Bachelor of Education (Honours) Programmes [Four-year Full-time, except BEd(ECE)] A4B013 / A4B036 / A4B037 / A4B040 / A4B041 / A4B042

Department of Curriculum and Instruction (C&I) Department of Educational Policy and Leadership (EPL)

-------------------------------------------------------------------Curriculum and Innovations (CUI4089) -------------------------------------------------------------------Common Course Handbook (2012/2013) (For reference only) (25-8-2012)
Group 09C Tutor: Tel: Office: E-mail: Meeting time: and Venue Dr. TSUI Kwok Tung 29487703 D1-1/F-35 kttsui@ied.edu.hk D4-G/F-01 D2-LP-18 Wednesday 03:30PM- 06:20PM Friday 09:30AM - 12:20PM

Course Coordinator: Dr. LEUNG Wai Lun Anthony Department of Curriculum and Instruction Tel. 29487555 E-mail: wlleung@ied.edu.hk
1

CONTENT OF THIS COURSE HANDBOOK

Content

Page No.

Course Outline Course Organization and Teaching Schedule Blackboard Teaching and Learning Platform Course Assessment Assessment Forms & Criteria HKIEd regulations, guidance notes, etc

3-6 7-17 18 19-22 23-25 26-27

Respect This teaching schedule has covered all essential and core knowledge and skills of the course. However, the course teaching team respects the professional and academic judgment of each individual group tutor in their delivery of this course to the best interests of the students in each group. Additional learning activities inside and outside the classroom will also be organized to support and strengthen learning effectiveness. If you have views about teaching and learning arrangements, please discuss with your group tutor. Course Teaching Team 2012-2013

The Hong Kong Institute of Education Course Outline Programme Title: BEd programmes [except BEd (ECE)] Course Title: Curriculum & Innovations Department: Curriculum and Instruction; Educational Policy and Leadership Credit Points: 3 Contact Hours: Pre-requisite(s): Level: N/A Synopsis Curriculum is that area of study concerned directly with the way in which knowledge, skills and values are selected to represent society's priorities and directions in response to the social, economic, political and ideological trends of today and for the future. It can focus on processes for designing, implementing and evaluating specific selections of knowledge skills and values but it also subjects these processes to analysis within the broad social, political and economic contexts that produce them. At a practical level, there is an emphasis on examining and analyzing specific key learning areas or school subjects that set out the structure of the subject, its scope and its sequence, including the learning requirements for different levels of schooling. The course prepares participants with knowledge and proper mindset to work with peers and other curriculum stakeholders in the implementation of curriculum innovation in schools. Participants are expected to understand change forces, theories and skills in managing change and innovations, and the roles of teachers as a change agent and a leader in innovations in schools in particular the curriculum reform. Objectives Learning in this area will enable students to: a) develop their understanding of theories and principles that underpin current curriculum development in the east and west ; b) understand how curriculum innovations can be framed in the current local context of school governance and organizational structure; c) develop skills that will assist them to be active curriculum developers and implementers in the contexts of their classrooms and schools; and d) demonstrate an understanding of change forces and teachers' roles as a change agent and a leader in the curriculum innovation. 39 Nil

Content 1 The Social Construction of The School Curriculum in Hong Kong Societal aspects: Historical development; current priorities; social, political, economic and educational influences; theoretical foundation Organizational aspects: Concept of school-based innovation and management,
3

emphasis on learning and teaching, encouragement of school diversity, quality assurance mechanism (QAI, SSE, ESR) 2 Forms of Curriculum Organization principles of organizing curriculum outcome based curriculum integrated curriculum multiple intelligences curriculum Curriculum Design and Planning basic principles of curriculum design basic procedures for curriculum planning basic elements affecting design and planning: diversity, differentiation and modification Teacher's Role in School-based Curriculum Development Adapting and modifying the curriculum (including text books) working with colleagues and building teams strengthening home-school relationship Using community resources Curriculum Change and Innovations Teacher as a change agent and leader in curriculum reforms School-based models; models of change Understanding change forces and managing change Using various kinds of teacher leadership to facilitate curriculum; action research Schools as learning communities

Assessment There are two separate but related components of assessment for this course. 1. 2 reviews of 2 key readings. (900 words) 2. An extended reflection on a major curriculum issue OR school-based innovation that you are likely to confront as a new teacher in Hong Kong. (2,100 words) Required Text

30%

70%

Morris, P. & Adamson, B. (2010). Curriculum, schooling and society in Hong Kong. Hong Kong: Hong Kong University Press. Kennedy, K. J. (2005). Changing schools for changing times: new directions for the school curriculum in Hong Kong. Hong Kong: Chinese University Press. (2002) Yeung, S. Y., Lam, T. S., Leung, W. L. and Lo, Y. C. (2012). Curriculum change and innovation. Hong Kong: Hong Kong University Press. Recommended Reading Adamson, B., Kwan, T., & Chan, K.K. (2000). Changing the curriculum: The impact of reform on primary schooling in Hong Kong. Hong Kong: Hong Kong University Press. Brady, L., & Kennedy, K. (2003). Curriculum construction (2nd ed.). Sydney: Pearson Prentice Hall.

Cheng, Y.C., Chow, K.W., & Tsui, K.T. (2000). School curriculum change and development in Hong Kong. Hong Kong: Hong Kong Institute of Education. Curriculum Development Council. (2002). Basic education curriculum guide building on strengths (Primary 1 secondary 3). Hong Kong: Curriculum Development Council. Web version. Retrieved: 22-8-2009 from http://cd1.edb.hkedcity.net/cd/EN/Content_2909/html/index.html Fullan, M. (2003). Change forces with a vengeance. New York: RoutledgeFalmer. Hargreaves, A., & Fink, D. (2006). Sustainable leadership. San Francisco, California: Jossey-Bass. Jay, R. (2000). Build a great team: Choose the right people for the right roles. London: Prentice Hall. Law, H. F. E., & Galton, M. (2004). Impact of a school-based curriculum project on teachers and students: A Hong Kong case study. Curriculum Perspectives, 24 (3), 43-58. Leithwood, K., Jantzi, D., & Steinbach, R. (1999). Changing leadership for changing times. Buckingham, Philadelphia: Open University Press. Louis, K. S., & Leithwood, K. (1998). From organizational learning to professional learning communities. In K. Leithwood & K. S. Louis (Eds.), Organizational learning in schools. Lisse: Swets & Zeitlinger Publishers.
rd

Marsh, C., & Willis, G. (2003). New Jersey: Merrill.

Curriculum alternative approaches, ongoing issues (3 ed.). Hong Kong: Hong Kong

Morris, P. (1996). The Hong Kong school curriculum (2nd ed.). University Press.

Ornstein, A.C., & Hunkins, F.P. (1998). Curriculum: Foundations, principles, and issues. Boston, Mass.: Allyn and Bacon. Pinar, W.F. (2003). International handbook of curriculum research. US: Lawrence Erlbaum. Stenhouse, L. (1975). Heinemann. An introduction to curriculum research and development. London:

Stimpson, P., & Morris, P. (1998). Curriculum and assessment for Hong Kong: Two components, one system. Hong Kong: Open University of Hong Kong Press. Walker, D.F. (2003). Fundamental of curriculum: passion and professionalism (2nd ed.). Mahwah, N.J.: Lawrence Erlbaum Associates. York-Barr, J., & Duke, K. (2004). What do we know about teacher leadership? Review of Educational Research, 74(3), 255-317. Yu, H. (2005). Implementation of school-based management in Hong Kong: Recent development and future challenges. Journal of Educational Change, 6, 253-275. (2002) (1999) 1994 2003 : 2003

Web links: Basic Curriculum Concepts http://www.ils.unc.edu/daniel/242/CurrNotes.html Related government documents Curriculum Development Council. (June 2001). Learning to Learn: the way forward in curriculum development. http://www.edb.gov.hk/index.aspx?langno=2&nodeID=2877 Education Commission. Education Commission Reports 1-7. http://www.edb.gov.hk/index.aspx?nodeID=677&langno=2

Suggested Course Organization and Teaching Schedule (For reference only, may be adjusted for practical reasons) ()
Session 1 & 2: insert dates here Topic: The Social Construction of The School Curriculum in Hong Kong 1 Social aspects: Overview of aims of the school curriculum in Hong Kong: Social, political, economic and historical influences; Basic concepts of curriculum, models of curriculum. Organizational aspects: Concepts of school-based innovation and management in Hong Kong schools, emphasis on learning and teaching and encouragement of school diversity. The development of the quality assurance mechanism (QAI, SSE, ESR) in Hong Kong schools and the curriculum & innovation in the new External School Review.

Key readings: Kennedy, K. J. & Lee, J. C. K. (2008). The changing role of schools in Asian societies: Schools for the knowledge society. New York: Routledge. (Ch.3, 4, & 8) Kennedy, K. J. (2006). Changing schools for changing times: New directions for the school curriculum in Hong Kong. Hong Kong: The Chinese University Press. (Ch. 1) Marsh, C. (1997). Planning, management & ideology: Key concepts for understanding curriculum. London: The Falmer Press. (Ch. 1 & 2) McNeil, J. (1996). Curriculum : A comprehensive introduction. New York : Wiley. (Ch.1-4) Richards, C.E.(2002) Tang, F.Y. Tony. (2008). School Development and Accountability in Hong Kong: A Quality Assurance Framework. Journal of Quality School Education. 5(5), 39-55. Retrieved 29-8-2009 http://www.hkpera.org/forum/forumdisplay.php?fid=27 Wu, S.W. & Law, S.Y. (2005). The Impact of Education Reform on School Planning. In Law, S.Y. & Pang, K.C. (Ed), Planning a School: Beyond Architectural Concerns. Hong Kong: IEd. - 20 29-8-2009 http://www.fed.cuhk.edu.hk/~hkier/content/eng/publications/publications.htm 2001 111-19 29-8-2009 http://www.hkpera.org/forum/viewthread.php?tid=61&extra=page%3D1 (2004) (1996) Morris, P. (1996). The Hong Kong school curriculum: Development, issues and policies. Hong Kong: Hong Kong University Press. (Ch. 1, 2 & 11) (2005)
7

 (2002) () (2006) () 2001 - 48 29-8-2009 http://www.fed.cuhk.edu.hk/~hkier/content/eng/publications/publications.htm (2006) (2007) 55(2)122-136

References HMP Inspectors of School (1996). How good is our school? UK: The Scottish Office Education and Industry Department. Quality Assurance Division (2008). The Next Phase of External School Review: Information for Schools. Hong Kong: EDB. Retrieved 29-8-2009 English version http://www.edb.gov.hk/FileManager/EN/Content_6460/thenextphaseofesr_infoforsch_08. pdf ; http://www.edb.gov.hk/FileManager/TC/Content_6460/thenextphaseofesr_infoforsch_08c .pdf 2008.7 () - John MacBeath 29-8-2009 http://oir.edb.hkedcity.net/HKSchoolReview/PDFs/Final_Report_of_Impact_Study_Chin ese_0708.pdf English version. The Impact Study on the Effectiveness of External School Review Final Report. Hong Kong: Quality Assurance Division Education Bureau. http://oir.edb.hkedcity.net/HKSchoolReview/PDFs/Final_Report_of_Impact_Study_Engli sh_0708.pdf 2000 : 29-8-2009 http://www.e-c.edu.hk/tc/reform/index_c.html 2006.12 29-8-2009 http://www.e-c.edu.hk/tc/reform/Progress%20Report%20(Chin)%202006.pdf (2002) ( ) ( ) 29-8-2009 http://cd1.edb.hkedcity.net/cd/TC/Content_2909/html/index.html (2001) () 29-8-2009 http://www.emb.gov.hk/index.aspx?langno=2&nodeID=2877

Session 3 & 4: insert dates here Topic: Curriculum Design and Planning 1 Basic principles of curriculum design The essential elements of a curriculum aims, content, objectives, teaching and assessment Three basic traditions (orientations) of curriculum design scientific, humanistic and practical () Basic procedures for curriculum planning Identifying the steps and rationale behind the scientific mode of curriculum planning (represented by Tylers model) Identifying the steps and rationales behind the humanistic mode of curriculum planning (represented by Stenhouses Process model) Identifying the steps and rationales behind the practical mode of curriculum planning (represented by Walkers Naturalistic model) Applying the knowledge of curriculum planning in solving real or hypothetical curriculum problems Reflect on students own preferential orientation of curriculum planning Basic elements affecting designing and planning: diversity, differentiation and modification Identifying the curriculum commonplaces of Schwab: subject, student, teacher, milieu and process Schwab Identifying the features and rationales behind a situational analysis of a schools curriculum Identifying the rationales and steps in curriculum adaptation in meeting the diverse needs of students and classrooms

Key readings: (2005) () (ACEI) http://www.acei-hkm.org.hk/Publication/FF-21-John%20Lam-Final.pdf (2004) () 5873 (2008) .. 28 12 6-15 (2008) () 74-75 (2007) () 22-23 (2007), 14-16 (2005),
9

 59-60 (2005) 17-20

References: Brady, L. & Kennedy, K. (2003). Curriculum Construction (2nd ed.). Sydney: Pearson Prentice Hall. (2002) ( ) ( ) 29-8-2009 http://cd1.edb.hkedcity.net/cd/TC/Content_2909/html/index.html Ornstein, A.C., & Hunkins, F.P. (1998). Curriculum: Foundations, principles, and issues. Boston, Mass.: Allyn and Bacon. Walker, D. F. (2003). Fundamentals of curriculum. (2nd. ed.) NJ: Lawrence Erlbaum Associates, Publishers Hoover, J. J. & Patton, J. R. (2005).Curriculum adaptations for students with learning and behavior problems: differentiating instruction to meet diverse needs, Texas: PRO-ED

Sessions 5 & 6: insert dates here Topic: Forms of Curriculum Organization 1 2 3 4 principles of organizing curriculum outcome-based curriculum multiple intelligences curriculum integrated curriculum

Focus: understand the basic concepts and models of curriculum organization examine the different practice and innovation of curriculum organization critically reflect on the characteristics of different practice and innovation of curriculum organization in relation to the local school curriculum be aware of the challenges encountered in organizing the school curriculum. Key readings: Berlach, R. G. & McNaught, K. (2007). Outcome based education? Rethinking the provision of compulsory education in Western Australia. Issues in Educational Research, 17(1), 1-14. Burns & Squires (1995). Curriculum organization in outcome-based education. In Outcome-based education: defining the language arts curriculum. Bloomington, Ind.: ERIC Clearinghouse on Reading, English and Communication. Burton, N., Middlewood, D. & Blatchford, R. (2001). Models of curriculum organization. In Middlewood, D. & Burton, N. (Eds.), Managing the curriculum (p.18-34). London: Paul Chapman Publishing. Lake, K. (1994). Integrated curriculum. School Improvement Research Series. United States: Northwest Regional Educational Laboratory (NWREL). (online: http://www.nwrel.org/scpd/sirs/8/c016.html ) Morris, P. (1996). The Hong Kong school curriculum - development, issues and policies.
10

Hong Kong: Hong Kong University Press. (Ch.7 & 8) (2005) 143-153 2004 (2004) : ( 91-103) (2004) : ( )

References:
: 111-123

Armstrong, T. (2000). Multiple intelligences in the classroom (2nd Ed.). Alexandria, Va.: Association for Supervision and Curriculum Development. Australian Curriculum Studies Association in association with the National Schools Network. (1998). Integrated curriculum: classroom materials for the middle years Canberra: Australian Curriculum Studies Association in association with the National Schools Network. Baum, S., Viens, J., & Slatin, B. (2005). Multiple intelligences in the elementary classroom: a teacher's toolkit. New York Teachers College Press. Beane, J. A. (1997). Curriculum Integration - designing the core of democratic education. New York: Teachers College. Campbell, L., Campbell, B, and Dickinson, D. (2004). Teaching and learning through multiple intelligences. Boston: Pearson Education, Inc... Campbell, L., Campbell, B., & Dickinson, D. (1996) () () Curriculum Development Council (2002). Basic curriculum guide building on strengths series: 3C Project learning. Hong Kong: Government Printer. Curriculum Development Council and the Hong Kong Examinations and Assessment Authority (2007). Liberal studies curriculum and assessment guide (secondary 4-6). Hong Kong: Govt. Logistics Dept. Drake, S. (2001) () () : : () Drake, S. M. (2007). Creating standards-based integrated curriculum: aligning curriculum, content, assessment, and instruction. Thousand Oaks, Calif.: Corwin Press. Fogarty, R., & Stoehr, J. (2008). Integrating curricula with multiple intelligences: teams, themes, & threads (2nd Ed.). Thousand Oaks, Calif.: Corwin Press. Gardner, H. (1999). Intelligence reframed: multiple intelligences for the 21st century. New York: Basic Books. Hargreaves, A., Earl, L., Moore, S., & Manning, S. (2001). Learning to change - teaching beyond subjects and standards. San Francisco: Jossey-Bass Inc. Jacobs, H. H. (1997). Mapping the big picture: integrating curriculum and assessment. Alexandria, Va.: Association for Supervision and Curriculum Development. Kagan S. and Kagan, M. (1998). Multiple intelligences: the complete MI book. San Clemente, Calif.: Kagan Cooperative Learning. Sharma, R. C. (2002). Modern Methods of Curriculum Organization. Jaipur: Book Enclave.
11

Sowell, E. J. (2005). Curriculum: an integrative introduction (3rd Ed.). Upper Saddle River, N.J.: Pearson/Merrill/Prentice Hall. Spady, W. G. (1994). Outcome-based education: critical issues and answers. Va.: American Association of School Administrators. (2006) : (2008): (2004) : : (1999)

Session 7 & 8: insert dates here Topic: Teachers Role in School-based Curriculum Development 1 Adapting and modifying the curriculum The concept of school-based curriculum development and its development in Hong Kong Curriculum adaptation as the key approach to SBCD in schools, in terms of curriculum content, teaching strategies, assessment approaches and instructional settings Applications of curriculum adaptation approach to adapting and modifying the school curriculum (including textbooks) in Hong Kong school contexts () Working with colleagues and building teams Team building in school-based curriculum development: rationale, methods and characteristics of effective team Collaboration and school-based curriculum development The development of teacher leaders in school-based curriculum development teams Strengthening home-school relationship Using community resources

3 4

Epsteins framework of school-family-community partnership: Its implications for school-based curriculum development Epstein Home-school collaboration: Influence of parent characteristics and parenting style, family structure, social class, cultural factors, etc on student learning and school-based curriculum development Using community resources to enhance student learning and school-based curriculum development: resources of the school (e.g. library, alumni, parent volunteers, etc) and resources of community partners (e.g. government and
12

non-governmental agencies, higher education institutions, etc) () () Diversity in Hong Kong society: Curriculum adaptation to meet the learning needs of Newly-arrived Children and Non-Chinese speaking students

Key readings: Centre for Educational Research and Innovation (2001). Schooling for tomorrow: What schools for the future? Paris: Organization for Economic Co-operation and Development. (Chapter 3 Scenarios for the future of schooling). Supplementary reading available Retrieved 3-9-2009 http://forms.ncsl.org.uk/mediastore/image2/randd-futures-schooling-for-tomorrow.pdf Kennedy, K. J. (2005). Changing schools for changing times: new directions for the school curriculum in Hong Kong. Hong Kong: The Chinese University Press. (Chapter 12 Supporting the no loser principle for a fair society: Responding to diversity and promoting equity). Kennedy, K.J, Lo, Y.C. & Fairbrother, G.P. (2006). Directions for the future of schooling in Hong Kong: Vision and reality in a post-colonial society. International Journal of Educational Research, 41(7-8), 534-541. Lo, Y. C. (1998). The impact of the disseminated school-based curriculum project materials on Hong Kong schools. Journal of New Horizon in Education, Vol. 3, pp.47-57. Lo, Y.C. (1999). School-based Curriculum Development: the Hong Kong Experience. The Curriculum Journal, Vol. 10, No.3, pp. 419-442. Lo, Y.C. (2007). Practice and challenges of formative assessment. Academic Exchange Quarterly, Vol. 11, Issue 3, pp.78-82. Lo, Y.C. (2007). The micro-politics of curriculum leadership. Curriculum Perspectives. Vol. 27, No 1, April 2007. Pang, I. W. (2004). School-family-community partnership in Hong Kong Perspectives and challenges. Educational Research for Policy and Practice, 3, 109-125. (2008) 52 61 2001 4 44-47 References: Baguley, P. (2003). Teams and team-working. London: Teach Yourself. Bolstad, R. (2005). School-based curriculum development: principles, processes, and practices. Wellington, N.Z.: New Zealand Council for Educational Research. Borich, G.D. & Tombari, M.L. (2004). Educational assessment for the elementary and middle school classroom (2nd edition). Upper Saddle River, N.J.: Pearson/Merrill Prentice Hall. Chivers, J. (1995). Team-building with teachers. London: Kogan Page. Curriculum Development Council (2002). Basic education curriculum guide: building on strengths (primary 1 - secondary 3) (Chapter 10: Professional development and school-based curriculum development sustaining and enhancing capacity for the reform. Hong Kong: Curriculum Development Council.

13

Curriculum Development Council (2002). Basic education curriculum guide: building on strengths (Primary 1 - Secondary 3) Hong Kong: Curriculum Development Council. (Chapter 6: Life-wide learning: enhancing learning through authentic experiences). Curriculum Development Council (2009). Senior secondary curriculum guide: the future is now: from vision to realisation (Secondary 4 - 6) Hong Kong: Curriculum Development Council. (Booklet 5A: Other learning experiences: opportunities for every student). Danielson, C. (2006). Teacher leadership that strengthens professional practice. Alexandria, Va.: Association for Supervision and Curriculum Development. Epstein, J. L., & Associates. (2009). School, family, and community partnerships: Your handbook for action (3rd ed.). Thousand Oaks, California: Corwin Press. Gabriel, J.G. (2005). How to thrive as a teacher leader. Alexandria, Virginia: ASCD. Glanz, J. (2006). Collaborative leadership. Thousand Oaks, California: Corwin Press. Hoover, JJ & Patton, J.R. (2005). Curriculum adaptations for students with learning and behavior problems (3rd edition). Austin, Tex.: PRO-ED. LaFasto, F. & Larson, C. (2001). When teams work best. Thousand Oaks, Calif: Sage Publications. Lieberman, A. & Miller, L. (2004). Teacher leadership. San Francisco, Cailf. : Jossey-Bass Maeroff, G.I. (1993). Team building for school change: equipping teachers for new roles. New York: Teachers College, Columbia University. Maginn, M. (2004). Making teams work: 24 lessons for working together successfully. New York: McGraw-Hill. Mariotti, J.L. (2000). Collaborating for success. San Francisco, Calif.: Berrett-Koehler Communications, Inc., Pang, I. W. (2004). School-family-community partnership in Hong Kong Perspectives and challenges. Educational Research for Policy and Practice, 3, 109-125. West, M. (1994) ()1998 (2008) (2002) () : 27-12-2007 http://www.edb.gov.hk/FileManager/EN/Content_2970/bk2.pdf (Original Title: Assessment for Learning - Beyond the Black Box, The Assessment Reform Group 1999. Retrieved 27-12-2007 from http://www.ltag.education.tas.gov.au/proflearn/GLC/understanding/one/reading2.doc (2000) (2002) , (2005) (2002) () () (2009) () (A)

14

 (2004) 122 129 (2008) : (2004) (2008) - Useful websites Curriculum adaptations and modifications http://www.sancb.org.za/Images/think%20tank.%20Obert.pdf http://www.grandviewlibrary.org/CurriculumAdaptations/NineTypes.pdf http://www.cast.org/publications/ncac/ncac_curriculummod.html http://www.edb.gov.hk/index.aspx?nodeid=6595&langno=2
hkedcity.net/iclub_files/a/1/.../textbook_selection_criteria_chi.doc

Team building
http://en.wikipedia.org/wiki/Team_building

http://www.managementhelp.org/grp_skll/teams/teams.htm http://wilderdom.com/games/InitiativeGames.html http://www.teamtechnology.co.uk/teambuilding.htm http://humanresources.about.com/od/involvementteams/a/twelve_tip_team.htm Life-wide Learning http://www.edb.gov.hk/index.aspx?nodeID=3110&langno=1 http://www.edb.gov.hk/index.aspx?nodeID=3110&langno=2

http://cd1.edb.hkedcity.net/cd/lwl/ole/index.asp
Education and Support Services for Newly-arrived Children http://www.edb.gov.hk/index.aspx?nodeID=236&langno=1 http://www.edb.gov.hk/index.aspx?nodeID=236&langno=2 Education services for non-Chinese speaking (NCS) students http://www.edb.gov.hk/index.aspx?nodeID=4211&langno=1 http://www.edb.gov.hk/index.aspx?nodeID=4211&langno=2 Committee on Home-School Co-operation http://chsc.edb.hkedcity.net/chi/index.php Oxfam Cyber School http://www.cyberschool.oxfam.org.hk/index.php?lang=eng http://www.cyberschool.oxfam.org.hk/index.php?lang=big5

Session 9 & 10: insert dates here Topic: Teachers roles as a Change Agent and a Leader 1 2 3 4 5 Complexity of and forces for change Challenges and new work for teachers in future Factors for managing change Teachers role as a change agent in schools Levels of leadership
15

6 7

Recent development of leadership Teachers role in leading change in schools

Focus: understand change forces, theories and skills in managing change and innovations understand the roles of teachers as a change agent in innovations in schools; understand the role of teachers as a leader in innovations in schools. Key readings: Conger, J. A. (1999). Charismatic and transformational leadership in organizations. The Leadership Quarterly, 10(2), 145-179. Louis, K. S., & Leithwood, K. (1998). From organizational learning to professional learning communities. In K. Leithwood & K. S. Louis (Eds.), Organizational learning in schools. Lisse: Swets & Zeitlinger Publishers. Spears, L. C. (2003). Understanding the growing impact of servant leadership. In H. Beazley, J. Beggs, & L. C. Spears (Eds.), The servant leader within: A transformative path (pp. 13-27). New York: Paulist Press. York-Barr, J., & Duke, K. (2004). What do we know about teacher leadership? Review of Educational Research, 74(3), 255-317. Yu, H. (2005). Implementation of school-based management in Hong Kong: Recent development and future challenge. Journal of Educational Change, 6, 253-275. Yu, H., Leithwood, K., & Jantzi, D. (2002). The effects of transformational leadership on teachers commitment to change in Hong Kong. Journal of Educational Administration, 40(4), 368-389. 1995) 19 2 133-144 References Bennis, W. G., & Nanus, B. (1985). Leaders. New York: Harper & Row. Drucker, P. (1996). Foreword. In F. Hesselbein, M. Goldsmith & R. Beckhard (Eds.), The leaders of the future. San Francisco: Jossey-Bass Publishers. Fullan, M. (1993). Change forces: Probing the depths of educational reform. London: The Falmer Press. Fullan, M. (1999). Change forces: The sequel. London: The Falmer Press. Fullan, M. (2001). Leading in a culture of change. San Francisco, CA: Jossey-Bass. Fullan, M. (2003). Change forces with a vengeance. London: The Falmer Press. Goleman, D. (2001). What makes a leader? In Harvard Business Review on What Makes a Leader. Boston, MA: Harvard Business School Press. Hargreaves, A. (1994). Changing teachers, changing times. Toronto: OISE Press. Hargreaves, A., & Fink, D. (2006). Sustainable leadership. San Francisco, California: Jossey-Bass. Harvey, T.R., & Drolet, B. (1994). Building teams, building people. Pennsylvania: Technomic Publishing Co. Inc. Jay, R. (2000). Build a great team: Choose the right people for the right roles. London: Prentice Hall. Kotter, J., & Cohen, D. (2002). The heart of change. Boston, Massachusetts: Harvand
16

Business School Press. Leithwood, K., Jantzi, D., & Steinbach, R.(1999). Changing leadership for changing times. Buckingham, Philadelphia: Open University Press. Topchik, G. S. (2001). Managing workplace negativity. New York: American Management Association. 2003

Blended Learning In addition to the above 10 scheduled face-to-face sessions, the course includes a component of Blended Learning. Suggested activities include: 1. Online discussion 2. Feedback to online discussion 3. Consultation on final assignment 4. Independent study Further details will be announced by your tutor in due course.

17

Blackboard Teaching and Learning Platform: This course will utilize the Learning Management System (LMS). You can access LMS at: http://elearn.ied.edu.hk/ You can gain access by using your usual username and password. A demonstration of how blackboard will be used efficiently will be given in class if deemed necessary. You will be expected to use the platform to: communicate with the lecturer and with classmates; access on-line readings; do supplementary quizzes; find out your grades; and hand in any work on which you may want the lecturer to comment. work in groups

http://elearn.ied.edu.hk/

18

Course Assessment
There are two separate but related components of assessment for this course Review of Key Readings and Extended Reflection on Major Curriculum Issue. 1. Two reviews of two key readings 2. An extended reflection on a major curriculum issue that you are likely to confront as a new teacher in Hong Kong. 1. Reviews of Key Readings (30%) You must select two Key Readings you wish to review for the course. Two written reviews of these readings must be handed in for assessment. Length: 400-500 words each Due Date: to be negotiated with individual group tutor but no later than 8/12/2012 To assist you prepare these reviews, you may use the headings that are outlined in the Writing a Review Article framework:

Writing A Review of an Article Student Name: Tutors Name: Review #1 1. Title of the reading and author 2. Main points in the article 3. Your comments or reflection 4. Implications for classroom/school level practice Review #2 1. Title of the reading and author 2. Main points in the article 3. Your comments or reflection 4. Implications for classroom/school level practice

2. Extended Reflection on a Major Curriculum Issue (70%) You are required to write an extended and comprehensive reflection on a major curriculum issue that you are likely to confront as a new teacher in Hong Kong with reference to your overall learning from attending the lectures and the reading materials of the course. Length: 2100 words Due Date: 8/12/2012

19

In order to complete the extended reflection students may: EITHER Select one of the following topics on which to focus their reflection: a) The changing concepts and understanding of the term curriculum. or b) The social context of curriculum: how curriculum is shaped by different forces, e.g. political, social, economic, cultural, technical changes, etc or c) The discrepancies between planned curriculum and enacted curriculum. or d) To what extent you find yourself prepared/trained in implementing the latest curriculum? or e) What do you learn about curriculum reforms? or f) Integrated curriculum in the primary school or g) Establishing a learning culture in your classroom or h) Meeting the needs of all students in your classroom or i) Preparing Hong Kong students for the twenty first century OR Students may negotiate a topic of particular relevance or interest with your tutor.

20


1. 2.

1. ( 30%)
400-500 8/12/2012 () 1. 2. / 3. 4. / () 1. 2. / 3. 4. /

2. ( 70%)
() 2100 2100 8/12/2012

21

 a) b)

c) d) e) f) g) h) i)

22

Assessment Forms and Criteria

A+/A B+/B C+/C D F (fail) / /

Qualitative and Quantitative Grade Descriptors

Some general criteria of assessing qualitative work:

Understanding of topics/arguments: Does the work demonstrate an understanding and interpretation of the topics/arguments and underlying theories being discussed (during class)? Does the work demonstrate the use of relevant readings/literature to support the arguments? Does the work represent students own thinking and critical reflection/synthesis to come to grip with the problem or to sort out the issue? Does the work have a clear rational structure in synthesizing the arguments? Does the work have a systematic organization, proper use of language and appropriate citation system? Use of readings/ literature Extensive/Judicious Ample/Appropriate Minimal/Shallow Inadequate/Irrelevant No evidence Critical thinking Innovative Reflective Logical Weak No evidence Organization/ presentation Well balanced Coherent Clear Disjointed No evidence

Use of readings/literature: Critical thinking:

Organization/presentation:

Grade (Global Grade Descriptors) A (Outstanding) B (Good) C (Satisfactory) C-/D F (Fail)

Understanding of topics/arguments Deep Sound Adequate Partial No evidence

23

Department of Curriculum and Instruction (C&I) Department of Educational Policy and Leadership (EPL) BEd programmes [except BEd (ECE)] Yr. 4 CUI4089E/C Curriculum and Innovation 2012-2013
Part One (REVIEW OF KEY READINGS) Group _______ Student Name:
Grade (Global Grade Descriptors A (Outstanding) B (Good) C (Satisfactory) C-/D F (Fail) Understanding of topics/argument s Deep Sound Adequate Partial No evidence

Marking and Feedback Form

(
Analysis & Synthesis

Overall Grade:
Organization/ presentation

Critical thinking

Original and thorough Good and appropriate Superficial Inadequate/ Irrelevant Illogical/incorrect

Innovative Reflective Logical Weak No evidence

Well balanced Coherent/sound Clear Disjointed/ ineffective Major and frequent errors/ poorly organized

Overall Remarks:

Some general criteria of assessing qualitative work: Understanding of topics/arguments: Does the work demonstrate an understanding and interpretation of the topics/argument? Does the work demonstrate the use of relevant readings/literature to support the arguments? Does the work demonstrate sound analysis and synthesis? Does the work demonstrate good educational application? Does the work represent students own thinking and critical reflection/synthesis to come to grip with the problem or to sort out the issue? Does the work have a clear rational structure in synthesizing the arguments? Does the work have a systematic organization, fluent and proper use of language?

Analysis & synthesis: Critical thinking:

Organization/presentation:

24

Department of Curriculum and Instruction (C&I) Department of Educational Policy and Leadership (EPL) BEd programmes [except BEd (ECE)] Yr. 4 CUI4089E/C Curriculum and Innovation 2012-2013
Part Two (ESSAY)
Group ____________

Marking and Feedback Form

Student Name:
Description Grade Understanding of Theories and concepts Thorough understanding & interpretation General understanding & interpretation Superficial grasp of interpretation

(
Analysis & Synthesis

)
Discussion

Overall Grade:
Language/ Structure Research/ Web-pages/ Literature review Substantial references

Distinction

A+ A AB+ B BC+ C

High level of critical thinking and synthesis Sound but uncritical thinking and synthesis Little or no attempt at analysis and synthesis Illogical analysis and ineffective organization of materials Interpreted incorrectly and poorly organized materials

Original and thorough

Good

Good discussion

Well organized, fluent and correct Organized, fluent and correct Reasonably fluent with some mistakes Frequent errors

Evidence of relevant research Some errors in documentation of relevant research Little evidence of relevant research Little or no evidence of relevant research

Satisfactory

superficial

--

CD

Partial grasp of & interpretation

Superficial and inconsistent Superficial and illogical

Fail

Little understanding & interpretation

Major and frequent errors

Comments:

25

Institute Policies and Regulations Your attention is drawn to the Institutes General Academic Policies and Regulations that can be assessed at: Student Handbook http://www.ied.edu.hk/reg/ In particular, attention is drawn to Section on Academic Honesty and Copyright. The Academic Board at its meeting held in November 2010 approved the Policy on Academic Honesty, Responsibility and Integrity with specific reference to the Avoidance of Plagiarism by Students'. You may refer to this website (http://www.ied.edu.hk/assessments/view.php?secid=1275 ) for details. The following websites will help you understand what plagiarism is and how to avoid it

http://www.lib.ied.edu.hk/instruct/workshops/materials/Citing_references_2012.ppt http://www.indiana.edu/~wts/pamphlets/plagiarism.shtml http://owl.english.purdue.edu/owl/resource/589/01/ http://www.hku.hk/plagiarism/page2s.htm http://en.wikipedia.org/wiki/Plagiarism http://zh.wikipedia.org/wiki/%E6%8A%84%E8%A2%AD

http://www.ied.edu.hk/reg/ (http://www.ied.edu.hk/assessments/view.php?secid=1275 )

http://www.lib.ied.edu.hk/instruct/workshops/materials/Citing_references_2012.ppt http://www.indiana.edu/~wts/pamphlets/plagiarism.shtml http://owl.english.purdue.edu/owl/resource/589/01/ http://www.hku.hk/plagiarism/page2s.htm http://en.wikipedia.org/wiki/Plagiarism http://zh.wikipedia.org/wiki/%E6%8A%84%E8%A2%AD

26

27