Department of Teaching and Leadership
School of Education
Pittsburg State University
Curriculum Development
Course #:
Credit Hrs.:
Instructor:
Semester:
Location:
Office Phone:
Cell Phone/Text:
E-mail:
TCHL 834-97
3
Mrs. Liz Mascher
Fall 2011
Online
620-235-4082
417-396-3802
emascher@pittstate.edu
Course Description:
Fundamental concepts underlying the school curriculum and their application to
planning and development; collaboration; pupil needs and purposes; criteria for
the selection of the curriculum content; appraisal of new trends and policies
designed to improve the effectiveness of the school.
Purpose:
The emphasis will be on curriculum development training as part of the library
media/technology facilitator’s role in public schools.
Text and Resources:
Jacobs, Heidi Hayes. (2010) Curriculum 21: essential education for a changing
world. Alexandria, Va.: Association for Supervision and Curriculum Development.
Loerstcher, David. (2000) Taxonomies of the school library media program. 2nd
Edition. Salt Lake City: Hi Willow Research and Publishing.
Teaching Strategies:
Lecture, demonstration, hands-on experience, individual group discussion, class
group forum discussion, guest interviews, readings, cooperative learning.
Assessment Strategies:
Checklists, rubrics, journaling, portfolio.
Standards in Action:
Evaluation of professional development
Locating and using professional development resources
NSDC and NETS standards
Issues and strategies
Needs assessment
Rubric development
Professional development unit
Kansas and National (ALA) Standards
Knowledge Based:
K1.2 The library media specialist knows basic ethical and legal tenets of
intellectual freedom, confidentiality, intellectual property, fair use and copyright
regulations, and knows whom to contact for additional information.
K2.1 The library media specialist/technology facilitator understands collaboration
techniques between teachers and library media specialists.
K2.2 The library media specialist/technology facilitator understands good
communication, consultation and problem solving skills.
K2.3 The library media specialist/technology facilitator knows the curriculum and
effective instructional techniques in order to cross disciplines and integrate
information literacy
K2.5 The library media specialist/technology facilitator understands the
relationship between staff development and student performance.
K3.1 The library media specialist/technology facilitator knows the theories of
learning styles.
K6.1 The library media specialist/technology facilitator understands ethical issues
and their importance to the learning community.
Performance Based:
P1.4 The library media specialist/technology facilitator advises learners on ethical
and effective strategies for identifying, retrieving, evaluating, using and
synthesizing information.
P2.1 The library media specialist/technology facilitator collaborates with teachers
to plan and develop units that integrate multimedia, research, and information
literacy skills into instruction.
P2.2 The library media specialist/technology facilitator collaborates in teaching
essential skills, effective communication skills, information literacy and complex
thinking skills.
P2.4 The library media specialist/technology facilitator teaches evaluation
strategies that assess both product and process.
P2.6 The library media specialist/technology facilitator collaborates in developing
staff in-service activities.
P4.2 The library media specialist/technology facilitator teaches students and staff
how to choose and use the most appropriate resources for their needs.
P4.3 The library media specialist/technology facilitator uses technological
resources to prepare and deliver instruction.
P6.1 The library media specialist/technology facilitator understands the ethical
issues and their importance to the learning community.
Evaluation, Grading Scale & Classroom Policy
Grading Scale:
A----------------90-100%
B----------------80-89%
C----------------70-79%
D----------------60-69%
F-----------------below 60%
Class Policies: The PSU policy on academic dishonesty is printed in the
University Catalog. Students are expected to submit your own work. Disrespect
will not be tolerated. Class attendance is not an issue with online courses;
however, you will need to pace yourself each week and stay on schedule. Online
courses require much self-discipline.
Ethical Behavior: *RESPECT FOR THE INTEGRITY OF THE ACADEMIC
PROCESS in both Professional Behavior and Social and Emotional Well-being
for Faculty & Students
The rights and responsibilities that accompany academic freedom are at the
heart of the intellectual purposes of the University. Our conduct as community
members should protect and promote the University's pursuit of its academic
mission. We are all, therefore, expected to conduct ourselves with integrity in our
learning, teaching and research, and in the ways in which we support those
endeavors.
Examples are as follows:
*Professional Behavior*
--Demonstrates effective interpersonal skills
--Functions effectively in a variety of group roles
--Is respectful of alternative views
--Collaborates with others on professional level
--Demonstrates honesty and integrity to self and others
--Demonstrates moral excellence and trustworthiness
--Is reflective when making decisions
--Demonstrates the flexibility to accept and change
*Social and Emotional Well-being*
--Analyzes and takes responsibility for own behavior
--Accepts constructive criticism positively
--Exhibits respect for others
--Demonstrates ability to learn from both success and failure
--Demonstrates a professional emotional state
Assignments and Incomplete Policy: Assignments must be received by the
due date and time. If assignments are not submitted by the specified time, they
will be considered late.
Check Angel daily for updates and announcements.
The assignment schedule is subject to change depending on circumstances.
Ten percent (10%) of the total possible points for each assignment will be
deducted from the points earned on an assignment for each day, including
weekends, if it is past due.
Incompletes will be processed as late assignments, but as a cumulative late
assignment, which means that points can be deducted. If an incomplete is not
finalized by the end of a one year period, the "I" will automatically change to a
grade of "F" as per PSU's existing policy.
Written Communication Skills: All text submitted should represent the writer’s
best writing skills. Spelling, punctuation, and grammar are important.
Special Concerns: Any student who, because of a disabling condition, may
require some special arrangements in order to meet course requirements should
contact me as soon as possible to make necessary accommodations.
Assignment Schedule and Points Possible
DUE
DATE
Aug. 30
Sept. 6
Sept. 20
Sept. 27
Oct. 4
Oct. 11
Oct. 18
Nov. 1
Nov. 8
Nov. 15
Nov. 22
Dec. 6
Dec. 13
ASSIGNMENT
POINTS
Background information
Standards Chart/Foundation
Survey and tools
Curriculum Development needs
Collaborative Planning
Globalizing the Curriculum
Project development – Idea
Project development – Handbook
Project development – Digital Portfolios
Project development – Sustainability
Resources and Activities
Webquest Planning Sheet
Webquest
25
50
25
25
50
50
25
25
25
25
50
25
100
Total Points
500