Curriculum Administrator, K-12

The Curriculum Administrator concentration is designed for instructional leaders who direct the curriculum, instruction, and assessment activities of a school, school district or administrative unit.

The program of study addresses the role of the curriculum administrator as a district leader who is charged with the responsibilities of planning, implementing, and evaluating educational programs that are relevant and responsive to the needs of learners. Coursework addresses the competencies required of the curriculum administrator as collaborative leader, decision-maker, consultant, and specialist in advising administrators, teachers, the community, and other professional personnel on the research and best practices in curriculum development, instruction, and assessment of student learning.

Candidates for the Curriculum Administrator program must have at least three years of experience as a K–12 educator and hold at least a master’s degree in curriculum and instruction, or in education, with additional coursework in the areas of curriculum, instruction, and assessment.

Candidates will participate in coursework and field experiences and construct a portfolio based on the standards for certification to demonstrate their skills, competencies, and knowledge before completing the program for certification endorsement.

Certification-only Option: Students would complete the Curriculum Administrator component listed below along with either AD5700 School Law or SE 5300 Special Education Law, and the EP 7830 Practicum for a total of 18 credits.

Use the Course Planning Matrix to see when Educational Leadership courses will be offered.

Curriculum Requirements

  • CAGS Core Component – 15 credits
  • 3
    In this course, students will explore major concepts related to developing partnerships and communities of learners. Course topics include the change process, forms of school and community governance, school culture, the concept of collaboration, and agencies and organizations involved in community programs and initiatives. Special attention is focused on planning and implementing system-wide and building-level networks. Students will develop and evaluate a framework for collaboration and demonstrate systems thinking. Typically the first course completed in the CAGS program.
  • 3
    The purpose of this course is to develop effective collaborative planners. This course presents the major stages in the process of developing a strategic plan, including forming a mission statement, crafting and implementing the plan, and evaluating plan performance. It provides a theoretical and practical overview of the skills, strategies, and resources required through each stage of the systemic planning process. (Prerequisite: EP 7020).
  • 3
    This course addresses qualitative research methodologies with a particular emphasis on constructing grounded theory. Candidates will engage in the process, design, and critique of qualitative inquiry and research. Organizational and community issues will be explored and discovered through the analysis of patterns of beliefs, attitudes, and behaviors within interpersonal and intercultural contexts. The course includes theory and practice related to initiating an inquiry; gathering, recording and analyzing data; and evaluating a study. (Prerequisites: Eligibility for CAGS level coursework, and a graduate level course in research design).
  • 3
    This course presents a discussion of ways institutions and their communities must deal with the legal and political environment in which they exist. Topics include current legal issues and how the stakeholders in society can use the law as a tool for social change. Institutions must advocate for positive change through the development of thoughtful legal policies and practices. Prerequisite: AD 5700 or SE 5300.
  • 3
    Contemporary social, economical, political, and educational issues are the core of the course. They are identified in a forum that provides opportunities for the students to research current methodology together to address problems that relate to the specific roles of the course participants in their work inside or outside of the educational field. Working collaboratively, course candidates explore short-range and long range problem-solving strategies directed toward increasing their awareness of community perception and expectations, techniques for facilitating institutional change, and responding to the nature and culture of internal and external political systems and environments as they apply to their work sites. Prerequsite: EP 7020.
  • Curriculum Administration Component – 9 credits
  • 3
    Major functions concerning the supervision of staff in a school setting including the selection, orientation, and development of staff members will be covered. Theories and techniques for promoting a positive school climate will be explored and applied. Alternative approaches to assessing and enhancing a staff's instructional competence will be examined. Prerequisite: AD 5010 or EP 7020.
  • 3
    The development of school budgets that support the planning processes within a school setting will be covered. Other relevant topics will include cost effectiveness, revenue sources, communication with the public, capital projects, state and federal programs, using the budget to promote excellence in the schools, and principles and practices in collective bargaining. Prerequisite: AD 5010 or EP 7020.
  • 3
  • Capstone Experience – 6 credits
  • 6
    This course is designed as the culminating field experience for enrolled advanced graduate students seeking New Hampshire Department of Education (NHDOE) Certification as a K-12 Curriculum Administrator. The Practicum is a performance-based analysis of the role of the K-12 Curriculum Administrator in practice with emphasis on changes in society and schools as well as with reference to job responsibilities of the position - the art and science of school system leadership. Students enrolling in the practicum are expected to spend time interacting with a practicing curriculum administrator and completing a practicum project to fulfill requirements meeting state certification. Practicum readings and activities are designed to provide experiences relevant to building a required certification portfolio that demonstrates formal knowledge of executive leadership and management, dispositions (using that knowledge to reflect on experiences), and performances (school-based applications) as described in the Interstate School Leaders Licensure Consortium (ISLLC) Standards for School Leaders and New Hampshire Education Standards for Curriculum Administrator. Pre-requisites: Completion of required Curriculum Administrator coursework and permission of instructor.
  • Total for CAGS in Educational Leadership, Curriculum Administrator, K-12 Certification Concentration* – 33 credits

*To be eligible for certification, students must complete EP 7830. Those who complete EP 7850 (3 credits) and an additional elective (3 credits) will not be eligible for certification.

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