Download - 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


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


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


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:


…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.


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


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”


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


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: