5Why change???In Catholic Education, we have prided ourselves on the success of our schools. Why change what we have?
6What has changed?The Church is not the trusted institution that it once was.Education has felt the impact of research.There has been an influx of technology.The way we assess students has changedThe economy has had a deep influence on educational availability.
7What remains the same? Education in Catholic Schools is faith-based. Students still need self-discipline and need to know how to read, write, solve problems and interact with others.Parents still look to the Church to partner with them in the education of their children.Society needs members who are well-educated and responsible and who have good values.
8What is our Mission?Catholic Schools form Catholic students to be full and practicing members of the Church, are centers of evangelization that call all to live fully the message of Jesus Christ, and are centers of academic excellence that rigorously prepare students to be life-long learners and contributing members of the global community
13Being a Role ModelYou are a “teacher” and as a teacher, you are a role model for all those whom you encounter.How do you model those qualities which you want others to reflect?
14We believethe goal of our Catholic Schools is to assist parents/guardians in preparing the next generation of practicing Catholics who are well educated in the Catholic faith and capable of leadership in creating a just and Gospel-centered society
15Active participation in the liturgical life of the Church is essential We need to give witness!!Sacramental PreparationEucharistic CelebrationsParish Prayer Celebrations
16the liturgical life of the Church? Who do YOU say that I am?Are you an active participant inthe liturgical life of the Church?
17Transformation The Catholic School. . . Must respond to the needs of the socially and economically disadvantaged.Must face the challenges of new forms of poverty:Those who lack any type of inspiring ideal;Those to whom no values are proposed;Those who do not know the beauty of faith;Those who come from families that are broken and incapable of love;Those who are living in situations of material and spiritual poverty;Those who are slaves to the new idols of society.--U.S. Catholic Bishops
18Create a Prayerful Environment-- Draw from a Rich Heritage of Prayer And so I come to my third suggestion: Draw from a rich heritage of prayer as you create a prayerful environment.Give faith-related activities a place of priority in the school’s every-day life.
20TEACHASJESUSTAUGHTWith this, I point to my final suggestion for enlivening the Catholic identity in your school.Jesus is the model for all teachers and the more we strive to Teach as Jesus Taught, the more our school community will reflect the center of faith it is intended to be.
21Foundations of faith A secular society What does the curriculum being taught in your school’s classrooms reflect?With this in mind, we need to ask ourselves the question, “What does. . .”We must also give an honest answer.Foundations of faithA secular society
22Jesus. . . The Perfect Teacher Knew his subject matter Was concerned about a person’s self image.Listened to others and adapted to His listeners.Taught in a practical, clear and incisive manner.Taught with authority and discipline.Was completely fair.Was prepared to teach.Used drill and review.Taught hard things by action, by hard questions.Used His natural talents.Had leadership. . .shared his lessonsTook time to rest, renew and restore Himself.The PerfectTeacherHow did Jesus teach?
23Jesus Taught in a Practical, Clear and Insightful Manner He used stories (parables) to teach.He knew what His learners were able to understand.He understood “learning styles” and “multiple intelligences.”How do you meet the learning styles and intelligences of your students?Do you make an effort to do this?
24Teaching As Jesus Taught What are the qualities you would like to have others remember you by?How can reflecting on the qualities of Jesus—the Perfect Teacher—help you to become a better person?The Written CurriculumIntegrate faith values into every aspect of the CurriculumKnowledge set in the context of faith becomes wisdom and life vision.In a Catholic School, the academic subjects do not present only knowledge to be attained, but also values to be acquired and truths to be discovered.
26Keeping Faith Values in the Curriculum The integration of faith and values throughout the curriculum helps students to understand the relationship that exists between faith and culture.For the Catholic School teacher this should be a way of thinking—How can this lesson be taught in the context of faith values?
27We believeour Catholic Schools are committed to academic excellence, fostering the intellectual development and growth of faculty and students as all embrace learning attitudes of the 21st century
29We believestudent learning in our Catholic Schools begins with a rigorous curriculum presented in a learning environment that supports high levels of student engagement where ever-evolving technologies and 21st century skills are integrated with information relevant to the present as well as the future
30The Millennial Generation must: Have strong academic skillsKnow how to learnCommunicate effectively, listen, write and speak wellThink critically, creatively, and solve problemsWork well in teams
31The Millennial Generation must: Possess self-esteem and motivationUnderstand how to obtain and use informationPossess the ability to evaluate self and othersFunction in multicultural, diverse settings
32CDOS 3(a) - universl foundation skils CAREERDEVELOPMENTSelf-knowledgeWho am I?Career explorationWhere am I going?Career PlanHow do I get there?INTEGRATEDLEARNINGWhat am I learning?Why am I learning it?How can I use it?knowledgeapplicationQuestionsstudentsshould be ableto answerFOUNDATION SKILLSWhat do I need to know?What skills areimportant for me”The dynamics of career development process aligns with the CDOS standardsCDOS 1- knowledgeCDOS 2 - ApplicationCDOS 3(a) - universl foundation skilsskills
33Rigor and Relevance Bloom’s Taxonomy Application Model Level of challenge of the learning for the studentApplication ModelRelevance of learning to life and work
34Rigor/Relevance Framework 1. Recall Knolwedge2. Comprehension3. Application4. Analysis5. Synthesis6. EvaluationC DA B
36Bloom’s Taxonomy Awareness Level Recall specific information list, arrange, tell, underline, identify, locateList the 4 P’s in the marketing mix.Comprehension LevelUnderstanding or interpretation of informationdefine, explain, calculate, rewordExplain how to apply varnish to a table.
37Bloom’s Taxonomy Application level Analysis Level Applying knowledge and understanding to a new situationsolve, operate, use, handle, applyUsing a ruler, determine the square footage of the floor in this classroom.Analysis LevelSeparate a complex idea into its componentscategorize, simplify, examine, inspect, surveyWhich Microsoft office application was used to create this presentation?
38Bloom’s Taxonomy Synthesis Level Evaluation Level Combining knowledge to form a new idea.create, build, generate, reorganizeWrite or tell a new story using the same characters.Evaluation LevelChoosing an alternative in making a decision.decide, classify, judge, prioritize, determineWhich salesperson provided the best customer service? Why?
39Rigor/Relevance Framework KNOWLEDGECDABA P P L I C A T I O N
40Application Model Knowledge Apply in Discipline Learning Knowledge, Attitude, or SkillsLearning how to use the InternetApply in DisciplineUsing the knowledge, attitude, or skills within the course curriculumSearching the Internet to find information to complete a class project
41Application Model Apply Across Disciplines Using the knowledge, attitude, or skills in all discipline curriculumsUse the skills learned in the Microsoft Office class to prepare humanities report and presentation.Apply to Predictable SituationsUsing information to analyze and solve real problems with predictable solutionsRead a recipe, measure and combine ingredients to make a decorated birthday cake.
42Application Model Apply to Unpredictable Situations Using information to analyze and solve real problems with unknown solutionsExample: Use a road map to figure out where you are and where you should go when lost on a trip from Rochester, New York to Jackson, Mississippi.
44We believeall students in our Catholic Schools need to be given frequent opportunities to think critically, work collaboratively, and make appropriate choices in an academic climate that allows for growth in each student’s ability to express learning in creative ways
45the forefront of quality and effective education. Today’s world calls for a greater leap in the changes required to keep atthe forefront of quality and effective education.
46Common Core StandardsThe Common Core State Standards (CCSS) provide a consistent, clear understanding of what students are expected to learnThe CCSS are robust and relevant to the real world, reflecting the knowledge and skills that students need for success in college and careersWe believe that the Common Core State Standards will help us to prepare our students to succeed in their personal and professional lives.
47The CCSS allow for the depth of understanding rather than the breadth of covering material The CCSS provide fewer standards- solving the problem of the over-crowded standards and curricula that began with the standards movement in the 1980s
48The CCSS were informed by nearly 10,000 public comments, by standards of other top performing countries, by educators, including teachers and chief school officers from across our countryThe CCSS have been adopted by 47 states
49The CCSS American competitiveness relies on a strong education system; one that adequately prepares students to compete successfully in a global economyThe CCSS provide benchmarks for all students regardless of where they live; a first-time movement in U.S. history
50The CCSS provide an opportunity for educators to work together, share best practices, and build a 21st century educational system for all students
51___Communications ___Creativity/Innovation CATEGORY: Expressions and Equations: M.8.B. – Work with radicals and integer exponents.Essential QuestionsWhat should I be able to answer?What guides my thinking?How do I work with very large and very small numbers?When am I going to use this?How is this idea going to help me with my thinking?When is scientific notation used and by whom, what careers?AssessmentWhat will I be expected to know, understand, and be able to do in order to demonstrate my learning?Students will explain what they heard during the lesson to another student, agree/disagree/discussExit Cards – periodically through the unitHomework check/board workSummative: Quiz of individual skills, test when all are complete/My Math Textbook Page- create a page with explanation and examples and problems on each skill listed aboveSkillsWhat skills do I need to have in order to answer the essential questions?1. Know and apply the properties of integer exponents to generate equivalent numerical expressions.2. Use square root and cube root symbols to represent solutions to equations of the form x2 = p and x3 = p, where p is a positive rational number. Evaluate square roots of small perfect squares and cube roots of small perfect cubes. Know that √2 is irrational.3. Use numbers expressed in the form of a single digit times an integer power of 10 to estimate very large or very small quantities, and to express how many times as much one is than the other.4. Perform operations with numbers expressed in scientific notation, including problems where both decimal and scientific notation are used. Use scientific notation and choose units of appropriate size for measurements of very large or very small quantities (e.g., use millimeters per year for seafloor spreading). Interpret scientific notation that has been generated by technology.ContentWhat content do I need to know in order to answer the essential questions?Mathematical representation to solve problemsRepresentation of mathematical situations using algebraic symbolsUnderstanding of the interconnection of mathematical ideas Formative: Find Someone Who…Review-Integration of LearningHow does this learning connect to my other areas (subjects) of learning?Science - examples-weights, distances, measurementEconomics – example – debt*Confer with science teacherTools for LearningWhich tools will I use that will assist me in my learning?Standard Specific tools and websites4 C’s tools and websitesNETS tools and websitesWhich 21st Century Skills are woven into this standard? ___Critical Thinking/Problem Solving ___Collaboration___Communications ___Creativity/InnovationWhat level of rigor will I be using? (A, C)________ What level of relevance will I be using?_________ (B,D)
52We believea safe, orderly and respectful learning environment is necessary for a quality, Catholic Education
53Transitioning to CCSSTransitioning to new standards, and more importantly the new assessments, will require vision, gaining commitment and consensus, planning, time, and increased instructional capacity that require teachers to teach with an expanded repertoire of skills.
55We believeour Catholic Schools embrace cultural diversity reflective of the world in which our students will live and work
56Reflecting on the mission Sharing the mission Do I give witness to the phrase from Scripture, “See how these Christians love one another?”How do I show respect for those with whom I share this ministry?Is this evident to my students? To others?
57Characteristics of Reflective Practitioners They routinely and purposefully deliberate or reflect on teaching.They are open-minded or freely question their own views and reactions to their teaching practices.They consider and accept the consequences of the decisions or changes they make in teaching style or learning environment.They are enthusiastic and eagerly focus their thinking on ways to improve their teaching.They become “students of teaching” by inquiring into the theory and practice related to teaching and learning, (Crukishank, Bainer and Metcalf, 1995)
59We believesupportive relationships enhance the learning capabilities of all of our students.
60RelationshipsThe classroom as a community forms the culture for the development of the whole person.Teachers and administrators who strive to create a learning community among themselves are far more effective in contributing to the needs of the students in the long run than a teacher’s isolated attempts. (Barth, 1988)
61There are many factors to consider in the creation of learning communities in Catholic Schools: Recognition of diverse learning styles;Positive discipline strategies;Physical arrangement of classrooms;Teacher-student and student-student relationships;
62In a learning Community. . . People feel like they are doing something important—personally and to the larger world.Every individual is somehow stretching, growing, or enhancing his/her capacity to create.Members acknowledge that they are more intelligent together than they are apart.People feel free to inquire about each other’s assumptions and biases.People feel free to experiment, to take risks and openly assess the results.No one is demoralized for making a mistake. (Shimabukuro, 2007)
63From a Catholic School perspective, the pedagogical challenge lies in translating Gospel values into classroom practices in the attempt to build on the strengths, interests and needs of the learner. (Shimabukuro, 2007)
64The other “R”s Responsibility Respect Reinforcement Renewal Remembrance
66Catholic Education“It is very dangerous to go into eternity with possibilities which one has oneself preventedfrom becoming realities.A possibility is a hint from God. One must follow it.”--Soren Kierkegaard