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

Books

Teacher Learning and Leadership by Ann Lieberman; Carol Campbell; Anna Yashkina
ISBN: 9781315673424

Publication Date: 2016-08-25

Teacher Learning and Leadership asserts that teachers should be put at the center of creating, developing, organizing, implementing, and sharing their own ideas for school change rather than being passive recipients of knowledge from the outside. It argues that there is tremendous potential for the good of students and the professionalization of teaching, when teachers work collaboratively to develop their own and their colleagues' professional knowledge and practices and are supported by school and system leaders, unions and government. READ MORE
Leadership for Deeper Learning by Jayson W. Richardson; Justin Bathon; Scott McLeod
ISBN: 9780429324796

Publication Date: 2021-07-27

This exciting book explores how leaders have implemented, sustained, and pushed innovative, deeper learning opportunities in their school settings. Across the United States and around the world, the concept of a school is growing more action-oriented, performance-focused, digitally relevant, and democratically infused. In this book, you'll hear from real schools and leaders about practices that are changing schools and leading to deeper learning experiences across seven categories of innovative practice--including vision, agency in learning, trust in teachers, openness to new ideas, over-communicating change, equity mindedness, and courage to live outside norms. Leadership for Deeper Learning looks at how school leaders change the status quo and create different learning environments for students and teachers. Rich in stories and strategies, this book will provide you with the ideas and tools to rethink and reignite learning for the future.
Curriculum : Foundations, principles, and issues by Allan C. Ornstein, Francis P. Hunkins.
Call Number: LB2806.15 .O76 2018

ISBN: 9781292162072

Publication Date: 2018

A thorough exploration of the historical, philosophical, psychological and social context for the field of curriculum, this book addresses the curriculum process and issues that influence it. Fully updated, the text engages the reader in its discussion of both technical and non-technical models of curriculum development.
The SAGE Handbook of Curriculum, Pedagogy and Assessment by Dominic Wyse (Editor); Louise Hayward (Editor); Jessica Pandya (Editor)
ISBN: 9781446297025

Publication Date: 2016-01-05

The research and debates surrounding curriculum, pedagogy and assessment are ever-growing and are of constant importance around the globe. With two volumes - containing chapters from highly respected researchers, whose work has been critical to understanding and building expertise in the field - The SAGE Handbook of Curriculum, Pedagogy and Assessment focuses on examining how curriculum is treated and developed, and its impact on pedagogy and assessment worldwide. The Handbook is organised into five thematic sections, considering: The epistemology and methodology of curriculum ...
Student-Centered Leadership by Viviane Robinson
ISBN: 9780470874134

Publication Date: 2011-08-16

Student-Centered Leadership offers a timely and thoughtful resource for school leaders who want to turn their ideals into action. Written by educational leadership expert Viviane Robinson, the book shows leaders how they can make a bigger difference to the quality of teaching and learning in their school and ultimately improve their students' performance. This book is based not on fad or fashion but on the best available evidence about the impact of different types of leadership on student outcomes. The book includes examples of five types of leadership practice as well as rich accounts of the knowledge and skills that leaders need to employ them with confidence. Filled with practical lessons, clear information, and much inspiration, Robinson encourages leaders to experiment with changing how they lead so they can transform their schools for the better. Student-Centered Leadership is part of the Jossey-Bass Leadership Library in Education series. Praise for Student-Centered Leadership "Student-Centered Leadership shines with clarity and practical, powerful ideas. Add this book to your leadership library."--Michael Fullan, author, The Six Secrets of Change and Leading in a Culture of Change "Viviane Robinson's compelling book is both evidence based and profoundly practical."--Steve Munby, chief executive, National College for Leadership of Schools and Children's Services, England "This book will be an equally important resource for individual school leaders, professional developers, and administrator-preparation programs. There will be two copies on my shelf--one to loan and one for my own reference."--Karen Seashore Louis, Regents Professor, University of Minnesota
Leading in a Culture of Change by Michael Fullan
ISBN: 9781119595847

Publication Date: 2020-01-29

The new edition of the best-selling guide for powerful, morally-grounded change leadership in any organization. Change is an inevitable, essential part of the modern world. Change prevents stagnation, fosters creative solutions, and propels innovation. Leading in a Culture of Change describes the key dimensions of leadership that are crucial in times of change. This innovative guide helps readers master the five components of change leadership--moral purpose, understanding change, building relationships, creating and sharing knowledge, and creating coherence--and mobilize others to accomplish shared goals in often difficult conditions. Combining knowledge from the worlds of education and business, this unique book will help you: Integrate proven, time-tested methods of education reform and the most current insights in leadership and organizational change Develop and implement positive, sustained systematic change strategies in any organization Increase performance, optimize learning, and improve leadership Understand the key principles of leading change through specific, real-world examples Embrace a morally-grounded process of effective organizational change Leading in a Culture of Change is an indispensable source of information for leaders in business, non-profit, and public sectors seeking to understand, influence, and lead the change process.
Organizational Culture and Leadership by Edgar H. Schein; Peter A. Schein (As told to)
ISBN: 9781119212041

Publication Date: 2016-12-27

The book that defined the field, updated and expanded for today's organizations Organizational Culture and Leadership is the classic reference for managers and students seeking a deeper understanding of the inter-relationship of organizational culture dynamics and leadership. Author Edgar Schein is the 'father' of organizational culture, world-renowned for his expertise and research in the field; in this book, he analyzes and illustrates through cases the abstract concept of culture and shows its importance to the management of organizational change. This new fifth edition shows how culture has become a popular concept leading to a wide variety of research and implementation by various organizations and expands the focus on the role of national cultures in influencing culture dynamics, including some practical concepts for how to deal with international differences. Special emphasis is given to how the role of leadership varies with the age of the organization from founding, through mid-life to old age as the cultural issues vary at each stage. How culture change is managed at each stage and in different types of organizations is emphasized as a central concern of leader behavior.. This landmark book is considered the defining resource in the field. Drawing on a wide range of research, this fifth edition contains 25 percent new and revised material to provide the most relevant new concepts and perspectives alongside the basic culture model that has helped to define the field. Dig into assumptions and typologies to decipher organizational culture Learn how culture begins, thrives, or dies with leadership Manage cultural change effectively and appropriately Understand the leader's role in managing disparate groups The resurgence of interest in organizational culture has spurred an awakening in research, and new information is continuously coming to light. Outdated practices are being replaced by more effective methods, and the resulting shift affects organizations everywhere. Organizational Culture and Leadership is an essential resource for scholars, consultants and leaders seeking continuous improvement in the face of today's business realities.
Culturally Responsive Teaching by Geneva Gay
ISBN: 9780807758762

Publication Date: 2018-01-26

Multiple-award-winner Geneva Gay has updated her foundational text for culturally responsive teaching to keep it relevant for today's diverse students. This perennial favorite is the go-to resource for teacher professional learning and education courses. Geneva Gay is renowned for her contributions to multicultural education, particularly as it relates to curriculum design, professional learning, and classroom instruction. This perennial bestseller continues to be the go-to resource for teacher professional learning and preservice courses. While retaining its basic organization and structure, the Third Edition features: New research that validates the positive effects of culturally responsive teaching. Examples that broaden the racial and ethnic groups that can benefit from culturally responsive teaching. More information on the needs and benefits of culturally responsive teaching with young children. More attention to the quality of life for students of color in colleges and universities. The addition of Practice Possibilities at the end of chapters that describe how culturally responsive teaching can be implemented.
Realizing the Power of Professional Learning by Helen Timperley
ISBN: 9780335244041

Publication Date: 2011-07-01

Teacher professional development is often promoted as a panacea for improving schools but it rarely lives up to its promise. This book develops an approach to professional learning that has motivated teachers and resulted in impressive improvements in student learning, particularly for students who traditionally underachieve in school. As the underpinning research shows, the approach has proven successful in several countries with consistently positive outcomes. The book begins by identifying the shifts that need to happen for the power of professional learning to be realized in promoting student engagement, learning and well-being. Some shifts in thinking include: Moving from professional development to professional learning Putting student learning at the heart of professional learning Focusing on the knowledge and skills to be learned rather than the forms of delivery Focusing on the double-demand of being both immediately practical and developing underlying principles so that new problems can be solved in the future At the heart of the book is an inquiry and knowledge building cycle for teachers that is central to realizing the power of professional learning. The cycle is underpinned by research on how people learn and what it means to be a professional. Later chapters identify what leaders in schools and beyond can do to support teacher learning in ways that directly benefit students. Throughout the book there are case examples of real experiences of primary and secondary teachers and leaders across three countries (UK, Canada and New Zealand) that bring alive what it means to engage in professional learning in ways that excite teachers and benefit their students. This is essential reading for teachers who want to take control of their own professional learning in ways that make a difference to their students and school leaders with responsibility for promoting professional and student learning.

Course Resources

Week 1

Introduction to the course

Building vision, culture, and professional learning

Reimagining the role of pedagogical leaders: from instructional managers to transformational innovators
Promoting innovation, inclusion, and cultural responsiveness as drivers of whole-school improvement
Linking leadership purpose to UAE Vision 2031 and national reform goals

Focus Areas:

Instructional & Learning Leadership
Strategic Whole-School Reform & Systemic Change

Required Readings

Leithwood, K., Harris, A., & Hopkins, D. (2008). Seven strong claims about successful school leadership. School Leadership & Management, 28(1), 27–42. https://doi.org/10.1080/13632430701800060
Gay, G. (2018). Culturally responsive teaching: Theory, research, and practice (3rd ed.). Teachers College Press.

Fullan, M. (2020). Leading in a Culture of Change (2nd ed.). Jossey-Bass.

Recommended Readings

Robinson, V. M. J. (2011). Student-centered leadership. JosseyBass.
Schein, E. H. (2017). Organizational culture and leadership (5th ed.). Wiley. Print copy

Week 2

Leading Professional Learning for Coherent Pedagogy, Curriculum, and Assessment Leadership

Connecting leadership for learning to pedagogical coherence – aligning teaching practices with inclusive and culturally responsive approaches.

Leading collaborative professional learning that integrates curriculum design, pedagogy, and assessment for deeper learning.

Using evidence, reflection, and assessment data to guide teacher inquiry and continuous instructional improvement.
Aligning school-based professional learning systems with UAE Vision 2031, NECF leadership competencies, curriculum and assessment priorities.

Focus Areas

Professional Learning & Leadership Identity
Instructional & Learning Leadership
Strategic Whole-School Reform & Systemic Change

Required Readings

Timperley, H. (2011). Realizing the power of professional learning. Open University Press. (Chapters 1–3)
Le Fevre, D., Timperley, H., & Ell, F. (2016). Curriculum and pedagogy: The future of teacher professional learning and the development of adaptive expertise. In D. Wyse, L. Hayward, & J. Pandya (Eds.), The SAGE Handbook of Curriculum, Pedagogy and Assessment (Vol. 1, pp. 309–324). SAGE Publications Ltd.

Recommended Readings

Darling-Hammond, L., Flook, L., Cook-Harvey, C., Barron, B., & Osher, D. (2020). Implications for educational practice of the science of learning and development. Applied Developmental Science, 24(2), 97–140. https://doi.org/10.1080/10888691.2018.1537791
Rai, J., Beresford, R., & Dey, I. (2023). School leadership in the United Arab Emirates: A scoping review. Educational Management Administration & Leadership. Advance online publication. https://doi.org/10.1177/17411432231218129

Week 3

Implementing innovative, inclusive, and culturally responsive pedagogies

Leading learner-centred, inquiry-driven, and reflective teaching practices
Embedding culturally responsive and inclusive classroom strategies
Promoting adaptability, reflection, and sustainable pedagogical innovation

Focus Areas

Instructional & Learning Leadership
Curriculum & Assessment Leadership

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

Darling-Hammond, L., Flook, L., Cook-Harvey, C., Barron, B., & Osher, D. (2020). Implications for educational practice of the science of learning and development. Applied Developmental Science, 24(2), 97–140. https://doi.org/10.1080/10888691.2018.1537791

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
Akcan, E. (2023). Culturally responsive education as a sustainable educational approach: Reflections from primary school teachers’ life science course practices. Journal of Pedagogical Research, 6(3), 88–102. https://doi.org/10.33902/JPR.202215416

Week 4

Leading pedagogical reform across the school

Visionary and systemic leadership for pedagogical reform

Building inclusive and culturally responsive pedagogical systems
Sustaining reform through innovation and local contexts
School-wide Capacity building and continuous learning

Focus Areas

Instructional & Learning Leadership
Strategic Whole-School Reform & Systemic Change

Co-Teaching: Educational leader: MOE/ADEK

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
Ainscow, M., & Sandill, A. (2010). Developing inclusive education systems: The role of organisational cultures and leadership. International Journal of Inclusive Education, 14(4), 401–416. https://doi.org/10.1080/13603110802504903
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

Deepening pedagogical leadership through student-centered practice

Leading self-directed and collaborative learning
Balancing wellbeing, agency, and achievement through inclusive pedagogies
Sustaining a culture of continuous and evidence-informed learning

Focus Areas

Instructional & Learning Leadership
Professional Learning & Leadership Identity

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

Curriculum leadership: designing for diversity and innovation

Core models of curriculum design
Contextualizing curriculum for inclusion, sustainability, and national identity
Aligning curriculum, pedagogy, and assessment

Focus Areas:

Curriculum & assessment
Instructional & learning leadership

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.

Leading curriculum changes in schools: The role of school principals as perceived by teachers

Week 8

Evaluating Curriculum and Pedagogical Coherence

Frameworks and tools for curriculum evaluation
Analysing impact and alignment with school goals
Using data, reflection, and feedback for continuous improvement

Focus Areas

Instructional & Learning Leadership
Curriculum & Assessment Leadership
Strategic Whole-School Reform and Systemic Change

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

Teacher Participation in curriculum and pedagogical decisions

Week 9

Assessment Leadership for Learning and Equity

Designing formative and equitable assessment practices
Integrating assessment as feedback for learning
Developing teachers’ assessment literacy and reflective practice

Focus Areas:

Curriculum & Assessment Leadership
Instructional & Learning Leadership
Professional Learning & Leadership Identity

Co-teaching: Educational leader from MOE/ADEK

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

Leading Whole-School Assessment Systems

Designing systemic, sustainable assessment policies
Using data for strategic planning and equity
Embedding assessment culture in leadership practice

Focus Areas:

Curriculum & Assessment Leadership
Strategic Whole-School Reform and Systemic Change

Instructional & Learning Leadership

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

Aligning curriculum, pedagogy, and assessment for deeper, and contextualized learning: putting it all together

Focus Areas:

Curriculum & Assessment Leadership
Strategic Whole-School Reform and Systemic Change
Instructional & Learning Leadership
Professional learning leadership

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

Recommended Readings

Zhao, L., Zhao, B., & Li, C. (2023). Alignment analysis of teaching–learning–assessment within the classroom: How teachers implement project-based learning under the curriculum standards. Disciplinary and Interdisciplinary Science Education Research, 5, Article 13. https://doi.org/10.1186/s43031-023-00078-1
Frelly Liando, N., & Tatipang, D. P. (2024). Embracing diversity: Culturally responsive curriculum and inclusive pedagogical practices. In Curriculum and Pedagogy Transformative (pp. 1–12). Novateur Publications

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

Course Description

Books

Course Resources

Focus Areas