Curriculum and Instruction - SAS-WASC

AlignmentAligning divisions across campuses through the curriculum has progressed steadilyover the past two years with the help of Atlas, common standards and benchmarks,and both time and technology that has allowed for greater collaboration amongteachers. Another area for alignment that impacts curriculum is the time allotted tosubjects. In the elementary and high school divisions, the discrepancies betweencampuses continue to be successfully addressed.In the spring of 2008, the middle school alignment committee took up the chargeof aligning middle school campus schedules to ensure equal time for specials oneach campus – necessary if standards and benchmarks are going to be taught andlearned in the same way. Their aim is to create a common middle school vision andphilosophy as well as to align schedules to provide equal time for subjects. Theirstudy is not complete and will continue into 2008-2009, aiming for implementationin 2009-2010 (see the middle school alignment report appended to the Organizationfor Student Learning chapter of the self study). The cross campus alignment ofmiddle school schedules will be critical to student equity of access to learning,particularly in specialists’ areas such as music, drama, art, health and physicaleducation.Engaging StudentsTeachers at SAS design and implement a variety of learning experiences that engagestudents at a high level of learning consistent with the EAGLES. The range of theseactivities is indicated in Subject Area Evidence Binders, where students draw, write,discuss, role-play and listen their way to meaning, using strategies that nurture avariety of learning styles. There are many examples in day-to-day teaching. A fewhighlights occurring beyond the classroom include Pudong’s posting of TOK lessonson YouTube for the world to learn from and Puxi students’ research at the SeatruTurtle Research site of the University of Terranganu in Malaysia. In the middleschools, activities such as the Puxi’s grade six “Notables” or the Pudong’s gradesseven and eight Great Race stand as examples. In the elementary schools, Pudong’sgrade four students are fully engaged in a terra cotta warrior archeological dig andPuxi’s grade four Chinese Exhibition project.“Language arts, social studies, andscience were all integrated intotheir invention convention.” - CodyHowitt, elementary school teacherAreas of Strength: (tied to SAS Vision points)SAS teachers are skilled practitioners who involve students in a variety of authenticand meaningful learning experiences.Engage and support teachers, administrators, and staff in a unique professionallearning community that provides opportunities to grow, develop, and learntogether in all aspects of their professional lives.•Collaboration within divisions is emerging.• SAS has dedicated time through Curriculum Wednesdays to professionallearning and work on curricular goals in departments and teams.• Developing deeper relationships and using outside consultants and a scholarin-residenceover a longer term has allowed for growing emphasis onpositive school culture and looking at how students learn.• SAS teachers are leaders of professional learning through Teachers TeachingTeachers.• Learning support staff, including ESOL and academic support teachers andcounselors, work collaboratively with classroom teachers.• The partnership with Plymouth State University shows meaningful impact onthe conversations participating teachers are having about their own learningand that of their students.Shanghai American School Self Study Report 83