The document outlines the curriculum reform journey at Beaver Country Day School from 1994 to present, highlighting stages of change including a mission drift and a return to a student-centered approach. Key developments include the establishment of a curriculum committee, the introduction of interdisciplinary and project-based learning, and the implementation of a new schedule and professional development for faculty. Throughout the years, the school has defined its identity as 'progressive' while integrating concepts such as authentic assessment and cooperative learning.

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

2. 1985–92: Mission Drift School loses old “progressive” identity Significant enrollment decline Program development based on marketing, not mission

3. 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

4. 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

5. 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:

6. … 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.

7. 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

8. 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”

9. 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