Doubling Back: Using Curriculum Mapping, Alignment, and Formative Capstone Projects to Make a Good School Leadership Program Better.

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Bibliographic Details
Title:	Doubling Back: Using Curriculum Mapping, Alignment, and Formative Capstone Projects to Make a Good School Leadership Program Better.
Authors:	Gummerson, William¹, Guramatunhu-Mudiwa, Precious¹, Howard, Barbara¹
Source:	International Journal of Teaching & Learning in Higher Education. 2022, Vol. 33 Issue 3, p465-487. 23p.
Subject Terms:	Educational leadership, School administration, School administrators, Curriculum change, Master's degree, School rankings, Employment portfolios
Company/Entity:	Appalachian State University
Abstract:	Curriculum revision does not always turn out exactly the way that educators envision. In 2007, Appalachian State University revised its school administration Master's Degree (MSA) and Graduate Certificate in School Leadership (GCSL) Programs to meet new state mandates for principal certification. The process was called "revisioning." Standards for School Executives were embedded throughout courses and an electronic e-portfolio replaced the School Leaders Licensure Assessment (SLLA). Despite the initial success of these reforms, the faculty concluded after several years that some of the evidence provided by principal candidates in their portfolios needed to be improved. Using curriculum mapping, course alignment, and the creation of formative capstone projects, the program initiated a second "revisioning," desiring to improve the School Administration programs. This article discusses the research basis for each of these pedagogical practices and how the school administration faculty applied that research to improving the knowledge and skills of principal candidates. An example of a formative capstone project and ten recommendations for improving the pedagogy of principal preparation and other practitioner programs are provided. [ABSTRACT FROM AUTHOR]
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Database:	Education Research Complete

Description
Abstract:	Curriculum revision does not always turn out exactly the way that educators envision. In 2007, Appalachian State University revised its school administration Master's Degree (MSA) and Graduate Certificate in School Leadership (GCSL) Programs to meet new state mandates for principal certification. The process was called "revisioning." Standards for School Executives were embedded throughout courses and an electronic e-portfolio replaced the School Leaders Licensure Assessment (SLLA). Despite the initial success of these reforms, the faculty concluded after several years that some of the evidence provided by principal candidates in their portfolios needed to be improved. Using curriculum mapping, course alignment, and the creation of formative capstone projects, the program initiated a second "revisioning," desiring to improve the School Administration programs. This article discusses the research basis for each of these pedagogical practices and how the school administration faculty applied that research to improving the knowledge and skills of principal candidates. An example of a formative capstone project and ten recommendations for improving the pedagogy of principal preparation and other practitioner programs are provided. [ABSTRACT FROM AUTHOR]
ISSN:	18129129