M Ed on Educational Leadership and School Improvement (ELSI): ELSI 3: Leading effective pedagogy, curriculum development, and assessment in schools

Week 1

Required Readings

• Matthews, P. (n.d). How do school leaders successfully lead learning? National College for Leadership of Schools and Children’s Services. (pp. 1-37) Retrieved from http://www.ncsl.org.uk/

Recommended Reading

• Xhomara, N. (2019). Influence of school leadership style on effective teaching and teacher-student interaction. Pedagogika, 132(4), 42–62. https://doi.org/10.15823/p.2018.132.3

Week 2

Required Readings

• Carr, M. L., Holmes, W., & Flynn, K. (2017). Using mentoring, coaching, and self-mentoring to support public school educators. The Clearing House: A Journal of Educational Strategies, Issues and Ideas, 90(4), 116–124. https://doi.org/10.1080/00098655.2017.1316624

• Moyle, K. (2016). A guide to support coaching and mentoring for school improvement. ACER. (1-21). https://research.acer.edu.au/cgi/viewcontent.cgi?article=1012&context=professional_dev
• Lieberman, A., Campbell, C., & Yashkina, A. (2017). Policies and practices for teachers’ learning and leadership. In Teacher learning and leadership: Of, by, and for teachers. (pp. 5-20). Routledge.

Recommended Reading

• Richardson, J. W., Bathon, J., & MncLeod, S. (2021). Building professional capacity. In Leadership for deeper learning: Facilitating school innovation and transformation. (pp. 71-94). Routledge. 

Week 3

Required Readings

• Rissanen, I., Kuusisto, E., Tuominen, M., & Tirri, K. (2019). In search of a growth mindset pedagogy: A case study of one teacher's classroom practices in a Finnish elementary school. Teaching and Teacher Education, 77, 204-213. https://doi.org/10.1016/j.tate.2018.10.002

• Loughran, J. (2013). Pedagogy: Making sense of the complex relationship between teaching and learning. Curriculum Inquiry, 43(1), 118-141. 10.1111/curi.12003

Recommended Reading

• Wright, P. (2020) Visible and socially-just pedagogy: Implications for mathematics teacher education. Journal of Curriculum Studies, 52(6), 733-751.  https://doi.org/10.1080/00220272.2020.1790667

Week 4

Required readings

• Simon, S., Heck, D., Christie, M., & Farragher, Y. (2021). Leading pedagogical reform: Australian principals tell their stories. International Journal of Leadership in Education, 24(2), 266–289. https://doi.org/10.1080/13603124.2019.1613566
• Grice, C. (2019). Leading pedagogical reform. International Journal of Leadership in Education, 22(3), 355–370. https://doi.org/10.1080/13603124.2018.1463462

Recommended readings

• Conway, J.M., Andrews, D. (2016). A school wide approach to leading pedagogical enhancement: An Australian perspective. Journal of Educational Change 17, 115–139. https://doi.org/10.1007/s10833-015-9258-0
• Toh, Y. (2016). Leading sustainable pedagogical reform with technology for student-centred learning: A complexity perspective. Journal of Educational Change, 17(2), 145–169. https://doi.org/10.1007/s10833-016-9273-9

Week 5

Required Readings

• Richardson, J. W., Bathon, J., & McLeod, S. (2021). Facilitating high-quality learning experiences for students. In Leadership for deeper learning: Facilitating school innovation and transformation. (pp. 43-69). Routledge. 
• Óskarsdóttir, E., Donnelly, V., Turner-Cmuchal, M., & Florian, L. (2020). Inclusive school leaders – their role in raising the achievement of all learners. Journal of Educational Administration, 58(5), 521–537. https://doi.org/10.1108/JEA-10-2019-0190

Recommended Readings

• Hilton, J. T. (2016). A case study of the application of SAMR and TPACK for reflection on technology integration into two social studies classrooms. The Social Studies, 107(2), 68–73. https://doi.org/10.1080/00377996.2015.1124376
• Grisson, J. A., Egalite, A. J., Lindsay, C. A. (2021). How Principals Affect Students and Schools: A Systematic Synthesis of Two Decades of Research. Wallace. http://www.wallacefoundation.org/principalsynthesis

Week 6

Required Readings

• Ornstein, A. C. & Hunkins, F. P. (2018). Curriculum Design. In Curriculum: Foundations, principles, and issues. (7^th Ed). (pp. 176-183; 188-203). Pearson Education.
• Ridge, N., Kippels, S., & Farah, S. (2017). Curriculum development in the United Arab Emirates. Sheikh Saud bin Saqr Al Qasimi Foundation for Policy Research. http://dx.doi.org/10.18502/aqf.0043

Recommended Reading

• DeMatthews, D. E. (2014). How to improve curriculum leadership: Integrating leadership theory and management strategies. The Clearing House: A Journal of Educational Strategies, Issues and Ideas, 87(5), 192–196. https://doi.org/10.1080/00098655.2014.911141

Week 7

Required Readings

• Ornstein, A. C. & Hunkins, F. P. (2018). Curriculum implementation. In Curriculum: Foundations, principles, and issues. (7^th Ed). (pp. 256-286). Pearson Education.
• Ornstein, A. C. & Hunkins, F. P. (2018). Curriculum development. In Curriculum: Foundations, principles, and issues. (7^th Ed). (pp. 210-215). Pearson Education.
• van Wyk, A. (2020). Leading curriculum changes in schools: The role of school principals as perceived by teachers. Perspectives in Education, 38(2). https://doi.org/10.18820/2519593X/pie.v38.i2.10

Recommended Reading

• Surgue, C. (2016). Curriculum development and school leadership: Unattainable responsibility or realistic ambition? In D. Wyse, L. Hayward, & J. Pandya (Eds.), The SAGE handbook of curriculum, pedagogy and assessment (Volume II). (pp. 997-1014). Sage.

Week 8

Required Readings

• Ornstein, A. C. & Hunkins, F. P. (2018). Curriculum Evaluation. In Curriculum: Foundations, principles, and issues. (7^th Ed). (pp. 286-312). Pearson Education.
• Le Fevre, D., Timperley, H., & Ell, F. (2016). Curriculum and pedagogy: The future of teacher professional learning and the development of adaptive exercise. In D. Wyse, L. Hayward, & J. Pandya (Eds.), The SAGE handbook of curriculum, pedagogy and assessment (Volume I).  (pp. 309-324). Sage.

Recommended Reading

• Dora Choi Wa Ho. (2010). Teacher participation in curriculum and pedagogical decisions: Insights into curriculum leadership. Educational Management Administration & Leadership, 38(5), 613–624. https://doi.org/10.1177/1741143210373739

Week 9

Required Reading

• Black, P. (2016). The role of assessment in Pedagogy- and why validity matters. In D. Wyse, L. Hayward, & J. Pandya (Eds.), The SAGE handbook of curriculum, pedagogy and assessment (Volume II). (pp. 725-739). Sage.
• Smith, K. (2016). Assessment for learning: A pedagogical tool. In D. Wyse, L. Hayward, & J. Pandya (Eds.), The SAGE Handbook of Curriculum, Pedagogy and Assessment, (Volume II). (pp. 740-755). Sage.

Recommended Reading

• Hayes, D. (2003). Making learning an effect of schooling: Aligning curriculum, assessment and pedagogy. Discourse: Studies in the Cultural Politics of Education, 24(2), 225–245. https://doi.org/10.1080/01596300303039

Week 10

Required Readings

• Alonzo, D., Leverett, J., & Obsioma, E. (2021). Leading an assessment reform: Ensuring a whole-school approach for decision-making. Frontiers in Education, 6, 631857. https://doi.org/10.3389/feduc.2021.631857
• Hellsten, L. M., Noonan, B., Preston, J. P., & Prytula, M. P. (2013). Principals’ perceptions of assessment leadership: A study of the assessment practices of school principals in Saskatchewan (Canada). International Studies in Educational Administration (Commonwealth Council for Educational Administration & Management (CCEAM), 40(3), 57–74. https://www.islandscholar.ca/islandora/object/ir:10449

Recommended Reading

• Clarke, M. (2012). What matters most for student assessment systems: A framework paper. World Bank.  https://openknowledge.worldbank.org/handle/10986/17471

Week 11

Required Readings

• Richardson, J. W., Bathon, J., & McLeod, S. (2021). Closing thoughts. In Leadership for deeper learning: Facilitating school innovation and transformation. (pp. 43-69). Routledge. 
• Lieberman, A., Campbell, C., & Yashkina, A. (2017). What have we learned so far? In Teacher learning and leadership: Of, by, and for teachers. (pp. 121-128). Routledge.