1 - Recognize that one's worldview and educational philosophy influence what and how one perceives, and act as a filter through which decisions are made.

1A - Identify personal worldview and educational philosophy

Humans make sense of their  worlds through personal worldviews and philosophies

Embedded in workshop activities

- Develop "I Believe" Statements

1B - Evaluate the impact of personal worldview and educational philosophy on own teaching practices

An educator's personal worldview and educational  philosophy

influence perceptions and direct personal and professional decisions

Embedded in workshop activities

- Revisit and reassess Personal/Professional Mission Statement (EDU 545)

- Textbook readings

1C - Integrate personal worldview and educational philosophy with appropriate IPSB's developmental standards

Aspects of one's educational philosophy can be aligned with appropriate professional developmental standards.

Alignment Chart: Educational Philosophy and Standards

(UAP component)

- Develop Alignment Chart  between IPSB's Developmental/Content Standards and your "I Believe" statements

2 - Investigate curricular theories and models as they affect curricular development and design.

2A - Evaluate the impact of educational theorists on the process of curricular design

Tyler - A four step process of curriculum development

Walker - A Naturalistic Model

Sizer - Backwards Design

Wiggins and McTighe -  Six  Facets of Understanding

Review of Literature and Research

(UAP component)

Class discussions of curriculum articles

- Access and examine current curricular literature

- Write UAP-based Review of Literature and Research

- Complete and share readings with class

- Textbook readings

2B - Identify components and participants of the curriculum development process

Formulating goals, specifying objectives, assessing needs, aligning curriculum, and the role of parents, students, peers, administrators, etc.

Embedded in workshop activities

Rationale

(UAP component)

Alignment Chart: UAP Goals and Standards

(UAP component)

- Complete and share outside readings with class

- Refine a needs assessment  

- Develop an Alignment Chart between IPSB's content standards and your UAP goals and objectives

- Textbook readings

2C - Apply an understanding of curricular tasks to a specific curriculum development project (UAP)

Aligning curriculum,

assessing needs, formulating goals, specifying objectives,

developing assessments

and selecting learning activities

UAP components

- Write UAP Introduction and Rationale

- Outline UAP Action Research Plan (draft one)

2D - Compare and contrast curricular issues and challenges across educational contexts

Elementary, middle and secondary school issues:

schools' purpose, curriculum content, organizational  and administrative structure,   etc.

Embedded in workshop activities

- Develop a presentation on an applicable educational context from text

- Read journal articles

- Complete and share outside readings with class

- Textbook readings

3 - Analyze a curriculum development model and apply it to a specific classroom or school environment.

3A - Evaluate and define major components of Wiggins and McTighe's conceptual model of curriculum design.

- Enduring      understandings

- Uncoverage

- Six Facets of Understanding

Embedded in workshop activities

- Present concept map of  curricular model

- Textbook readings

3B - Adapt and apply Wiggins and McTighe's model to a specific educational setting through a curriculum development project (UAP).

- Enduring Understandings

- Essential Questions

- UAP Goals and Objectives

UAP components

- Write UAP Enduring understanding(s), Goals and Objectives

4 - Examine, synthesize and apply current research on learner diversities (e.g. various learning styles, intelligences, ethnic origins, and special needs) to a specific educational environment through a curriculum development project (UAP).

4A - Incorporate instructional technologies into current teaching practices to address diversity needs in own classroom

Instructional technologies can be used to meet the learning needs of a classroom of diverse learners.

Embedded in workshop activities

- Read journal articles

- Reassess PTGP goals and objectives

4B - Identify appropriate curricular adaptations for a classroom of diverse learners

To meet diverse learning needs, curriculum must be adapted while being aligned with applicable standards.

UAP components

Reflective self assessments (Portfolio Exhibit Explanations)

- Refine needs assessment

- Read journal articles

- Write reflective self assessments (Portfolio Exhibit Explanations)

- Alignment Chart:

UAP Goals and Standards

- Textbook readings

4C - Access and critique current research on classroom diversities published in online educational journals

The Internet provides a rich source of educational information

Discernment must be exercised while exploring for and judging information sources

Embedded in workshop activities

Review of Literature and Research

(UAP Component)

- Compile a jot list of curricular Internet sites.

Examine, synthesize, and apply current research on learner diversity to current teaching environment through your curriculum development project (UAP)

Accommodating students' learning needs adds richness and depth to the classroom curriculum

Review of Literature and Research

(UAP component)

- Locate, read, analyze and synthesize current educational literature

- Develop bibliography of curricular sources, including Internet sources

5 - Build confidence in formalizing classroom-based action research plans designed to improve student learning.

5A - Identify personal style of informal classroom-based action research

Reflective teachers conduct informal action research as they teach and evaluate daily lessons.

Embedded in workshop activities

UAP components

- Outline UAP Action Research Plan (draft one)

5B - Examine and describe a logical sequence of steps  for a classroom-based action research project

Identify need, collect resources, design and implement research plan, monitor, and evaluate, adapt curriculum as needed

Action Research Plan (UAP component)

Rationale

(UAP component)

- Review needs assessment

- Write UAP rationale

- Outline UAP Action Research Plan (draft one)

5C - Evaluate current curriculum and identify concerns that could be effectively addressed through an action research project.

A needs assessment of current educational context is the basis of classroom-based action research projects

Embedded in workshop activities

Rationale

(UAP component)

- Complete needs assessment

6 - Examine, synthesize and apply the skills of curricular leadership in a specific work environment.

6A - Compare and contrast educational leadership characteristics

Leadership approaches, styles, roles and tasks.

Embedded in workshop activities

Reflective Self Assessments

- Write reflective self assessments (Portfolio Exhibit Explanations)

- Textbook readings

6B - Reflect upon aspects of own teaching experience and identify areas of proficiency and potential growth in curricular leadership

Reflective teachers are curricular leaders in their educational contexts (classrooms, schools, and districts)

Reflective self assessments

- Write reflective self assessments (Portfolio Exhibit Explanations)

6C - Apply curriculum theory to practice in a curriculum development project (UAP)

Curriculum theories and models provide a foundation on which to develop context-specific curriculum

Completed UAP Stage Two

- Complete and compile UAP Stage Two

6D - Demonstrate skill in oral and written communication

Teachers as change agents must communicate clearly and professionally with the various participants in the educational process.

All written and oral work for module

- UAP Stage Two

- Reflective self assessments

- Action Research Plan,   Phase II

- Alignment charts

- Presentations:

UAP Stage Two

Context-specific Presentation

Concept Map Presentation

Workshop discussions and activities