Curriculum+Approval+Process

Curriculum approval process and recommended curriculum guide's content According to Allen Glatthorn prior to a curriculum being put in place there are several councils and task forces that prepare the basics for a curriculum. These councils and forces are: Citizens Curriculum Advisory Council: • Composed of representatives from the community Responsible for: o Advising the board on curriculum policy o Performing as the liaison between the school board and community groups/individual concerns about curriculum o Conduct and relay information from open forums regarding controversial curriculum issues that may affect the community to the school board. o Present community concerns, beliefs, and opinions to the Curriculum Planning Council and Individual Task Forces. Curriculum Planning Council: Serves as a chief managerial group that oversees the functionality of a curriculum • Composed of representatives from: central office staff, school administrators, professional support staff, and teachers. Responsible for: • Organizing the Planning Council o Creating schedule o Determining type of leadership o Determine how decision will be made • Identifying educational goals and create the foundations of a curriculum • Operate on behalf of the district to develop the curriculum guide • Develop and propose budgetary recommendations for curriculum work • Create and implement curriculum evaluation process • Create curriculum implementation plan • Perform assessment that identify priorities for developing curriculum guides • Provide training for Task Forces that will produce curriculum guides • Oversee Task Forces • Provide leadership training and staff development opportunities Produce a standard format for curriculum guide Curriculum Task Forces: Serves as top creators of curriculum development • Composed of appointed professional groups by Superintendent Responsible for: • Completing projects specific to particular course, i.e., K-12 mathematics curriculum Curriculum Writers: Serves as special assistants to Curriculum Task Forces Responsible for: • Performing special assignments for Curriculum Task Forces, i.e., curriculum writing. School Curriculum Council: Serves as major decision makers for school based curriculum development. Responsible for: • Programming restructuring • Developing guidelines for Instructional Planning Teams Instructional Planning Teams: Serve as advisors for, effectively, implementing curriculum Responsible for: • Developing yearly plans based on curriculum guide. • Developing units of study from curriculum • Developing materials to individualize curriculum • Developing classroom materials

Glatthorn’s Approval Process- The following steps are outlined by Glatthorn to develop a curriculum: I. Identify the Subject Mastery Goals a. Goals and skills that students will acquire after learning the curriculum. To ensure students will have this outcome, two steps are need. 1. Align Goals and Programs of the curriculum 2. Align the Mastery Curriculum goals and the subjects II. Analyze State Framework a. Analyze state frameworks to develop requirements that the district must adhere to. III. Refine Subject Mastery Goals a. Ensure that no goals are being overlooked IV. Develop a Report on Knowledge Base a. Report should outline Task Force’s work and provide staff development V. Develop the Hallmarks of Excellence a. Create special features of the curriculum in particular field of study VI. Develop the Curriculum Framework a. Identify the important issues of the curriculum i. Which students is the curriculum being developed for? ii. Is the curriculum for an elective course or required course iii. Is the subject given special names in higher levels iv. What are the time allocations of the subject? v. What view of knowledge is represented? vi. Will the curriculum integrate with other subjects in the field of study? vii. Will the curriculum focus solely on the mastery curriculum or will it include other components? VII. Identify the Strands of the Curriculum a. Strands should be conceptually sound b. Strands should be teacher-friendly c. Strands should be workable VIII. Develop Scope-and-Sequence Chart a. Chart developed using information and recommendation from teachers b. Teachers should be provided staff development to: i. Clarify the concept of the mastery curriculum ii. Clarify the subject Mastery goals iii. Review and discuss the knowledge base iv. Review and discuss the Hallmarks of Excellence v. Clarify frameworks vi. Review and discuss strands vii. Explain how chart will be developed IX. Identify Available Curriculum Materials X. Develop Curriculum Guide XI. Evaluate the Guide a. Two types of evaluation is needed: 1. Evaluation by several groups 2. Evaluation by the application of the piloting process XII. Determine how the Guide will be distributed a. Every K-12 teacher receives a guide b. Only related grades receive the guide c. Related grades receive the guide along with the guides of the related curriculum d. Only grades specific grades that the curriculum is designed for receive guide

Glatthorn, A. A. (1994). //Developing a Quality Curriculum// (pp. 8-47). Long Grove, IL: Waveland Press, Inc.

Approval process in your organizations- In Residence Life:



When developing program in the Department of Residence Life a Special Assignment Team analysis the program to determine if the program fits in the Department’s mission and goals. There are five Special Assignment Teams. Each team is responsible for different aspects of the department. Those teams include: Staffing Team, Leadership and Advising Team, Student Conduct Team, Marketing Team, MIO Technology Team. When a recommendation is proposed to a team, each team will: IV. Review the recommendation to see if a program is already in place and if the recommendation is worth pursuing V. Create Learning Goals of the Program VI. Align Program with Departments Learning Outcomes VII. Create Competencies for Student VIII. Indentify materials needed IX. Create implementation procedures

Once the Special Assignment Team has performed the proper protocol of the program, the Special Assignment Team presents the program to the Senior Staff for final approval. Senior Staff can make other recommendations for the program. In Academic Advising: When developing program in Academic Advising, the Advisor is to create a proposal and submit it to the Director. Each proposal should outline that Objective of the program, learning outcomes, goals, benefits, and implementation process. Once a proposal is submitted the Director will make a final decision.

In Non-Traditional Advising:

If a suggested procedure or policy change is governed by University or State policy then the implementation would be more formal in nature. First the suggestion would be reviewed with the current policies in mind. Secondly a letter to the appropriate official would be drafted stating the reasons for the suggestion, data to back the suggestion and conclusions why the change would benefit the students that ANSR serves. The appropriate agency would review the suggestion with their policies as a guiding criterion and provide a formal answer through the appropriate agency avenues to Ruth Freiburger the Director of ANSR.

One example of a policy change UW Oshkosh ANSR office is suggesting be changed is the Honors criteria for graduating with Honors. At the current time to be eligible for Honors graduation a student must carry a 12 credit schedule which constitutes full time. Most non traditional students work and go to school therefore they are under the 12 credit minimum. This criterion for Honors graduation was set when percentage of Non traditional students was very low. Now the student population of Non Traditional students has grown to nearly 25%. If we are to encourage non traditional students to return and earn their degrees these distinguishing earnable citations should take into account the diverse backgrounds and needs of all graduating students. If a citation is out of reach for one segment of the population then it is not a fair assessment of the total population’s capabilities.

In Academic Advising: Proposed changes within the Academic Advising office are handled in a non formal manner. When a staff member within the Academic Advising office has a proposed change within the office we first share idea with Lynn Frieman the director. The proposed change is discussed and trouble shoot between the Director and Staff member then depending on the scope of the change we will either schedule a departmental meeting or request approval from the Provost Lane Earns. For a change which is limited in scope the proposed change is discussed in a departmental meeting and come to a consensus on how to proceed. A change which is broad in scope effecting other departments it will be brought to the Provost attention. The Director of Academic Advising will present the rationale of the proposed change to Provost. The Provost has the final say with regard to if or when a change will occur impacting multiple departments. In the event that a change will impact the entire University then the process takes on a formal written process. When the academic advising Department proposed a change to the Academic Advising Model for the entire University a proposal was presented in writing the Governance group and went through an approval process before being implemented.

Recommended approval process – In both Residence Life and Academic it is recommended that Special councils or teams be designated for new programming. Allowing special committees to look at new programming will allow for a concentrated thought on particular programming. In each special committee the goals, learning outcomes, competencies, materials needed, and implementation process should be detailed. Glatthorn’s Recommended Content: • Hallmarks of Excellence o vision of excellence in that subject, may include what you want more/less of • Subject mastery goals • Scope and sequence chart o may include time allocations, assessments, activities, resources • Grade level objectives

Content in your organizations’ guide-

Both Academic Advising and Residence Life are departments that operate on the needs of students. Program development should include the following content: I. Demand/ Necessity • Is there a demand for the program or is it a necessity for the program.A determination of the tasks a person must be able to perform at job entry in order to be productive. II. Student Competencies- • What are the skills that the student will acquire? III. Program Objectives- • What are the principles of the program? IV. Learning Outcomes- • What learning outcomes will the program fulfill to help the student competencies? V. Program Resources- • What type of resources does the program require? VI. Implementation Process • How will the program be implemented? Recommended Content- It is recommended that each guide outline the need of a new program. It is also recommended that each guide outline identify learning outcomes, student competencies, program objectives, resources needed, and implementation process.