the
district, school and classroom level.

3. Assessment
Coursework 100%:

1. Individual Quiz (15%), article review (15%), project (20%), Class


participation (10%).

2. Group Project 1(20%) presentation(10%), project 2 (10%)

4. Course content
Topic
1 Defining Curriculum Leadership and Management
 Defining curriculum leadership and management.
 Factors influencing curriculum leadership.
 Rethinking of education hierarchy
2 Curriculum Leadership Role

 Team identification and Inclusion


 Vision development
 Quality analysis
 Assessment of needs
 Prioritization of goals and objectives
 Instructional enhancement
 Conflict polarization

3 Rethinking the Program of Studies


 Reconceptualizing program of the study
 Improving the program of studies
 Integrating the curriculum

4 Managing Learning and Teaching


 Managing the learning environment
 Learners diversity
 Differentiated Instruction
 Understanding by design

5 Building Relationships with Teachers


 Leadership and followership.
 Building blocks for preventing and treating arrested
teachers development
 Motivation

6 Leadership Model
 Transformational leadership
 Instructional leadership
 Shared/Distributed leadership

7 Planning for Change


 The need for change
 The role of curriculum leader in implementing change
 The change management process
 Resistance to change
 Strategies for minimizing resistance to change

8 Managing and Supervising for Excellence


 Supervising the taught curriculum
 Problem and issues in supervision
 The role of curriculum supervisor
 Differentiated professional development
 Supervising the supported
curriculum

9 Professional Learning and Curriculum Leadership


 School as learning community
 Teaching and learning
 Building teacher capacity.
 Factors impacting professional learning.

10 Future Schools
 Designing the 21st Century Curriculum
 Technology and transformation of the curriculum.
 Diffusion of innovation

References:
Main References:

Glatthorn , A.A., Boschee, F.A,, Whitehead, B.M. &Boschee, B.F. (2012). Curriculum
leadership: Strategies for development and implementation. Thousand Oaks: SAGE

Parkay, F.W., Anctil, E. J.& Hass, G. J. (2014). Curriculum leadership: Readings for
developing quality educational programs (10th ed.). Boston: Pearson/Allyn& Bacon

Sorenson, R. D., Goldsmith, L.M., Mendez, Z.Y. & Maxwell, K. T. (2011). The principal’s guide to
curriculum leadership. Thousand Oaks, Carlifornia: Corwin.

Additional references:
Brubaker, D.L. (2004). Revitalizing curriculum leadership: Inspiring and empowering your
school community. Thousand Oaks: Corwin Press.
Dufour, R. & Marzano, R.J. (2012). Leaders of learning: How district, school, and classroom
leaders improve student achievement. Bloomington: Solution Tree
Fullan, M. (2014). The principal: Three keys to maximizing impact. San Francisco:Jossey-Bass.
Glatthorn, A.A. &Jailall J.M. (2009). The principal as curriculum leader: Shaping what is
taught and tested. Thousand Oaks: Corwin Press.
Glickman, C.D., Gordon, S.P. & Gordon, J. M.R. (2010). Supervision and instructional
leadership. Boston: Pearson/Allyn& Bacon.
Marzano R.J., Frontier, T. & Livingston, D. (2011). Effective supervision: Supporting the arts
and science of teaching. Alexanderia: ASCD.
Oliva, P.F. & Gordon, W.II. (2013). Developing the curriculum (8th ed.). Boston:
Pearson/Allyn& Bacon.
Senge, P., McCabe, N.C., Lucas, T., Smith, B., Dutton. J. &Kleiner, A. (2012). Schools that learn. New
York:
Crown Business.

Journal:
Association of Supervision and Curriculum Development (www.ascd.org)

Educational Leadership Journal


Journal of Teacher Education

Cheating and Plagiarism Policy:


These are forms of academic dishonesty that can resultin an academic penalty, including
failure in a course or dismissal from the Graduate Program. Cheating is the willful giving or
receiving of information in an unauthorized manner during any assessment (test, quiz, exam),
illicitly obtaining examination questions in advance, representing someone else's work on
assignments as your own, copying computer disks or files, or any other dishonest means of
attempting to fulfill the requirements of this course. Plagiarism is the presentation of another
person's ideas or product as your own, such as: copying verbatim, paraphrasing, inserting
artistic work without attribution; or citing the source and creator. You can incorporate
someone else's ideas as long as you cite the original work. Follow APA formatfor all
citations, references, and format.

Attendance Policy: Students are required to attend ALL sessions of this course.