BrewsterConnections - Brewster Academy

An important underpinning of Brewster’s approach to instructional design is the
assumption that teaching and learning must be a dynamic process that constantly
seeks to ask pivotal questions about student achievement, what students need to
learn, and how students best learn. Not surprisingly, the Academy’s Strategic Plan
has identified important areas for consideration, and the 2005-2006 academic year
saw the beginnings of resultant changes we will bring on board to serve students
in their academic goals. The most immediate changes are found simply in new
courses offered for the first time in the 2006-2007 academic year:
• Responding to changing needs and interests of students, we developed
new elective offerings that students are enjoying this year. Extensive
surveys of our alumni and of families who apply to Brewster indicated
students would benefit from a science course that makes use of the
wonderful ecological resources we have. Our proximity to a major lake
makes freshwater ecology a natural match. Similarly, our more rural
location affords us perfect conditions for viewing the night sky without
the problems created by city lights so that offering astronomy seems
tailor-made for meeting student needs while using the resources that we
are so gifted to share.
• As with the addition of the science electives, information gathered in the
various surveys made it clear that many of our students would benefit
from the addition of economics. The 2006-2007 year began with 32
students enrolled in the new offering.
• A review of our math program pointed to better ways we might group
students to fully utilize the instructional strategies for which our
substantive curriculum has been designed. The move has allowed us,
this year, to eliminate the Math Center program, and to serve students in
heterogeneously grouped classes that use a differentiated curriculum.
We know from experience that such grouping offers rich opportunities
for students to become actively engaged in their leaning, and that the
cooperative approaches used will foster important skills for working in
teams and groups.
Longer-term planning in the academic program will unfold as departments
complete an in-depth assessment of course offerings and the scope and sequence
of department curriculum. Departments will conduct a curriculum and instruction
review in three phases, all leading to a blueprint for curriculum revision and
for faculty professional development. Each department will assess student
performance, examine the match between curriculum and student needs, and
identify additional best practice methodologies and the professional development
required to position faculty to use new methods.
Curriculum planning will continue to embrace the Academy’s commitment to
providing students with classroom activities which foster active learning and will
l www.brewsteracademy.org l
2005-06 Annual Report
academic
Office
marilyn shea
Academic Dean
Curriculum planning will continue to embrace the Academy’s commitment
to providing students with classroom activities which foster active learning ...