Rubicon, as supplement to that process, has focused the school-wide expectation todocument what is taught <strong>and</strong> learned in the classroom. Though it is not happeningacross the board yet, Atlas has made it possible for teachers to collaborate not onlywithin buildings but across campuses, bringing the One School Two Campus visioninto the learning of every student at the school. Though in the emerging stages atthis time, this collaboration should improve as we progress <strong>and</strong> teachers have furtheropportunities -- through online forums, video conferences <strong>and</strong> face-to-face time (aconstant request from teachers) -- to examine teaching practice as well assessmentdata.“There is evidence of literacyeverywhere: from teacher bulletinboards in hallways to student workdisplayed in classrooms, to classdiscussions <strong>and</strong> presentations,to teachers’ instruction,” statedMichael Siu, an Eagles observerduring Data in a Day.The school offers an array of courses to meet the needs <strong>and</strong> interests of a diversepopulation of students. It is resource-rich in materials <strong>and</strong> opportunities for discovery<strong>and</strong> inquiry learning in varying subject areas <strong>and</strong> grade levels, <strong>and</strong> though continuedimprovement is the goal, teachers report positive impact on student learning. Inscience, art, mathematics <strong>and</strong> Chinese, according to home group studies <strong>and</strong> 6-12program review task force data, the progress is impacting learning.At the same time, enough flexibility of the curriculum is in place for teachers withparticular areas of expertise to capitalize on those strengths within the parameters setby st<strong>and</strong>ards <strong>and</strong> benchmarks. This expertise is also available to other staff membersthrough professional development. Examples include faculty with particularexpertise in music, environmental concerns, <strong>and</strong> published writing who use thoseskills in whatever courses they teach, thus benefiting student learning. Additionally,parents offer their expertise to students as guest experts (e.g., the Passport Club atPuxi elementary).St<strong>and</strong>ards <strong>and</strong> benchmarks have been adopted in all subject areas, though work inthis area for a few grade eleven <strong>and</strong> twelve IB courses has not been completed <strong>and</strong>is slated for attention in program review task forces beginning in 2008-2009. Thegroundwork is laid for equity of access to the same curriculum on both campusesfrom pre-kindergarten through grade twelve. Further, Atlas supports the efforts ofcurriculum program review through mapping coverage of benchmarks, highlightinggaps <strong>and</strong> redundancies in vertical scope <strong>and</strong> sequence.EAGLESSchool-wide learning results, the EAGLES, were adopted in May 2007. Throughthe 2007-2008, the EAGLES have had a high profile. In many classes, however,the school is early in the emerging stages of integrating EAGLES as part of what istaught. Units posted on Atlas show incorporation of EAGLES in some units, but thatintegration needs refinement <strong>and</strong> focus.Professional development has supported the school goal of housing the curriculumon Atlas. It has further supported the work of curriculum program review. Examplesinclude the focus on writing process (through Lucy Calkin’s Writers Workshop, theEast Asia Writers Workshop) <strong>and</strong> assessment (through 6+1 Writing Traits assessment<strong>and</strong> Rick Stiggins’ Assessment Training Institute) that are one focus of professionaldevelopment beginning in June 2007 <strong>and</strong> continuing through 2009. Other taskforces are identifying professional development needs tied to program review work,including differentiating instruction in middle school mathematics.<strong>SAS</strong> provides students with challenging curriculum at all levels as shown byuniversity admissions <strong>and</strong> also by external examination results, including ITBS,ERB, PSAT, SAT, Advanced Placement <strong>and</strong> International Baccalaureate scores.78Shanghai American School Self Study ReportAreas of Strength: (tied to <strong>SAS</strong> Vision points)• <strong>SAS</strong> teachers, experienced, knowledgeable in their content area, <strong>and</strong>passionate about their profession, are strengthened by their diversity.Create programs, assessments <strong>and</strong> experiences that serve to unite the school <strong>and</strong>to celebrate the distinctiveness of each campus community.• The <strong>SAS</strong> st<strong>and</strong>ards <strong>and</strong> benchmarks are articulated in most subjects <strong>and</strong>grade levels.• Review <strong>and</strong> revision of st<strong>and</strong>ards <strong>and</strong> benchmarks are part of the regularcurriculum review cycle.<strong>SAS</strong> has made progress in the documentation of the
written curriculum using Atlas curriculum mapping software.•<strong>SAS</strong> students demonstrate strong results in external tests.• Students have access to a variety of courses to meet the needs of a range ofstudents.• The school is resource-rich in materials <strong>and</strong> opportunities that impact studentlearning.Engage <strong>and</strong> support teachers, administrators, <strong>and</strong> staff in a unique professionallearning community that provides opportunities to grow, develop, <strong>and</strong> learntogether in all aspects of their professional lives.• Professional development supports the curriculum work of the school.Areas for Follow-up: (tied to <strong>SAS</strong> Vision points)Create programs, assessments <strong>and</strong> experiences that serve to unite the school <strong>and</strong>to celebrate the distinctiveness of each campus community.• Review <strong>and</strong> refine the articulation of curriculum vertically across gradelevels <strong>and</strong> divisions.• Continue attention to collaboration as a common, consistent expectation <strong>and</strong>practice at all divisions for the improved continuity of the curriculum, itsdelivery <strong>and</strong> its assessment.• Continue the work begun documenting curriculum, ensuring thatdocumentation occurs in all divisions <strong>and</strong> that the linkage between what istaught <strong>and</strong> what is documented is monitored.• Continue to use best practice research as a foundation for curriculum review<strong>and</strong> revision.• Finish writing <strong>and</strong> posting st<strong>and</strong>ards <strong>and</strong> benchmarks for those IB coursesnot yet documented.• Finish the alignment work with regard to creating equal access to learningfor students on both campuses, for example, aligning subject area contacttime <strong>and</strong> course offerings.• Refine <strong>and</strong> focus integration of the EAGLES into unit plans school-wide.Engage <strong>and</strong> support teachers, administrators, <strong>and</strong> staff in a unique professionallearning community that provides opportunities to grow, develop, <strong>and</strong> learntogether in all aspects of their professional lives.• Provide faculty with professional development on the writing of essentialquestions that will deepen learning of the benchmarks in unit plans.How Students LearnGuide Questions:To what extent do the teachers at <strong>SAS</strong> use research-based knowledge about teaching<strong>and</strong> learning?To what extent do the teachers at <strong>SAS</strong> design <strong>and</strong> implement a variety of learningexperiences that actively engage students at a high level of learning consistent withthe school’s purpose <strong>and</strong> ESLRs?Shanghai American School Self Study Report 79
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