COURSE SYLLABUS

Course Prefix/Number: EDG 5250

Course Title: Principles of Curriculum Development
Course Credit Hours: 3
Instructor Name and Contact Information:
Sherri Zimmerman, Ph.D.
850-863-0730 (office)
Email: szimmerman@uwf.edu
Virtual Hours: Monday 9-11 and Thursday 2 -4
Prerequisites or Co-Requisites: None
Course Description: This course is designed to assist students in developing those skills essential for curriculum restructuring,
planning, and implementation at the school site. Three essential processes, curriculum development, assessment, and
instruction will be considered with respect to relevant theory, research, and practice. Emphasis is placed on the role of
responsible leadership in assuring that these processes function effectively. Field experiences designed to provide a clinical
setting for the demonstration of theory applied to practice will be an integral part of the course.
Purpose of the Course: The learning experiences and activities presented in this course will foster the development of leaders
as empowered persons and professionals taking action and making a difference. The subject matter, class activities, and skill
development of this course were selected to assist your personal and professional growth as a critical thinker, lifelong learner,
counselor mentor, decision maker, problem solver and ethical, moral professional.
Student Learning Outcomes - Program:
Students who successfully complete the program for the M.Ed. in Educational Leadership Certification
will be able to demonstrate the following:
Content
Promote a positive learning culture, provide an effective instructional program, and apply best
practices to student learning, especially in the area of reading and other foundational skills. (A
Florida Principal Leadership Standard required for certification)
Monitor the success of all students in the learning environment; align the curriculum, instruction,
and assessment processes to promote effective student performance, and use a variety of
benchmarks, learning expectations, and feedback measures to ensure accountability for all
participants engaged in the educational process. (A Florida Principal Leadership Standard
required for certification)
Recruit, select, nurture and, where appropriate, retain effective personnel, develop mentor and
partnership programs, and design and implement comprehensive professional growth plans for
all staff paid and volunteer. (A Florida Principal leadership Standard required for certification)

Interpret the influence of personal, political, social, economic, legal, and cultural relationships in
the classroom, the school and the local community. (A Florida Principal Leadership Standard
required for certification)
Apply a model of transformational leadership in addressing issues and concerns within various
levels of the organizational structure.
Provide efficient administration through the use of technology, allocation of resources and
continuous improvement to meet the mission of the organization.
Critical Thinking
Plan effectively, use critical thinking and problem solving techniques, and collect and analyze
data for continuous school improvement. (A Florida Principal Leadership Standard required for
certification)
Evaluate organizational performance in a variety of applications and apply appropriate
intervention strategies to increase efficiency and effectiveness for all stakeholders.
Integrity/Ethics/Characteristics
Act with integrity, fairness, and honesty in an ethical manner. (A Florida Principal Leadership
Standard required for certification)
Communication
Describe a personal vision for their school and the knowledge, skills, and dispositions to
develop, articulate and implement a shared vision that is supported by the larger organization
and the school community. (A Florida Principal Leadership Standard required for certification)
Collaborate with families, business, and community members, respond to diverse community
interests and needs, work effectively within the larger organization and mobilize community
resources. (A Florida Principal Leadership Standard required for certification)
Project Management
Manage the organization, operations, facilities and resources in ways that maximize the use of
resources in an instructional organization and promote a safe, efficient, legal, and effective
learning environment. (A Florida Principal Leadership Standard required for certification)
Plan and implement the integration of technological and electronic tools in teaching, learning,
management, research, and communication responsibilities. A Florida Principal Leadership
Standard required for certification)
Assessment of Student Learning Outcomes
Educational Leadership students will acquire the skills need to be school administrators. Students
demonstrate what they have learned through classroom assignments, examinations, research and creative
activities. Final certification is achieved through obtaining a passing score on the Florida Educational
Leadership Exam (FELE). Passing this exam is a requirement for graduation.

Student Learning Outcomes - Course:

Upon completion of the course, students will be able to:
Assess the curriculum and school-wide professional development needs of an instructional program.
Use a set of school data to identify appropriate objectives and strategies for developing, implementing, assessing and revising a
school improvement plan.
Use a set of school data to determine appropriate instructional improvement strategies.
Identify functions and implications of various curriculum designs.
Use grade level data on reading to align curriculum, instruction, and assessment.
Use school-based student assessment data on reading performance to identify research-based reading instruction to improve
student achievement.
Use school-based student assessment data on reading performance to identify instructional strategies to facilitate students
phonemic awareness, phonics, fluency, vocabulary, and reading comprehension throughout the content areas.
Use multiple indicators, including data, to identify programs or initiatives that are research-based to integrate reading, writing,
and mathematics across all subject areas to increase student achievement.
Use a description of recurring problems in student performance in a content area to select strategies for engaging teachers in
ongoing study of current best practices.
Identify scientifically based research applications to effective teaching and learning methods.
Identify practices in teacher planning, instructional organization, and classroom management that enhance student learning and
achievement.
Identify instructional delivery methods that enhance student learning and achievement.
Define and describe the concept of curriculum and discuss the implications of different definitions for public education.
Demonstrate knowledge of the process of developing goals for public education and how to translate those goals into an
implementation plan for public education.
Describe the systems approach to curriculum development and apply the approach to different situations.
Define the role of assessment I curriculum and instruction decisions and determine the use of assessment in specific situations
Identify and describe characteristics of effective teaching and the implications for public education.

Identify and discuss recent trends in curriculum development in the state of Florida.
Goals:
Students will be able to demonstrate knowledge of instructional leadership as related to curriculum development and the
continuous school improvement process.
Students will be able to demonstrate knowledge of instructional leadership as related to research-based best practices.
Course Alignments by Assessments, Outcomes, and Standards:

Principal Leadership Standards

Course

William C.
Golden

Field Experiences

INSTRUCTIONAL LEADERSHIP

1.Knowledge of instructional leadership

standard as related to curriculum
development and continuous school
improvement process

Given a scenario, assess the curriculum and

school-wide professional development
needs of an instructional program

Given a set of school data, identify

appropriate objectives and strategies for
developing, implementing, assessing, and
revising a school improvement plan

Given a school data set, determine an

appropriate instructional improvement
strategy

Identify functions and implications of

various curriculum designs

Given grade level data on reading, identify

strategies to align curriculum, instruction,
and assessment

Curriculum
EDG 5250

Module: The
principals
role in
improving
reading and
literacy

The student will work with a

school principal or assistant
principal to identify various
curriculum designs used at the
school in the areas of reading
and literacy and submit a
written summary report.

Instructor wil
assess the wr
include identi
curriculum de
school in the
literacy.

2.Knowledge of instructional leadership

standard as related to research-based best
practices

Given school-based student assessment data

on reading performance, identify researchbased reading instruction to improve
student achievement

Given school-based student assessment data

on reading performance, identify
instructional strategies to facilitate students

Curriculum
EDG 5250

With the assistance of the

school principal, the student
will create data teams in the
area of reading, for the purpose
of analyzing data to identify
recurring problems in student
performance. As a result of
working with the data teams,
the student will submit a
comprehensive written report
which includes the
identification of recurring
problems in student
performance in the area of
reading and identification of
programs or initiatives that are
research-based to integrate
reading across al subject areas
to increase student
achievement, the development
and selection of strategies for
engaging teachers in ongoing
study of current best practices,
identifying scientifically based
research applications to
effective teaching and learning
methods, identifying practices
in teacher planning,
instructional organization, and
classroom management that
enhance student learning and
achievement.

Instructor wil
assess the wr
include the id
recurring pro
performance
and identifica
initiatives tha
to integrate re
subject areas
achievement,
selection of s
teachers in on
current best p
scientifically
applications t
and learning
practices in te
instructional
classroom ma
enhance stud
achievement.

phonemic awareness, phonics, fluency,

vocabulary, and reading comprehension
throughout the content areas

Given a scenario, which may include data,

identify programs or initiatives that are
research-based to integrate reading, writing,
and mathematics across all subject areas to
increase student achievement

Given a description of recurring problems in

student performance in a content area, select
strategies for engaging teachers in ongoing
study of current best practices

Identify scientifically based research

applications to effective teaching and
learning methods

Identify practices in teacher planning,

instructional organization, and classroom
management that enhance student learning
and achievement

Identify instructional delivery methods that

enhance student learning and achievement

Topics Covered and Tentative Schedule:

Week One
Defining Curriculum
Week Two
Philosophical Perspectives of Education and Curriculum
Week Three
Historical Perspectives of Education and Curriculum
Week Four
Standards, Accountability, Data Driven Decision-Making and the Process of Continuous School Improvement
Week Five
Curriculum Design
Week Six
Identification of Best Practices
Week Seven
Planning for Change as an Instructional Leader
Week Eight

Final Exam
Texts:
Required text: Ornstein, A. C., & Hunkins, F. P. (2008). Curriculum: Foundations, Principles, & Issues (5thEd).
Also Required: TK20 Subscription available directly at http://uwf.tk20.com or through the UWF campus bookstore.
Student access kits (ISBN 0-9774408-1-8).
Required Materials:
Internet Access
E-mail Account
About this Course: This course is delivered completely online. You must have consistent access to the Internet.
Learning at a distance may be a very different environment for many of you. You will generally set your own schedules,
participate in class activities at your convenience, and work at your own pace. You may spend some additional time online
during the first few weeks while you become acclimated to the online class format and you may feel overwhelmed. You should
also be prepared to spend approximately 6 - 8 hours per week online completing lessons, activities, and participating in class
discussions. Finally, you may want to incorporate these tips to help you get started:
Set a schedule -- check the course web site early in the class week to see what tasks you'll need to work on for the
week.
Become very familiar with the site and how to use it. It is a tool to help you learn!
Team up with your classmates to discuss class assignments and questions you might have. Check the Classlist found
within the course for biography info and email addresses.
Ask questions when you need answers. If you have problems, contact your instructor ASAP!
Grading / Evaluation:
Course Requirements
Assignments will be associated with each weeks instruction and due dates will be included in the content. Assignments will
include:
7 Dropbox assignments @ 30 points each.
210 points
30%
7 Threaded discussion assignments @ 20 points each
140 points
20%
2 Field experiences @ 70 points each
140 points
20%
1 William Cecil Golden module @70 points
70 points
10%
1 Final project @ 140 points
140 points
20%
TOTAL POSSIBLE POINTS
700 points
100%
Grading Criteria
Grading criteria will be established at the discretion of the professional judgment of the instructor. Rubrics will be used for
TK20 assignments (field experiences and the William Cecil Golden module) as well as the final project.
Course Grade Determination
700-665
664-630

A
A-

629-566
565-508
507-456
455 and below

B
BC
F

Special Technology Utilized by Students: This course is totally online. All instructional content and interaction takes place
over the WWW. Each UWF student is expected to activate a UWF ArgoNet email account, access email at least 2-3 times
weekly, and have basic word processing knowledge. In addition to baseline word processing skills and sending/receiving
email with attachments, students will be expected to search the INTERNET and upload / download files. In addition, students
may need one or more of the following plug-ins:
Adobe Acrobat Reader: http://www.adobe.com/products/acrobat/readstep2.html
PowerPoint Viewer: http://microsoft.com/downloads/details.aspx?FamilyId=D1649C22-B51F-4910-93FC4CF2832D3342&displaylang=en

Windows Media Player: http://www.microsoft.com/windows/windowsmedia/download/

Quicktime Player: http://www.apple.com/quicktime/download/

Real Player: http://forms.real.com/netzip/getrde601.html?

h=207.188.7.150&f=windows/RealOnePlayerV2GOLD.exe&p=RealOne+Player&oem=dl&tagtype=ie&type=dl

Macromedia Flash Player:

http://macromedia.com/shockwave/download/download.cgi?P1_Prod_Version=ShockwaveFlash

Expectations for Academic Conduct/Plagiarism Policy:

Academic Conduct Policy: (Web Format) | (PDF Format) | (RTF Format)
Plagiarism Policy: (Word Format) | (PDF Format) | (RTF Format)
Student Handbook: (PDF Format)
ASSISTANCE:
Students with special needs who require specific examination-related or other course-related accommodations should contact
the Student Disability Resource Center (SDRC) at sdrc@uwf.edu or (850) 474-2387. SDRC will send an email to the
instructor that specifies any recommended accommodations.