Action Plan for Shanghai American School's Vision for ... - SAS-WASC

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178 Shanghai American School Self Study Report 2. Develop a school-wide internal assessment framework. 2a. Develop a school-wide assessment philosophy. 2b. Disaggregate internal assessment data to inform student learning. January 2009 January 2009 December 2009 and ongoing - Deputy Superintendent - Curriculum Coordinator - Assessment planning task force of teachers and administrators - Deputy Superintendent - Curriculum Coordinator - Assessment planning task force of teachers and administrators - Curriculum Coordinator - Data analysis team of teachers and administrators (subcommittee of the Assessment Planning Task Force - Principals - Teacher leaders - Time - ATI Training - Assessment research - Time - ATI Training - Assessment research - Time - PD for Teacher leaders - Units and assessments posted in unit plans on Atlas - Team/department minutes Assessment Literacy Task Force agendas and meeting minutes Assessment Literacy Task Force agendas, and meeting minutes - Student group data sets that are available to and used by teachers to inform planning and teaching - Recommendations for targeted for professional development based on specific data sets 2c. Ensure that all subject areas develop common assessments and that common assessments that are in place are regularly moderated, refined, and used to instruct curriculum delivery. May 2010 and ongoing - Curriculum Coordinator Program Review task forces - Principals - Teacher Leaders - Time - CFG learning communities’ efforts - Common assessments and anchor papers posted on Atlas - Common assessment agreements - Team moderation minutes - Subject Area Evidence Binders again, address training as needed here with specific venue determined 3. Review existing external testing tools to ensure that they best meet the needs of SAS students, have the greatest impact on learning and offer feedback that can inform learning for all grade levels. May 2009 - Deputy Superintendent - Curriculum Coordinator - Assessment planning task force of teachers and administrators - Data analysis team of teachers and administrators (a subcommittee of the Assessment Planning Task Force) -Time -Research efforts -Results and recommendations of the data analysis subcommittee -Meeting schedule - Meeting minutes 4. Develop common report formats across campuses by divisions (e.g., ES, MS and HS). ES – May 2010 MS - May 2010 HS – May 2011 - Deputy Superintendent - Assessment planning team of teachers and administrators - Principals - Teachers - Research efforts - IT support (power school) - Time Report cards from ES, MS, HS from both campuses
GOAL 2: PROFESSIONAL LEARNING Empower professional staff to engage as a unique learning community in meaningful, constructive discussion, sharing our teaching practice with one another in order to improve student learning. Rationale From the SAS Vision: We will engage and support teachers, administrators, and staff in a unique professional learning community that provides opportunities to grow, develop, and learn together in all aspects of their professional lives. At SAS learning in community needs to develop across the school – to be ubiquitous to the way we do our work. The EAGLES, English-languagelearner-friendly teaching, differentiation, and technology integration are particular areas that would be improved through the focus on learning community. There are a number of methodologies we could use to further develop learning community. One such method, Critical Friends processes and protocols, is just beginning to show the value of professional learning community to SAS educators and students: reduced isolation of teachers, better informed and committed teachers, and academic gains for students. Research shows that this and other learning community methodologies have extraordinary power as staff-development approaches and is are a potent strategy for our school improvement. Expected School-Wide Learning Results (EAGLES): Empowered, Adaptable, Skilled Inquirers, Ethical Ways of Assessing and Communicating Progress - Feedback from teachers and building administrators - Minutes and end-of-year reports from departments and teams - Board reports, Parent Talk, SAS Portal - Quality metrics for Professional Development Shanghai American School Self Study Report 179 GOAL 2: Empower professional staff to engage as a community in meaningful learning within the context of their professional domain and aligned with the SAS vision. Tasks Timeline Person(s) Responsible Resources Means to Monitor, Report Progress 1. Provide adequate and varied time structures to promote professional learning in all divisions. 1a. Assess current time structures and how the time is used related to empowering teachers as learners. May 2009 May 2009 - Superintendent - Deputy Superintendent - Curriculum Coordinator - Principals - Teacher Leaders - Deputy Superintendent - Curriculum Coordinator - Principals - Time - Technology support (e.g., Atlas, video conferencing, email, Moodle) -Teachers -Principals - Teacher portfolios - Atlas analyses - Teacher interviews - Meeting minutes - Team/department and faculty meeting minutes
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