Curriculum Reform at Beaver Country Day School, 1994-present Five Stages of Change Peter Gow NAIS 2001

1985–92: Mission Drift School loses old “progressive” identity Significant enrollment decline Program development based on marketing, not mission

School loses old “progressive” identity

Significant enrollment decline

Program development based on marketing, not mission

1992–94: Early Days Small-scale but open-ended review process begins New urge to adhere to understood mission as student-centered institution Some “guiding lights” appear: Clem & Vance on change, Wiggins on assessment; “core values” discussions

Small-scale but open-ended review process begins

New urge to adhere to understood mission as student-centered institution

Some “guiding lights” appear: Clem & Vance on change, Wiggins on assessment; “core values” discussions

Early Days—cont’d Curriculum Committee of “true believers” formed Professional days introduce concepts of authentic assessment, planning backward, portfolios Technology and Diversity groups discuss curriculum

Curriculum Committee of “true believers” formed

Professional days introduce concepts of authentic assessment, planning backward, portfolios

Technology and Diversity groups discuss curriculum

Change in Earnest—1994–97 Curriculum Committee now a standing body Curriculum Map leads to interdisciplinary program (largely project-based) Rubrics appear in many classrooms Professional development focuses on assessment and curriculum development Schedule Committee formed after need identified New mission statement explicit on curriculum:

Curriculum Committee now a standing body

Curriculum Map leads to interdisciplinary program (largely project-based)

Rubrics appear in many classrooms

Professional development focuses on assessment and curriculum development

Schedule Committee formed after need identified

New mission statement explicit on curriculum:

… teachers inspire students to realize their potential and acquire a love of learning by combining both innovative and proven approaches to learning and teaching… Values Learning and Teaching • Cooperative and collaborative learning and teaching produce active, engaged thinkers and communicators. • Project-based and performance-based assessment supports multiple-intelligence learning. • An interdisciplinary framework for instruction broadens understanding. • A dynamic and information-rich environment strengthens our curriculum.

Major Changes—1997–99 Sept ’97: new schedule proposed and accepted ’ 97-98: Professional development focuses on preparing faculty to use new schedule—pedagogy and curriculum design Sept. ’98: new schedule in effect; new interdisciplinary courses created Review of Middle School program begins New strategic plan addresses PROGRESSIVE curriculum goals

Sept ’97: new schedule proposed and accepted

’ 97-98: Professional development focuses on preparing faculty to use new schedule—pedagogy and curriculum design

Sept. ’98: new schedule in effect; new interdisciplinary courses created

Review of Middle School program begins

New strategic plan addresses PROGRESSIVE curriculum goals

Strategic Thinking—1999–2001 Academic Dean position created. Curriculum Committee laid down, replaced by smaller planning body with greater responsibility, authority Increasing cross-pollination between “curriculum” development and diversity work School defines and markets self as “progressive”; definitions developed for “Progressive Education” and “Effective Teaching”

Academic Dean position created. Curriculum Committee laid down, replaced by smaller planning body with greater responsibility, authority

Increasing cross-pollination between “curriculum” development and diversity work

School defines and markets self as “progressive”; definitions developed for “Progressive Education” and “Effective Teaching”

Strategic Thinking—cont’d New evaluation process in development All new faculty take “Progressive Ed 101” Ad hoc groups identify annual strategic goals, implementation strategies New administrative structures developed to better achieve strategic and management goals

New evaluation process in development

All new faculty take “Progressive Ed 101”

Ad hoc groups identify annual strategic goals, implementation strategies

New administrative structures developed to better achieve strategic and management goals