Course Title: Curriculum, Instruction and Assessment Course Number: EdAd 5916 Credits: 3 Course Description: This course

will provide an overview of curriculum design and will include practice in mapping, scope and sequence, and articulation, elements of assessment including the interpretation of large-scale testing and the creation of meaningful valid assessment of individual and systemic growth, terminology and subject area trends, early child education, and processes for providing opportunities for all students. Competencies
This course is designed to enable students to demonstrate competency in the following Core Leadership Competencies:
A7: Serving as a spokesperson for the welfare of all learners in a multicultural context C5: Demonstrating the ability to adapt educational programming to the needs of diverse constituencies; E2: Demonstrating the ability to involve stakeholders in the development of educational policy H1: Demonstrating the ability to enhance teaching and learning through curriculum assessment and strategic planning for all learners, including pre-kindergarten, elementary, middle and junior high school, high school, special education, gifted and talented, and adult levels; H2: Demonstrating the ability to provide planning and methods to anticipate trends and educational implications; H3: Demonstrating the ability to develop, implement, and monitor procedures to align sequence, and articulate curriculum and validate curricular procedures H4: Demonstrating the ability to identify instructional objectives and use valid and reliable performance indicators and evaluative procedures to measure performance outcomes H6: Demonstrating an understanding of alternative instructional designs, curriculum, behavior management, and assessment accommodations and modifications; H7: Demonstrating an understanding of the urgency of global competitiveness I1: Demonstrate an understanding of research of learning and instructional strategies I2: Describing and applying research and best practices on integrating curriculum and resources to help all learners achieve at high levels; I3: Demonstrating the ability to utilize data for instructional decision making I4: Demonstrating the ability to design appropriate assessment strategies for measuring learner outcomes I5: Demonstrating the ability to implement alternative instructional designs, curriculum, behavior management, and assessment accommodations and modifications I6: Demonstrating the ability to appropriately use technology to support instruction Principals Competencies: A1: Demonstrating the ability to understand and apply school-wide literacy and numeracy systems; B5: Demonstrating the ability to develop a master instructional schedule; C1: Demonstrating understanding of the articulation and alignment of curriculum from pre-school through grade 12; C2: Demonstrating understanding of different organizational systems and structures at pre-K, elementary, middle or junior high, and high school levels Superintendents Competencies:

C2: Demonstrating understanding of the importance of communication leadership between school district and its community

Assessments: Group project Curriculum map and assessment plan in at least one curriculum area identifying benchmarks, standards placement, and a plan for addressing gaps, overlaps and limitations, presentation of current trends in core curriculum areas including vocational and the arts, reflections comparing curriculum delivery models, and creation of data-based student achievement goals addressing areas of limited performance. Instructional Plan: This course will include the following topics: 1. Models of local, state, national and international delivery of content 2. Large-scale and classroom assessment alignment 3. Special education assessment 4. Diagnostic assessment 5. Curriculum mapping scope and sequence pre-K 12(14) 6. Safety nets and learning loops 7. Organizational systems for early child, elementary, middle and high schools delivery 8. Best practices in literacy and numeracy 9. Technology and scheduling to maximize instruction Required Materials*:

*Popham, W.J. (2006). Assessment for Educational Leaders. Pearson Education. *Marzano, R., Pickering, D, & Pollok, J. (2001). Classroom Instruction that works: Research-based strategies for increasing student achievement. Alexandria, VA: Association for Supervision and Curriculum Development.
Instructional Strategies:
Face to Face meetings are currently scheduled for Saturday, September 21, October 26, and December 7 in the afternoon starting at 1:00 p.m. and going until 4:30. Moodle Discussions are weekly web-based threaded discussions--original posts and responses with critical reflection, collaboration, and discussion on assignments.

IMPORTANT
I invite any of you who have any disability, either permanent or temporary, or any other special

circumstances which might affect your ability to perform in this class to inform me so that together we can adapt methods, materials, or assignments as needed to provide equitable participation.

Course Requirements and Expectations:

As members of an online learning community, the expectation is that we all contribute to the learning of the group and each other, and share in creating a quality learning environment. Class members bring diverse and extraordinary experience to the process, and we will encourage and rely on that experience to deepen the learning of the group. Participation is expected in the online threaded discussions. This class is a combination of face to face class meetings and online discussions. Our face to fact meetings are planned as a foundation and springboard for our online discussions.

Moodle Discussions:
Asynchronous threaded discussions constitute the majority of interaction in the course after the initial in-person meeting. Discussion topics and questions will be posted usually in one to two week units. The minimum expectation is that you will complete the assigned reading, and participate in each threaded discussion assignment by posting initial input, engaging in web dialogue, and providing feedback/responses to group members. I expect that you will make at least two substantial posts each week. I suggest you allow yourselves 3 - 4 hours per week to engage in threaded discussions.

Considerations:
Writing your insights, thoughts, and responses to others in a way that's relatively public and semi-permanent (at least for the duration of the semester) can be a little unnerving at first and can stifle creativity or thoughtful discussion. Always remember this rule of thumb--if it's worth doing, it's worth doing badly! So don't worry about misspellings, incomplete sentences, or questionable grammar. Remember to maintain a tone of civility and respect when discussing potentially controversial topics.

As to kind of posts:
Productive, satisfying discussions are often the result of risk-taking, feedback, questioning, and occasional disagreements, as well as affirming, supportive interaction. With each unit's discussion topic, I will ask you for thoughtful input that reflects the reading, your own experience, and your thoughts or insights. I will also ask you to reflect on others' posts, do you agree or disagree, do you have questions, and does this lead you to think about something else?

Asynchronous online discussions:

With asynchronous online discussions, it is also important to simply "be present" to find ways to

describe in writing what you might be doing non-verbally, e.g. nodding your head, smiling, or looking quizzically at someone. Imagine making a statement in person in a class, and having no response from the audience. This doesn't help the flow of conversation. So let people know you're there, that you've read their posts, even if you don't have something content-related to contribute at that moment. Also, let others in your small group know when you might be out of town or away from your computer, and when you'll return.

Netiquette:
Netiquette refers to network etiquette. Apply proper netiquette 'rules' when engaging in various online communications. Here is a good website on the core rules of netiquette. Student Conduct Code: Appropriate classroom conduct promotes an environment of academic achievement and integrity. Disruptive classroom behavior that substantially or repeatedly interrupts either the instructor's ability to teach, or student learning, is prohibited. Student are expected adhere to Board of Regents Policy: Student Conduct Code: http://www1.umn.edu/regents/policies/academic/Student_Conduct_Code.pdf Teaching & Learning: Instructor and Student Responsibilities: UMD is committed to providing a positive, safe, and inclusive place for all who study and work here. Instructors and students have mutual responsibility to insure that the environment in all of these settings supports teaching and learning, is respectful of the rights and freedoms of all members, and promotes a civil and open exchange of ideas. To reference the full policy please see: http://www.d.umn.edu/vcaa/TeachingLearning.html Academic Integrity: Academic dishonesty tarnishes UMDs reputation and discredits the accomplishments of students. Academic dishonesty is regarded as a serious offense by all members of the academic community. UMDs Student Academic Integrity Policy can be found at: http://www.d.umn.edu/conduct/integrity/ Final Exams: All 1xxx-5xxx courses offered for undergraduate credit should include a final graded component or end of term evaluation that assesses the level of student achievement of one or more course objectives. All final graded components are to be administered or due at the time and place according to the final exam schedule and not during the last week of class. To reference the full policy please see: http://www.d.umn.edu/vcaa/FinalExams.html Excused Absences: Students are expected to attend all scheduled class meetings. It is the responsibility of students to plan their schedules to avoid excessive conflict with course requirements. However, there are legitimate and verifiable circumstances that lead to excused student absence from the classroom. These are subpoenas, jury duty, military duty, religious observances, illness, bereavement for immediate family, and NCAA varsity intercollegiate

athletics. For complete information, please see: http://www.d.umn.edu/vcaa/ExcusedAbsence.html Appropriate Student Use of Class Notes and Course Materials: Taking notes is a means of recording information but more importantly of personally absorbing and integrating the educational experience. However, broadly disseminating class notes beyond the classroom community or accepting compensation for taking and distributing classroom notes undermines instructor interests in their intellectual work product while not substantially furthering instructor and student interests in effective learning. For additional information, please see: http://www.d.umn.edu/vcaa/ClassNotesAppropriateUseof.html Students with disabilities: It is the policy and practice of the University of Minnesota Duluth to create inclusive learning environments for all students, including students with disabilities. If there are aspects of this course that result in barriers to your inclusion or your ability to meet course requirements such as time limited exams, inaccessible web content, or the use of noncaptioned videos please notify the instructor as soon as possible. You are also encouraged to contact the Office of Disability Resources to discuss and arrange reasonable accommodations. Please call 218-726-6130 or visit the DR website at www.d.umn.edu/access for more information.