3. Profile of the ideal Randolph faculty member: Willingness to change and learn Flexibility Self-reflection Rigor Collaborating within disciplines and grades Sharing ideas and suggestions, knowledge of kids Caring about students; understanding the whole child Support from other faculty and staff Strong knowledge base for your discipline Life-long learner Adapting to and embracing change Creative

4. Prior interdisciplinary experiences 7 th Grade Geography—inquiry semester of culture, geography, and literature (this year) 6 th Grade—ancient civilizations, language arts and history (this year) Involving other teachers, sometimes not involving other teachers; scheduling is the biggest obstacle Jigsaw projects, resources pulled from many areas of the library, fitting together in several classes No one wants to give up their stuff. Using graph skills from math class in science experiments History of math Plan a trip to Beijing with a budget Benefits: Builds bridges between subjects Relevance to real life Shows that all subjects work together Differentiated learning—science might be the hook for a history lesson

5. How does interdisciplinary education fit into our school’s mission statement? Seeking Truth : Building Character : Nurturing All Randolph School provides a rigorous and well-rounded K-12 college preparatory education within a nurturing community. Through a commitment to excellence in academics, the arts, and athletics, the School’s program and its faculty demand diligence and discipline while encouraging creativity and discovery. Above all, the School emphasizes honor, integrity, and character so that all in partnership with Randolph are elevated and inspired to enrich their families, communities, the nation, and the world.

6. How does interdisciplinary education fit into our school’s mission statement?

7. What questions should we attempt to answer this year? What hinders further I-D learning at Randolph? Schedule Physical spaces Resources—one book set; lack of age-appropriate technology; two grade levels can’t research at the same time Resistance to change Turf wars/habitual planning—”Who’s driving the car?” The students? Student leadership? Student needs? Student interest? Time Control or guiding? Parent expectations; education? Grading? Rethink assessment. How? Why? Should it only be evidence of learning?

8. How do we set a good example? Highlight what we are doing—student reactions Create a clear, concise definition with multiple examples Wayside teaching Doesn’t have to be a huge project Combining age levels Create a “Big Idea” for each grade level each year? Three Cups of Tea? Communicate Atlas What questions should we attempt to answer this year? What other goals should we set for the year?

9. Think through answers for our questions. Other goals? When and where will we meet? (off campus?) October after Fall Break Visit each other’s classes? Email a copy of your schedule to everyone in the group If you have a lesson that might connect with someone else in the group, please share. Try to finish your unit calendars in Atlas ASAP, so we can connect with one another.