Stages of Curriculum Reform
10
Curriculum Reform at Beaver Country Day School, 1994-present Five Stages of Change Peter Gow NAIS 2001
description
An older presentation from the NAIS annual conference detailing the process of curriculum reform at one independent school.
Transcript of Stages of Curriculum Reform
Curriculum Reform at Beaver Country Day
School, 1994-presentFive Stages of Change
Peter GowNAIS 2001
Stages of Curriculum Reform/Gow/NAIS 2001
1985–92: Mission Drift
• School loses old “progressive” identity
• Significant enrollment decline
• Program development based on marketing, not mission
Stages of Curriculum Reform/Gow/NAIS 2001
1992–94: Early Days
• Small-scale but open-ended review process begins
• New urge to adhere to understood mission as student-centered institution
• Some “guiding lights” appear: Clem & Vance on change, Wiggins on assessment; “core values” discussions
Stages of Curriculum Reform/Gow/NAIS 2001
Early Days—cont’d
• Curriculum Committee of “true believers” formed
• Professional days introduce concepts of authentic assessment, planning backward, portfolios
• Technology and Diversity groups discuss curriculum
Stages of Curriculum Reform/Gow/NAIS 2001
Change in Earnest—1994–97
• Curriculum Committee now a standing body• Curriculum Map leads to interdisciplinary program (largely project-based)
• Rubrics appear in many classrooms• Professional development focuses on assessment and curriculum development
• Schedule Committee formed after need identified
• New mission statement explicit on curriculum:
Stages of Curriculum Reform/Gow/NAIS 2001
…teachers inspire students to realize their potential and acquire a love of learning by
combining both innovative and proven approaches to learning and teaching…
ValuesLearning and Teaching
•Cooperative and collaborative learning and teaching produce active, engaged thinkers
and communicators.•Project-based and performance-based
assessment supports multiple-intelligence learning.
•An interdisciplinary framework for instruction broadens understanding.
•A dynamic and information-rich environment strengthens our curriculum.
Stages of Curriculum Reform/Gow/NAIS 2001
Major Changes—1997–99
• Sept ’97: new schedule proposed and accepted
• ’97-98: Professional development focuses on preparing faculty to use new schedule—pedagogy and curriculum design
• Sept. ’98: new schedule in effect; new interdisciplinary courses created
• Review of Middle School program begins• New strategic plan addresses PROGRESSIVE curriculum goals
Stages of Curriculum Reform/Gow/NAIS 2001
Strategic Thinking—1999–2001
• Academic Dean position created. Curriculum Committee laid down, replaced by smaller planning body with greater responsibility, authority
• Increasing cross-pollination between “curriculum” development and diversity work
• School defines and markets self as “progressive”; definitions developed for “Progressive Education” and “Effective Teaching”
Stages of Curriculum Reform/Gow/NAIS 2001
Strategic Thinking—cont’d
• New evaluation process in development• All new faculty take “Progressive Ed 101”
• Ad hoc groups identify annual strategic goals, implementation strategies
• New administrative structures developed to better achieve strategic and management goals
Stages of Curriculum Reform/Gow/NAIS 2001
PROGRESSIVE EDUCATION AT
BEAVER IS:
EFFECTIVE TEACHING AT BEAVER IS:
PROFESSIONAL DEVELOPMENT
CURRICULUM DESIGN
PROFESSIONAL EVALUATION
VALUES AND COMMUNITY
MISSION
STRATEGIC PLAN
PEDAGOGY
PROGRAM EVALUATION
"SUPPORT FOR ALL STUDENTS"
IS:
