Curriculum Development in Taipei American School

1
Curriculum Development in Taipei American School

• Lung-Sheng Lee
• President, National United University
• President, Association for Curriculum
  and Instruction Taiwan

2

• Q Must a student hold a valid foreign passport
  and visa to enter the school?
• A Yes. This is required by both the ROC
  government and TAS admission policy. No
  exceptions are made

3
(No Transcript)
4
(No Transcript)
5
Middle School

• TAS middle school is built upon the natural
  enthusiasm of its students. It offers a program
  that expands all students horizons. Our
  interdisciplinary units challenge students to
  make the critical links between subject areas. A
  system of block scheduling allows students to
  maximize their individual contact with teachers
  and permits time for in-dept.

6

• Our middle school offers students new challenges
  through a variety of innovative programs.
  Students attend Camp Taiwan for one week each
  year, engaging in an adventure in learning that
  is held at different sites around Taiwan. The
  Explorations program further offers a mix of
  class electives throughout the year through novel
  subject areas such as pioneering, web design, and
  martial arts.

7

• Overall, TAS builds a close-knit community of
  learners. Each day, middle school teachers meet
  after classes to plan their interdisciplinary
  units, discuss student needs, and support ongoing
  instructional excellence. We want our students to
  benefit from individualized instruction, and our
  faculty is attuned to the unique developmental
  needs of all students. At the end of the day, we
  want our student to have thoroughly enjoyed the
  learning process and to be proud of their hard
  work.

8
Superintendent Mark UlferssPresentation
9
(No Transcript)
10
(No Transcript)
11
(No Transcript)
12
(No Transcript)
13
(No Transcript)
14
(No Transcript)
15
(No Transcript)
16
(No Transcript)
17
Introduction
18
Teach for Understanding

• Our goal is to align curriculum, instruction, and
  assessment so that our students are able to
  appropriately transfer their learning of facts,
  concepts, and skills into new and vital
  situations.

19
Curriculum

• The term is commonly conceived as a written plan
  for learning.
• Our conception of the term includes aspects
  beyond the written the taught, the learned, the
  assessed, and the resourced to name a few.
• Our written curriculum consists of discrete
  units, each of which encompasses specific
  learning goals, instructional and assessment
  strategies, and the incorporation of the school
  core values, technology, and literacy.

20
Learning Goals

• Primarily articulated through subject-specific
  K-12 standards and benchmarks articulated at K-2,
  3-5, 6-8, and 9-12 grade intervals.
• Guiding us in the formulation of our written
  curriculum is the Understanding by Design (UbD)
  model, which we have adapted to meet our needs.
• In addition to the standards and benchmarks,
  then, our learning goals also include Enduring
  Understandings, Essential Questions, and Content
  Knowledge and Skills.

21

• Moreover, we seek to utilize a broad range of
  assessment types in order to more fully represent
  the range and degree of student understanding.
• An overarching goal in the development of our
  written curriculum is to achieve consistency
  without sacrificing teacher flexibility or
  creativity.
• Our curriculum is thus seen as a process, not an
  event in other words, as a continuously evolving
  resource.

22
Curriculum Design
23
OverviewThe purpose of this web site is

• To describe how curriculum is written at TAS
• To ensure we have the same understanding of
  terms
• To define a common curriculum format across
  learning areas
• To identify where we are all involved

24
Background Information

• Our strategic plan, resulting from wide
  consultation with the whole school community,
  contains a number of imperatives that govern our
  development of curriculum.
• Firstly, the expected schoolwide learning results
  (ESLRs) describe overall learning objectives for
  our students, a set of objectives have been set
  for our students, and finally strategies have
  been developed to guide school improvement.

25

• These three components of the strategic plan set
  the background for our action and the reasons for
  change the pages that follow describe how we
  will achieve these aims.

26
Definitions

• School missionA statement that describes the
  aspirations of the school.
• ESLRsThe expected school wide learning results.
  These statements describe the essential learnings
  that the school community expects of its
  students, from grades K-12.

27

• ValuesThe statements of commonly held values for
  our school community that we wish to uphold.
• PhilosophyBeliefs about the kind of knowledge
  that underlie each learning area. A divisional
  philosophy statement for a subject takes the K-12
  philosophy, and interprets it into a
  developmentally appropriate context.

28

• Learning areaA body of related knowledge, often
  also described as a subject area.
• K-12 standards A set of well researched
  statements that describe the broad goals of a
  learning area, K-12. There may be different
  numbers of standards in different subject areas,
  but there are typically 6-10 standards. For
  example"Students are able to communicate in a
  variety of ways"

29

• BenchmarksDescriptions of measurable skills,
  content or processes that follow from K-12
  standards. These are typically grouped into
  benchmarks appropriate to K-2, 3-5, 6-8, 9-12.
  For example, students K-2 are able to hop from
  one leg to another"
• Program articulationThe broad topics that are
  studied K-12 in the learning area that provide
  opportunities for students to achieve the
  objectives inherent in the benchmarks, and ensure
  that an appropriate range of content is covered
  K-12. Unnecessary duplication is identified and
  eliminated.

30

• Sequence of benchmarksWhat is most appropriate
  at the developmental level and when these ideas,
  skills and processes would best be introduced.
• Essential teaching agreementsThose teaching
  methodologies, standards or expectations which
  reflect best practice (research based evidence
  regarding the most effective teaching methods,
  materials, curriculum structure etc.) that are
  essential to the implementation of the curriculum
  and describe learning activities and assessment
  that are critical to program implementation.
  Essential teaching agreements should be
  observable and measurable, translate beliefs and
  philosophy into daily practice, few in number
  (4-8) and mutually agreed upon by a team of
  teachers and school leadership.

31

• Grade/course overviewA summary of the program
  articulation, as it applies to the course or
  grade level. Any changes made at this level must
  be part of K-12 discussion. This overview will
  provide a frame of reference for students,
  parents and teachers for the yearly learning
  process.
• Unit planThe details that describe a particular
  unit of work, including the components shown on
  the unit plan template.

32
Components

• Community Level
• School missionA statement that describes the
  aspirations of the school.
• ESLRsThe expected school wide learning results.
  These statements describe the essential learnings
  that the school community expects of its
  students, from grades K-12.

33

• ValuesThe statements of commonly held values for
  our school community that we wish to uphold.
• K - 12 Level
• Philosophy (K-12)Beliefs about the kind of
  knowledge that underlie each learning area. A
  divisional philosophy statement for a subject
  takes the K-12 philosophy, and interprets it into
  a developmentally appropriate context.

34

• K-12 standards and divisional benchmarksStandards
  A set of well-researched statements that
  describe the broad goals of a learning area,
  K-12. There may be different numbers of standards
  in different subject areas, but there are
  typically 6-10 standards. For example, "Students
  are able to communicate in a variety of
  ways"Benchmarks Descriptions of measurable
  skills, content or processes that follow from
  K-12 standards. These are typically grouped into
  benchmarks appropriate to K-2, 3-5, 6-8, and
  9-12. For example, "students K-2 are able to hop
  from one leg to another"

35

• Program articulationThe broad topics that are
  studied K-12 in the learning area that provide
  opportunities for students to achieve the
  objectives inherent in the benchmarks, and ensure
  that an appropriate range of content is covered
  K-12. Unnecessary duplication is identified and
  eliminated.
• Philosophy of assessmentA statement about the
  purpose of assessment, and how they affect the
  ways we assess student work and plan teaching and
  learning activities

36

• Division Level
• Philosophy (Divisional)A divisional philosophy
  statement for a subject takes the K-12
  philosophy, and interprets it into a
  developmentally appropriate context.
• Sequence of benchmarks K-2, 3-5, 6-8, 9-12What
  is most appropriate at the developmental level
  and when these ideas, skills and processes would
  best be introduced.

37

• Essential teaching agreementsThose teaching
  methodologies, standards or expectations which
  reflect best practice (research based evidence
  regarding the most effective teaching methods,
  materials, curriculum structure etc.) are
  essential to the implementation of the curriculum
  and describe learning activities and assessment
  methods that are critical to program
  implementation. Essential teaching agreements
  should be observable and measurable, translate
  beliefs and philosophy into daily practice, few
  in number (4-8) and mutually agreed upon by a
  team of teachers and school leadership.

38

• Grade Level
• Grade / course overviewA summary of the program
  articulation, as it applies to the division or
  grade level. Any changes made at this level must
  be part of K-12 discussion.
• Unit plansThe details that describe a particular
  unit of work, including the components shown on
  the unit plan template.

39

• Assessment details, common assessmentsThe ways
  in which this unit will be assessed, what will be
  common between classes, and how these common
  assessments relate to the essential teaching
  agreements detailed above

40
Process
41
A cyclical process of curriculum review

• Community Level
• School Mission
• School Values
• Expected Schoolwide Learning Results (ESLRs)
• K-12 Learning Area Level
• K-12 Learning Area Philosophy
• K-12 Learning Area Standards Benchmarks
• Philosophy of Assessment
• Program Articulation

42

• Divisional Level
• Divisional Learning Area Philosophy
• Sequence of Benchmarks
• Essential Teaching Agreements
• Assessment Details
• Grade/Departmental Level
• Grade/Course Overview
• Unit Plans
• Essential Teaching Agreements
• Assessment Details

43
Unit Plans

• The details on this page show the components of a
  unit plan. Using a common template will assist
  future developments of computer-assisted record
  keeping and reporting.

44

• DescriptionThis says what the unit is about, and
  is written for student and parent audiences.
• Unit levelThe grade level(s) appropriate for the
  use of this unit.
• Learning AreaThe learning area, or subject, for
  this unit.
• Unit durationThe time required to teach the
  unit.

45

• Standards and benchmarks The standards and
  benchmarks addressed in this unit.
• ESLRs addressedThe Expected Schoolwide Learning
  Results addressed in the unit.
• ValuesThe values addressed in the unit.

46

• Essential questions/Enduring UnderstandingsQuesti
  ons which provide the focus for the unit by tying
  together the ESLRs, Values, Standards and
  Benchmarks and core content knowledge. Essential
  questions are designed to stimulate student
  inquiry in order to develop deep and enduring
  understanding of the core disciplinary issues.
• Content knowledge and skillsWhat knowledge and
  skills are necessary for the student to attain
  the benchmark.

47

• AssessmentDetails of how the work in the unit
  will be assessed. This description needs to be
  able to be understood by students and parents.
• Teaching and learning activitiesThe ways in
  which the teacher plans to work with students and
  guide their learning.
• Technology integrationHow technology is used to
  further the learning of students in this unit.
• ResourcesWhat resources are available, or used,
  in this unit.

48
Professional Development
49

• 2. DATA-DRIVEN Educators are prepared to
  establish goals for student learning, adult
  learning and school improvement through
  gathering, disaggregating, and analyzing various
  forms of data, including data on
• student achievement,
• student demographics,
• educational programs,
• perceptions from multiple-feedback sources.

50
Aim

• Professional development at Taipei American
  School aims to ensure the success of each and
  every student by developing and supporting a
  learning community focused on the continuous
  improvement of curriculum, assessments,
  instruction and the learning environment aligned
  with the Strategic Plan.

51
Opportunities

• INDIVIDUAL and TEAM EXTENDED LEARNING ACTIVITIES
  individual faculty and faculty teams may make
  applications for school funding in support of
  extended learning activities. Applications may be
  made for opportunities aligned with school
  initiatives and individual or team goals,
  including

52

• Regional or international training workshops and
  conferences
• On-site training
• School visits
• On-line courses and training
• Graduate coursework
• EARCOS Workshops

53

• ANNUAL EDUCATIONAL CONFERENCES each year,
  funding is allocated for faculty and
  administrative representatives to attend
  international conferences as a means for keeping
  abreast of research and best practices in a
  variety of areas, including
• School leadership Subject areas (NCTE, NCSS,
  NSTA, NCTM, ACTFL, etc.)
• Counseling and college admissions
• AP and IB programs and courses

54

• TEAMING and COLLABORATION grade level teams,
  interdisciplinary teams, and subject area
  departments meet together regularly to work and
  learn through ongoing, job-embedded professional
  development processes such as curriculum
  development, examining student and teacher work,
  peer observation and coaching, and collaborating
  with faculty in our English as a Second Language,
  Information Technology, Information Literacy, and
  Student Support Services Departments.

55

• LEADERSHIP our school's philosophy of shared
  leadership fosters faculty learning through
  participation as teacher leaders for grade-level
  and interdisciplinary teams, subject area
  departments and school improvement teams. At the
  divisional level, teacher leaders work and learn
  regularly together as divisional Steering
  Committees.

56

• SCHOOL IMPROVEMENT each year, various school
  improvement teams promote system-wide learning as
  well as provide our faculty with in-depth
  learning opportunities. Annual school improvement
  teams include
• Curriculum Council
• Professional Development Council
• Faculty Advisory Council
• Strategic Action and Implementation Teams
• Learning Community Council

57

• ON-SITE LEARNING ACTIVITIES the school provides
  a variety of training and development
  opportunities for faculty on-site both within the
  school day as well as after school and weekends,
  including
• Team and divisional training for school
  initiatives
• Substitute release time
• K-12 curriculum development activities
• Weekend workshops
• "Technology Tasters" led by our IT/IL faculty
• Visiting consultants
• Parent Training

58

• EARCOS our school is a member of the East Asia
  Regional Council of Overseas Schools. The EARCOS
  website (http//www.earcos.org/) provides details
  on numerous learning opportunities throughout the
  region sponsored by their organization,
  including
• Weekend Workshops
• EARCOS Teacher's Conference (Ho Chi Minh City,
  Vietnam, March 31 - April 2, 2005)
• EARCOS Administrator's Conference (Ho Chi Minh
  City, Vietnam, October 30 - November 2, 2004)

59
Program Standards (adapted from the National
Staff Development Council's STANDARDS FOR STAFF
DEVELOPMENT)

• 1. LEARNING COMMUNITIES Educators are prepared
  to work in small learning teams, meeting
  regularly to achieve goals for student and adult
  learning through processes including

60

• ongoing development of curriculum and
  assessments, including common assessments,
• instructional planning and lesson study,
• evaluating student work,
• educational research study and action-research,
• peer observation and coaching.

61

• 2. DATA-DRIVEN Educators are prepared to
  establish goals for student learning, adult
  learning and school improvement through
  gathering, disaggregating, and analyzing various
  forms of data, including data on
• student achievement,
• student demographics,
• educational programs,
• perceptions from multiple-feedback sources

62

• 3. RESOURCES Educators are provided with
  appropriate resources to develop and support a
  collaborative learning community focused on
  student learning, including
• regular time for learning teams as well as time
  for individual, divisional and school-wide
  learning,
• access to instructional and research materials,
• equitable access to financial support for
  extended learning opportunities.

63

• 4. COLLABORATION Educators are prepared to
  collaborate within teams and the school
  community, including to
• understand group dynamics and the stages of team
  development,
• use group decision-making, effective meeting
  strategies, and other team processes,
• surface and productively resolve conflict,
• use technology for collaboration.

64

• 5. LEADERSHIP Educators are supported by and
  prepared to be skillful leaders in order to
• articulate a vision and maintain a focus on
  student learning and school improvement,
• effectively use time to promote continuous
  improvement,
• guide and sustain a culture of continuous
  inquiry,
• commemorate and celebrate important events,
  successes, and risk-taking.

65

• 6. HIGH QUALITY TEACHING Educators are prepared
  to assist students in meeting academic standards
  through opportunities to
• develop deep content knowledge,
• expand their repertoire of research-based
  instructional strategies,
• develop and use various assessments both for
  learning and of learning.

66

• 7. RESEARCH Educators are prepared to apply
  research of best practices in education toward
  decision-making, including to
• access available text and electronic research
  sources,
• study and evaluate a variety of research sources,
  
• conduct action-research relevant to individual,
  team and school-wide goals.

67

• 8. LEARNING PRINCIPLES Professional learning
  activities
• provide opportunities for educators to practice
  new skills and receive feedback on their
  performance,
• respond to the feedback and concerns of
  educators,
• respect adult learning principles and learning
  styles.

68

• 9. DESIGN Professional learning activities
• provide a variety of active learning strategies
  for educators,
• include follow-up activities to support
  job-embedded learning,
• use technology when appropriate to support
  educator learning.

69

• 10. EVALUATION Professional learning activities
  are evaluated on a number of levels in order to
  improve the quality of learning opportunities
  available to educators as well as to determine
  whether they have met intended outcomes,
  including
• changes in student learning,
• educators' acquisition and use of new knowledge
  and skills,
• effects on school culture and organizational
  structures.

70

• 11. COMMUNITY INVOLVEMENT Professional learning
  activities prepare educators
• to build consensus within the school community
  regarding the overall vision for student
  learning, adult learning, and school improvement,
  
• to develop relationships with parents to support
  student learning,
• to use technology to communicate with parents and
  other members of the school community.

71

• 12. EQUITY Professional learning activities
  promote the learning of all students by
• developing educators' appreciation for student
  cultural and socio-economic diversity,
• deepening educators' understanding of student
  social-emotional and learning needs,
• supporting and encouraging differentiated
  instruction and assessment methods while holding
  high expectations for all students.

72
Library

• The Professional Development Library is
  designated as a place where faculty can read,
  work or study in a comfortable setting outside of
  their offices and classrooms. The library has a
  number of educational resources, including books
  and periodicals, on numerous topics related to
  teaching and learning in all subject areas and
  for different developmental levels. In addition,
  the library carries local and international
  newspapers as well as weekly news magazines. The
  library is located on the second floor adjacent
  to the Information Technology Office and the
  Library Technology-Media Center.

73
Strategic planning is an ongoing process that
adapts and renews itself based on a wide range of
educational parameters.