Doubling Back: Using Curriculum Mapping, Alignment, and Formative Capstone Projects to Make a Good School Leadership Program Better.
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| 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] |
| Copyright of International Journal of Teaching & Learning in Higher Education is the property of Purdue University Press and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 157731034 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Doubling Back: Using Curriculum Mapping, Alignment, and Formative Capstone Projects to Make a Good School Leadership Program Better. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Gummerson%2C+William%22">Gummerson, William</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22Guramatunhu-Mudiwa%2C+Precious%22">Guramatunhu-Mudiwa, Precious</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22Howard%2C+Barbara%22">Howard, Barbara</searchLink><relatesTo>1</relatesTo> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22International+Journal+of+Teaching+%26+Learning+in+Higher+Education%22">International Journal of Teaching & Learning in Higher Education</searchLink>. 2022, Vol. 33 Issue 3, p465-487. 23p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Educational+leadership%22">Educational leadership</searchLink><br />*<searchLink fieldCode="DE" term="%22School+administration%22">School administration</searchLink><br />*<searchLink fieldCode="DE" term="%22School+administrators%22">School administrators</searchLink><br />*<searchLink fieldCode="DE" term="%22Curriculum+change%22">Curriculum change</searchLink><br />*<searchLink fieldCode="DE" term="%22Master's+degree%22">Master's degree</searchLink><br />*<searchLink fieldCode="DE" term="%22School+rankings%22">School rankings</searchLink><br /><searchLink fieldCode="DE" term="%22Employment+portfolios%22">Employment portfolios</searchLink> – Name: SubjectCompany Label: Company/Entity Group: Su Data: <searchLink fieldCode="DE" term="%22Appalachian+State+University%22">Appalachian State University</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: 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] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of International Journal of Teaching & Learning in Higher Education is the property of Purdue University Press and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=157731034 |
| RecordInfo | BibRecord: BibEntity: Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 23 StartPage: 465 Subjects: – SubjectFull: Educational leadership Type: general – SubjectFull: School administration Type: general – SubjectFull: School administrators Type: general – SubjectFull: Curriculum change Type: general – SubjectFull: Master's degree Type: general – SubjectFull: School rankings Type: general – SubjectFull: Employment portfolios Type: general – SubjectFull: Appalachian State University Type: general Titles: – TitleFull: Doubling Back: Using Curriculum Mapping, Alignment, and Formative Capstone Projects to Make a Good School Leadership Program Better. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Gummerson, William – PersonEntity: Name: NameFull: Guramatunhu-Mudiwa, Precious – PersonEntity: Name: NameFull: Howard, Barbara IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 03 Text: 2022 Type: published Y: 2022 Identifiers: – Type: issn-print Value: 18129129 Numbering: – Type: volume Value: 33 – Type: issue Value: 3 Titles: – TitleFull: International Journal of Teaching & Learning in Higher Education Type: main |
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