Capella University Collaboration in Curriculum Development

Analysis in one Document

Best Practices to be used with talking points in another document

GRADING RUBRIC MUST BE FOLLOWED

Instructions

This assessment requires that you meet with a collaborative team and develop a curriculum document together. A curriculum document is any piece of curriculum that you write as a group. Examples may include assessments, student materials, weekly lesson plans, unit objectives, et cetera.

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For this assessment, write an analysis of your experience with the collaborative team. Include the following:

• Evaluate the extent to which the collaboration experience aligned with your expectations in terms of what you have read in the professional literature.
  • What went as expected? What did not go as expected?
  • What would you do differently next time?
  • What feedback did you receive feedback from the team?
• Analyze the experience of developing collaborative curriculum with your group in terms of overall effectiveness.
  • Explain the characteristics of the curriculum document that was developed.
  • Will the curriculum document be used by all members of the team? Why or why not?
• Analyze how well the collaborative process aligns or fits with your educational setting.
  • Consider the culture of your educational setting, receptivity of colleagues and others.
• Demonstrate best practices in collaboration from research in the recorded meeting.
  • Provide evidence of collaboration best practices. This evidence includes:
  • Meeting notes or meeting minutes.
  • Curriculum document with group edits (for example, Google Docs or Track Changes in Word).

Resources: Collaboration

• PRINT
• Your assessment in this course depends on experiences you have in the area of collaboration in or about your educational environment. You may find some the following resources helpful.
  • Aiken, K. D., Heinze, T. C., Meuter, M. L., & Chapman, K. J. (2016). Innovation through collaborative course development: Theory and practice. Marketing Education Review, 26(1), 57–62.
  • Ansell, C., & Gash, A. (2008). Collaborative governance in theory and practice. Journal of Public Administration Research & Theory, 18(4), 543–571.
  • Lynam, A., Corish, C., & Connolly, D. (2015). Development of a framework to facilitate a collaborative peer learning 2:1 model of practice placement education. Nutrition & Dietetics, 72(2), 170–175.
  • Munson, B. H., Martz, M. A., & Shimek, S. (2013). Scientists’ and teachers’ perspectives about collaboration. Journal of College Science Teaching, 43(2), 30–35.
  • Seo, K., & Han, Y. (2013). Online teacher collaboration: A case study of voluntary collaboration in a teacher-created online community. KEDI Journal of Educational Policy, 10(2).

Resources: Professional Learning Communities

• PRINT
• Collaboration often leads to the creation of or to an interest in the use of professional learning communities. Below are some resources about experiences with professional learning communities.
  • Carpenter, D. (2015). School culture and leadership of professional learning communities. The International Journal of Educational Management, 29(5), 682–694.
  • Doolittle, G., Sudeck, M., & Rattigan, P. (2008). Creating professional learning communities: The work of professional development schools. Theory Into Practice, 47(4), 303–310.
  • DuFour, R. (2007). Professional learning communities: A bandwagon, an idea worth considering, or our best hope for high levels of learning? Middle School Journal, 39(1), 4–8.
  • Thessin, R. A., & Starr, J. P. (2011). Supporting the growth of effective professional learning communities. Phi Delta Kappan, 92(6), 48–54.
  • Watson, C. (2014). Effective professional learning communities? The possibilities for teachers as agents of change in schools. British Educational Research Journal, 40(1), 18–29.

Resources: Collaboration in Curriculum Design

• PRINT
• Your assessment in this course depends on experiences you have in the area of collaboration and specifically collaboration in designing curriculum. You may find some of the resources below helpful.
  • Voogt, J., Laferriere, T., Breuleux, A., Itow, R. C., Hickey, D. T., & McKenney, S. E. (2015). Collaborative design as a form of professional development. Instructional Science, 43(2), 259–282.
  • Parker, C., Abel, Y., & Denisova, E. (2015). Urban elementary STEM initiative. School Science and Mathematics, 115(6), 292–301.
  • Smith, E. R., & Gill Lopez, P. (2016). Collaboration for a curriculum of caring: The Zeitgeist is right. Psychology in the Schools, 53(3), 270–285.
  • Thomas, C. N., Hassaram, B., Rieth, H. J., Raghavan, N. S., Kinzer, C. K., & Mulloy, A. M. (2012). The integrated curriculum project: Teacher change and student outcomes within a university–school professional development collaboration. Psychology in the Schools, 49(5), 444–464.