+ Priory Curriculum & Instruction Faculty Inservice, August 2014

+ Priory Curriculum & Instruction What is Crystal’s Role? A supportive, collaborative partner A resource and sounding board, especially around backwards planning and authentic assessment Interested in working and learning with you on growing as an educator An “evaluator” An expert; I, too, am always learning how to improve my craft! Interested in telling you what to do. I am…I am NOT…

+ The vision What are we trying to achieve here as a faculty, and why?

+ Priory Curriculum & Instruction Faculty Essential Questions What enduring understandings do I want students to take away from my courses, and why? How will these understandings shape students into human beings who embody Priory’s Benedictine values and Student Graduate Outcomes? How can I design course goals, authentic assessments, and learning experiences that foster students’ critical thinking, creativity, communication, collaboration, and resilience? How can I continue to evolve my teaching practice in the context of curriculum and instruction?

+ Priory Curriculum & Instruction Faculty Enduring Understandings By making our thinking visible and curricular goals transparent, we can increase instructional effectiveness, strengthen collaboration with colleagues, and maximize students’ emotional engagement and intrinsic motivation.

+ Priory Curriculum & Instruction Faculty Enduring Understandings The backwards design model is a vehicle that enables teachers to create purposeful, relevant, and meaningful learning experiences aimed to develop students’ critical thinking, creativity, collaboration, communication, and resilience.

+ Priory Curriculum & Instruction Faculty Enduring Understandings An authentic assessment involves a real-world task that challenges students to demonstrate deep, multi-faceted understanding of essential knowledge and skills in a meaningful context.

+ Priory Curriculum & Instruction Faculty Enduring Understandings An integrated, interdisciplinary curriculum facilitates students’ retention and transfer of learning across subject areas into meaningful, real- world contexts.

+ Priory Curriculum & Instruction Faculty Enduring Understandings Educators of ALL experience levels can enhance student learning through on- going discussion of research-based best practices in context of a school-wide vision.

+ Priory Curriculum & Instruction Outcomes: All Faculty Members Will… Identify and work towards specific, measurable goals in the context of curriculum and instruction. Each faculty member’s MFE/Priory Personalized Educator Plan will function as an instrument for self- directed learning and for professional accountability. Receive specific, meaningful feedback on their MFE/PPEP goals around curriculum and instruction. Articulate and justify Enduring Understandings for their courses and units of instruction—the “why” of what they teach—to colleagues, students, and parents. Use the backwards design model to plan curriculum. Design and implement authentic assessments for each course they teach. Participate in Professional Learning Communities to analyze, evaluate, give and receive feedback, and revise curriculum/instruction through the lens of Priory’s SGO’s.

+ Evidence & Accountability What performance tasks will show that we—as a faculty– are planning and teaching in service of Priory’s Student Graduate Outcomes?

+ Priory Curriculum & Instruction Evidence of Faculty Understanding Individualized Goals + Evidence (MFE/Personalized Educator Plan) Museum “Exhibit” for each course you teach ( replaces curriculum maps! ) Teacher observations and debrief conversations Professional Learning Community (PLC) collaboration notes Informal lunch/break conversations Summative AssessmentsFormative Assessments

+ Authentic Assessment: The Museum “Exhibit” Audience: Priory students, parents, faculty, admin Purpose: To provide a snapshot of what learning looks like in each course (the “what”) To communicate the significance and relevance of our courses to students’ overarching educational experience (the “why”) To demonstrate teacher understanding of backwards design, authentic assessment, and the SGO’s (the “how”) Benefits: Compels teachers to think deeply about learning goals, and requires us to make these goals transparent and digestible for the public Facilitates teacher intra- & inter- disciplinary collaboration Builds evidence for WASC

+ Authentic Assessment: The Museum “Exhibit” Museum “Exhibit” Page for each course will include: Course EU’s: What big ideas do I want students to understand? Course EQ’s: What questions will students keep considering throughout and beyond this course? Evidence of student learning: How will I know when students understand? SGO transfer: How will the objectives of this course build students’ 4C’s & R? A list of instructional units, with unit title, EU’s/EQ’s, and major assessments [department discretion] Prototypes Remember, our purpose is the same, but our products might look different. Process vs. Product

+ The Action plan What sequence of learning experiences will equip us to engage with, develop, and demonstrate the desired understandings? To effectively plan and teach in service of the SGO’s?

+ Priory Curriculum & Instruction The Action Plan C&I with Innovation Team- Provide PD trainings on evaluating, innovating, and revising curriculum & instruction through lens of SGO’s; guide PLC time C&I Focus within Departments- Review curriculum, analyze student work, align vertical articulation w/ SGO’s Observations- observe teachers in every department, providing feedback and support around PPEP/MFE goals + BP & AA Resources- create archive of excellent units, assessments, etc. Faculty Meeting Share-outs: share testimonials on backwards planning and authentic assessment experiences, works-in-progress, etc. (optional~ sign up today!)

+ Setting Professional Goals Meaningful Faculty Evaluation + Priory Personalized Educator Plan = Setting and Pursuing Smart Professional Goals

+ Setting Professional Goals: Priory Personalized Educator Plan (PPEP/MFE) WHAT *will “MFE” look like this year? Self-assessment of curriculum & instruction Individually articulated goals & action plan WHY an MFE around C&I this year? To align our planning/teaching focus around SGO’s and streamline MFE with Innovation PD To differentiate for diverse faculty needs and interests HOW will we go about setting appropriate and exciting goals? C&I continuum Meeting w/ MFE advisor OR Dept head

+ PPEP/MFE Tool: The C&I Continuum Larger Purpose of the Continuum? Teaching “Standards” in the Continuum 1. Content Content knowledge Pedagogical content knowledge 2. Curriculum Backwards planning Interdisciplinary teaching Differentiation 3. Assessment Formative assessment Authentic assessment 4. Instruction Execution of lessons & curriculum Classroom management

+ Drafting your PPEP/MFE 1. Reflection and self-assessment using C&I continuum 2. Describe individual goals (what you want to achieve by end of the year), development focus (skills and knowledge focus), and action steps (what you will actually do to get to your goal) 3. Meet with MFE person OR Department Head to finalize PPEP. (end of September) 4. final PPEP to Crystal so she can support you throughout the year.