ADM 655/Section 01Murray State University / Department of Educational Studies,Leadership and CounselingFALL 2008ADM 655/Section 01“Curriculum and Program Development”Class Location: PaducahClass Time: Thursday, 4:30-7:30 Session Dates: August 20-December 12Instructor: Dr. Gerald Novak Office: 3107 Alexander HallOffice Phone (270) 809-2794 Office FAX: (270) 809-3799E-Mail Address: [email protected] Hours: M-Th, 9-12II. CATALOG DESCRIPTIONA study of the supervisory functions dealing with curriculum and program evaluation. In addition, analysis and techniques for bringing about program and curricular change resulting in achievement gains will be stressed. A field project is required.III. PURPOSETo develop techniques and skills necessary to evaluate, organize, and establish effective world class standards and programs at the local school level. Principles, attitudes, skills, and KERA qualities critical to the professionaladministrator are incorporated into this course and fully comply with NCATEstandards, ISLLIC Standards, and all Kentucky standards. Predicated on thefocus of this course along with student readiness, provision is made for theacquisition of knowledge along with the extension and refinement indelivering learning to the student in the effective school. Specificapplications of information and skills are required. The advanced graduatestudent is prepared through reflection to integrate their ongoing preparationinto a professional operating gestalt with a high degree of relatedness,connectedness, and professional ethics.IV. COURSE OBJECTIVES: The learner will be able to: Demonstrate an understanding of the Standards and Indicators ofschool Improvement as related to curriculum, instruction andassessment. (ISLLC I, II, VI) Demonstrate an understanding of standards of professionaldevelopment (ISLLC II) Demonstrate an understanding of the criteria for standards-basedunits of study. (ISLLC II) Demonstrate the ability to lead collaborative protocols to examinestudent work. (ISLLC II) Monitor appropriate instructional behaviors using walk-throughinstrumentation (ISLLC I, II)  Demonstrate an understanding of appropriate responses to walk-through data (ISLLC II, III) Develop an individual professional development plan based uponassessments of need and related data (ISLLC II) Identify critical elements and strategies of differentiation (ISLLC II). Demonstrate an understanding of Response to Intervention asrelated to the instructional program (ISLLC II, VI) Identify appropriate interventions for use with RtI models (ISLLC II) Evaluate school learning environment or related components on theCSIP based upon the SISI and observed needs (ISLLC I, II) V. CONTENT OUTLINE  SISI Professional Development Standards Characteristics of Units of Study Leading Protocols Monitoring Instruction Responding to Instructional data Characteristics of Differentiated Instruction Response to Intervention: Definitions and interventions  School Improvement PlanningVI. INSTRUCTIONAL ACTIVITIES Instructional activities will include lecture, assigned reading, reflective papers, in-class demonstrations and individual/group projects. VII. FIELD AND CLINICAL EXPERIENCESStudents will collect data and demonstrate collaboration techniques in the schools equivalent to 10 hours of field-experience.VIII. TEXTTomlinson, C. A. (2003). Fulfilling the promise of the differentiated classroom: Strategies and tools for responsive teaching. Alexandria, VA:Association for Supervision and Curriculum Development.IX. RESOURCESKDE resources and articles as assigned.X. GRADING PROCEDURESFinal grade computation will be as follows:A = 92% to 100%B = 91% to 80%C = 79% to 70%A grade below B does not meet the Department of Educational Studies, Leadership and Counseling requirements for any degree or licensure program.XI. ATTENDANCE POLICYThis course adheres to the policy published in the MSU Graduate Bulletin. XII. ACADEMIC HONEST POLICYCheating, plagiarism (submitting another person’s material asone’s own, or doing work for another person which will receiveacademic credit) are all impermissible. This includes the use ofunauthorized books, notebooks, or other sources in order tosecure or give help during an examination, the unauthorizedcopying of examinations, assignments, reports, term papers orpresentation of unacknowledged material as if it were thestudent’s own work. Disciplinary action may be taken beyond theacademic discipline administered by the faculty member whoteaches the course in which the cheating took place.XIII. PREREQUISITESAdmission to the School administration program.XIV. STATEMENT OF AFFIRMATIVE ACTION AND EQUALOPPORTUNITY: Murray State University does not discriminate ongrounds of race, color, gender, sexual orientation, religion,national origin, age, handicap, or veteran’s status in providing anyeducational or other benefits services of Murray State Universityto students or those applying for admission to Murray StateUniversity. Murray State University attempts to provide equalopportunity in all areas of student admissions, financial aid,employment, and placement and provides upon request,reasonable accommodation including auxiliary aids and servicesnecessary to afford individuals with disabilities and equalopportunity to participate in all program and activities. Forinformation regarding non-discrimination policies contact EqualOpportunity,