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

Autor/inn/en	Gummerson, William; Guramatunhu-Mudiwa, Precious; Howard, Barbara
Titel	Doubling Back: Using Curriculum Mapping, Alignment, and Formative Capstone Projects to Make a Good School Leadership Program Better
Quelle	In: International Journal of Teaching and Learning in Higher Education, 33 (2022) 3, S.465-487 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Capstone Experiences; Leadership Training; Curriculum Development; Alignment (Education); Masters Programs; Graduate Study; Certification; Educational Improvement; Research Methodology; North Carolina + Suchen Sie Ihr Suchwort? Führungslehre; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Magister course; Magisterstudiengang; Aufbaustudium; Graduiertenstudium; Hauptstudium; Abschlusszeugnis; Zertifizierung; Teaching improvement; Unterrichtsentwicklung; Research method; Forschungsmethode
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. (As Provided).
Anmerkungen	International Society for Exploring Teaching and Learning. Web site: https://www.isetl.org/ijtlhe
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01