Agenda

Curriculum DayJanuary 5th, 2009Master Classroom

Academic Resource CenterNew Hampton, New Hampshire USA

Agenda8-9 Jamie: Coaches Recruitment Seminar9-9:15 Mentor Program Update9:15-10:15 Curriculum Update

Review of Academic Year Goals and Curriculum TimelineClarification of Roles (GCC and Director of Studies)Explanation of Curricular DirectionFOL next check stepRole of IB in Curriculum

10:15-11:15 Break out groups to discuss best examples of current curriculum11:15-11:45 Next Step: new courses, new course submission form, new names11:45-12:00 Debrief and plan for after lunch 12-1 Lunch 1-1:30 Hans EL explanation on SophX and JUA1:30-4 Department Curriculum Time and Location

• English: Harvey House• World Language: Lane 102• Art: Art Room• Math: HOF• Science: MES 206• History: ARC 302A• ASP: Reading Room then Gordon House

Guiding questions for the day

• Who is responsible for the curriculum?• Why is it being done?• How is it being done?• What is expected of me as a teacher today?

Sir Ken Robinson“The Role of Education Today” TED TALKS.com

Similarities of Roles Director of Studies

• Reports directly to Head of School

• Classroom teaching evaluation• Coordination of academic

professional development• Co-Chairs Committee of

Academic Department Heads

*The Director of Studies also teaches one class.

Global Curriculum Coordinator• Reports directly to Head of

School• Classroom teaching evaluation• Coordination of academic

professional development• Co-Chairs Committee of Academic

Department Heads *The Curriculum Coordinator also

teaches one class.

Differences of RolesDirector of Studies

• Oversight of academic office and staff• Participation in faculty hiring • Oversight of academic scheduling –

teachers, courses and classrooms• Oversight of grade reporting and

transcripts • Oversight of communication with

families regarding all academic matters• Oversight of and collaboration with the

Academic Support Program• Collaboration with the Office of School

Life• Coordination of academic orientation

for new faculty• Standing member on the Admissions

Committee

Global Curriculum Coordinator• Lead role in additions, deletions or

changes to courses. Maintains the integrity of courses and the curriculum

• Collects and forwards a syllabus/course outline from each faculty member

• Monitors assessment in individual courses

• Supervises textbook selection for each course in discipline areas

• Research and create globally relevant exchange opportunities

• IB Curriculum Coordinator

Global Curriculum Coordinator

Global Curriculum Coordinator

Global Curriculum Coordinator

Global Curriculum Coordinator

Global Curriculum Coordinator

21st Century Education

21st Century Education • Only 37% of young Americans can find Iraq on a map

—though U.S. troops have been there since 2003.• 6 in 10 young Americans don't speak a foreign

language fluently.• 20% of young Americans think Sudan is in Asia. • 48% of young Americans believe the majority

population in India is Muslim. • Half of young Americans can't find New York on a

map. *New York City-based Roper Public Affairs conducted the survey for the National Geographic Society. In total, Roper carried

out 510 interviews between December 17, 2005, and January 20, 2006.

21st Century Education These results suggest that young people in the

United States—the most recent graduates of our educational system—are unprepared for an increasingly global future. Far too many lack even the most basic skills for navigating the international economy or understanding the relationships among people and places that provide critical context for world events.

Based on information from New York City-based Roper Public Affairs conducted the survey for the National Geographic Society. In total, Roper carried out 510 interviews between December 17, 2005, and January 20, 2006.

21st Century Education

Twenty-first century independent schools must prepare students to be knowledgeable, compassionate citizens and effective leaders within a rapidly transforming world.

This objective requires an understanding of one’s own culture while extending well beyond the boundary of the nation where the instruction occurs.

J.J. Abrams“Mystery Boxes” TED Talks.com

NHS Curricular DirectionIntentional Pedagogy

21st Century Skills Continuum

Globally Relevant Curriculum

Pedagogy

Differentiation

Increasingly

Self-directed

Experiential

Learning

Inquiry

based

Instruction

Cooperative

Learning

Student-

Centered

Multi-Modal

New

Hampton

School

Foundations of Learning

John Turner Academic Dean Severne School

6th -12th 600 studentsSevern Park, MD

Foundations of LearningJennifer and Dan – It was nice that Julia and I were able to speak to the two of you yesterday regarding the Foundations of Learning Program at

New Hampton. I was a bit surprised to look at my watch at the end of the conversation, finding that we had spoken for 45 minutes when it seemed like half of that. It must be true what they say: time certainly flies when you’re talking about curriculum development and implementation!

As one who is leading a faculty task force on 21st Century Learning here at Severn school, I truly value not only your products –

The Foundations of Learning model and the Curriculum Guide – but also the process that developed them. It is clear that your work presents a united approach to teaching and learning at New Hampton, and the Curriculum Guide offers quite a statement. One can clearly see the progression from the school’s mission to its core values to its learning outcomes to its course offerings. If I were a prospective parent considering New Hampton, I would be impressed by the guide as a whole but also by the statement it makes about how the school understands the learning process and how the program will work for the benefit of my child.

Not that you need my endorsement – for the Foundations of Learning model should offer pride that far outweighs what I could

contribute – but I applaud your efforts and look forward to sharing your work and your thoughts with my team and the faculty here at Severn School. It will surely serve as touchstone of conversation as we, too, look to set the course for the coming years. Well done, and I hope your faculty conversation on Wednesday continues the great work at hand.

Thanks, and I look forward to continuing the discussion. John Turner Academic Dean Severn School

Foundations of LearningRight Skillsin the Right Places

Globally Relevant Curriculum

Globally Relevantcourses should:

• Present diversity• Bridge differences• Build world understanding• Model respect• Seek global partnerships• Be progressive• Be integrated

Progressive education

Progressiveeducation should:

• Use technology• Have student centered learning activities• Be inquiry based • Foster international-mindedness • Incorporate sustainability• Makes students feel excited, engaged, and

intellectually curious

Integrated education

Integratededucation should:

• Use Foundations of Learning• Encourage collaboration • Create interdisciplinary projects • Deliver multi-modal teaching styles

ENGLISH HISTORYWORLDLANGUAGE ARTSSCIENCEMATH

ENGLISH

ENGLISH

ENGLISH MATH

MATH

SCIENCE

SCIENCE

WORLDLANGUAGE HISTORY

HISTORY

ELECTIVE

ELECTIVE

HEALTH

NHS Curriculum

ENGLISH HISTORYWORLDLANGUAGE ARTSSCIENCEMATH

ENGLISH

ENGLISH

ENGLISH MATH

MATH

SCIENCE

SCIENCE

WORLDLANGUAGE HISTORY

HISTORY

COURSE OPTION

COURSE OPTION

HEALTH /OPTION

COURSE OPTION

COURSE OPTION

COURSE OPTION

COURSE OPTION

COURSE OPTION

NHS Curriculum

Role of the IB at NHS

The International Baccalaureate aims to develop inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect.

New Hampton School prepares students for life-long learning through self-discovery, authentic relationships, civic responsibility, and global citizenship.

New Hampton School will be a nationally recognized innovator, known for our globally oriented program that nurtures creative, compassionate students who are empowered to make a difference in the world.

Number of DP Schools: 1770

IB North America751

IB Latin America209

IB Africa, Europe& the Middle East

570

IB Asia Pacific240

Role of the IB

122 Canadian Schools in 9 provinces

617 US Schools in 45 States

12 Schools in Bermuda, Dominican Republic, Curaçao, Cuba, Netherlands Antilles & the Bahamas

1,770 Diploma Program schools in 128 countries

Diploma Program in North America: 751 Schools

Role of the IBIB courses promote the cross-cultural dimension of the school’s curriculum,

with internationally recognized standards, and differentiated assessment.

The following are some examples:

• In the literature course (A1) students must study works originally written in a language different from the one being followed for their course.

• In second-language courses (language B) the language should be studied in a strong cultural and practical setting.

• The history course includes a compulsory section on world history.

• In the music course, students must carry out an investigation into the relationship between two musical genres from different cultures.

ENGLISH HISTORYWORLDLANGUAGE ARTSSCIENCEMATH

ENGLISH

ENGLISH

ENGLISH MATH

MATH

SCIENCE

SCIENCE

WORLDLANGUAGE HISTORY

HISTORY

ARTS

COURSE OPTION

HEALTH /OPTION

IBELECTIVE

COURSE OPTION

IBELECTIVE

COURSE OPTION

IBELECTIVE

Revised Curriculum IB Electives

ENGLISH HISTORYWORLDLANGUAGE ARTSSCIENCEMATH

IBENGLISH

IBENGLISH

ENGLISH MATH

MATH

SCIENCE

IBSCIENCE

WORLDLANGUAGE HISTORY

IBHISTORY

ARTS

IB MATH COURSE OPTION

IBWORLD

LANGUAGE

IBWORLD

LANGUAGE

IBHISTORY

COURSE OPTION

IB ARTS

Revised Curriculum IB Diploma Program

Role of Exchanges

Shibei Senior High SchoolWuxi, China

Role of Exchanges:Wuxi, China

2 Week Exchanges:

5-7 Chinese Students2-3 Chinese Teachers in May

5-7 NHS Students2-3 NHS Teachersin October

Role of Exchanges:China

Role of Exchanges:China

Role of Exchanges:China

NHS Curricular Opportunities

NHS Curricular DirectionGlobal Educational Opportunities

• International Exchanges Opportunities– China, Brazil, India

• Additional Curricular Options– Courses abroad: languages, science, history

• Related Courses– IB courses, Comparative World Cultures, World Lit.

• Faculty Exchanges• Guest Speakers on global issues

Academic Office and Department Heads

Year Goals

• Implement FOL• Determine Global Relevancy• Review and Evaluate Current Curriculum• Complete IB Application Process

Global Curriculum Timeline

First Year (Study Year)• Review best practices/current research/sample

materials• Define global relevancy • Review present curriculum• Evaluate present curriculum • Determine set of courses based on global

relevancy

Agenda8-9 Jamie: Coaches Recruitment Seminar9-9:15 Mentor Program Update9:15-10:15 Curriculum Update

Review of Academic Year Goals and Curriculum TimelineClarification of Roles (GCC and Director of Studies)Explanation of Curricular DirectionFOL next check stepRole of IB in Curriculum

10:15-11:15 Break out groups to discuss best examples of current curriculum11:15-11:45 Next Step: new courses, new course submission form, new names11:45-12:00 Debrief and plan for after lunch 12-1 Lunch 1-1:30 Hans EL explanation on SophX and JUA1:30-4 Department Curriculum Time and Location

• English: Harvey House• World Language: Lane 102• Art: Art Room• Math: HOF• Science: MES 206• History: ARC 302A• ASP: Reading Room then Gordon House

Group Discussion

• Each group member, shares two examples of an assignment or activity they currently teach that they are the most proud of

• Please record examples (electronically if possible)• One representative from each group will share

two or three examples out to all faculty

Curriculum Day Groups

Next Step for Curriculum

Department Curriculum Time

Topics to be discussion include:–make suggestions on more mission

compatible courses (see form)–make suggestions on course sequence –make suggestion new course names for

existing courses

ENGLISH HISTORYWORLDLANGUAGE ARTSSCIENCEMATH

ENGLISH

ENGLISH

ENGLISH MATH

MATH

SCIENCE

SCIENCE

WORLDLANGUAGE HISTORY

HISTORY

COURSE OPTION

COURSE OPTION

HEALTH /OPTION

COURSE OPTION

COURSE OPTION

COURSE OPTION

COURSE OPTION

COURSE OPTION

NHS Curriculum Revised Curriculum

ENGLISH HISTORYWORLDLANGUAGE ARTSSCIENCEMATH

IBENGLISH

IBENGLISH

ENGLISH MATH

MATH

SCIENCE

IBSCIENCE

WORLDLANGUAGE HISTORY

IBHISTORY

ARTS

IB MATH COURSE OPTION

IBWORLD

LANGUAGE

IBWORLD

LANGUAGE

IBHISTORY

COURSE OPTION

IB ARTS

Revised Curriculum IB Diploma Program

Agenda 12-1 Lunch 1-1:30 Hans EL explanation of SophX and JUA1:30-4 Department Curriculum Time and Location

• English: Harvey House• World Language: Lane 102• Art: Art Room• Math: HOF• Science: MES 206• History: ARC 302A• ASP: Reading Room then Gordon House

Appendix

• 21st Century Education (December 2008)• Job descriptions• Global relevancy descriptors• Progressive descriptors• Integrated descriptors• Global Curriculum Timeline

What is a 21st Century Education?

“The most prominent advocates of 21st-century education all stress the importance of learning essential content by way of authentic intellectual skills. These advocates’ documents invariably contain the terms critical thinking and problem solving. They emphasize the ability to argue, analyze others’ arguments, conduct research, and acquire such ‘habits of the mind’ as the ability to invent or synthesize information. Literacy—the ability to read, write, and make effective presentations—is central.”

(Berliner & Biddle, 1995, Kay & Houlihan, 2006; Pearlman, 2006) as found in Educational Leadership Dec. 2008

Roles?

Role of the Global Curriculum Coordinator

Role of the Director of Studies

Reporting to the Head of School and working in partnership with the Director of Studies, the Global Curriculum Coordinator oversees the curriculum development and scope and sequence of individual courses as well as the research, design, and implementation of the core curriculum.

Reporting directly to the Head of School and serving on the Program Team, the Director of Studies oversees the development and administration of the academic program, which includes educational philosophy and pedagogy.

Who: Academic OfficeDirector of Studies

• Classroom teaching evaluation• Coordination of Academic professional

development• Co-Chairs Committee of Academic Department

Heads• Oversight of academic office and staff• Participation in faculty hiring • Oversight of academic scheduling – teachers,

courses and classrooms• Oversight of grade reporting and transcripts • Oversight of communication with families regarding

all academic matters• Oversight of and collaboration with the Academic

Support Program• Collaboration with the Office of School Life• Coordination of academic orientation for new

faculty• Standing member on the Admissions Committee

*The Director of Studies also teaches one class.

Global Curriculum Coordinator• Research and design innovative curricula for each academic

content area to contemporize both content, skills and approaches used.*Collaborate with the Director of Studies and Academic Departments to critique and revise course sequencing and offerings that manifest research findings.*Ensure the delivery of fundamental academic skills necessary to develop citizens for the 21st century.

• Collects and forwards a syllabus/course outline from each faculty member.

• Lead role in additions, deletions or changes to courses. Maintains the integrity of courses and the curriculum.

• Monitors assessment in individual courses.• Supervises textbook selection for each course in discipline

areas, interacting with the bookstore and faculty as needed.• Research and create globally relevant exchange opportunities.

• IB Curriculum Coordinator. • Classroom teaching evaluation.• Coordination of academic professional development.• Co-Chairs Committee of Academic Department Heads.• Oversight of and collaboration with Experiential Learning

Program.• Present the global curriculum at national conferences to

recognize the program’s strength, viability, and importance. *The Curriculum Coordinator also teaches one class.

Globally RelevantCourses should:

• Present a view of the world that invites and rewards curiosity concerning the richness and diversity of all human societies and encourages respect for all people

• Help students recognize how differing cultures, traditions, histories, and religions may underlie views and values that can sharply contrast with their own

Globally RelevantCourses should:

• Use resources and activities in support of instruction that can help carry learning in the direction of world understanding

• Model respect for all people and cultures and address constructively instances of bias or disdain for nationalities, cultures, or religions outside of their own

Globally RelevantCourses should:

• Seek partnerships and networking beyond NHS that allow students to have experiences that help promote global awareness and problem-solving for our students

Progressiveeducation should:

• Use technology as a teaching resource• Have student centered learning activities, inside

and outside of the classroom• Be inquiry based • Foster international-mindedness • Incorporate sustainability• Create educational opportunities that makes

students feel excited, engaged, and intellectually curious

Integratededucation should:

• Use Foundations of Learning in classroom assignments and assessments

• Include hands-on, interactive projects that encourage collaboration (experiential learning)

• Create projects that enable students to understand the interdisciplinary nature of knowledge

• Collaborate within departments and between departments

• Deliver multi-modal teaching styles

Global Curriculum Timeline

First Year (Study Year)Review best practices/current research/sample materialsDefine global relevancy Review present curriculumEvaluate present curriculum Determine set of courses based on global relevancy Second Year (Development Year)Continue to collect and review sample materialIncorporate globally relevant conceptsRe-evaluate curriculumInitiate new coursesBegin drafting revised or new curriculum documents Third Year (Implementation Year)Implement new curriculum and resource materials Provide appropriate staff development support Develop appreciate school-wide assessments to show student progress Teachers develop classroom units that are aligned to the new curriculum and resource materials (ongoing revision/upgrading of units until next adoption)