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procedures_manual:100_curriculum_professional_development

ADMINISTRATIVE PROCEDURES

CURRICULUM & PROFESSIONAL LEARNING(Section 100)

100 School Improvement Plan

The purpose of the School Improvement Plan (SIP) is to facilitate continuous school improvement. SIP goals are based on the position statements, strategic plans and goals established by the Board of Trustees. The SIP informs administrators and staff in the development of annual professional goals. The SIP also serves as the basis for the Annual Accreditation Report.

Each year on each campus the faculty, student representatives, members of Parents Advisory Committees, and administrators are involved reviewing this plan. The School Improvement Plan document should include specific goals, strategies for reaching the goals, and annual assessments of progress made towards attaining the goals. Progress reports should be routinely disseminated to the school's primary stakeholders.

The School Improvement Plan shall be contextualized to meet the unique needs of each campus as well as consistent with system wide priorities. The Superintendent shall monitor the compilation and dissemination of the system wide reports.

SAC 11/11


105 Standards-based Instructional Delivery System

In pursuit of quality education, Morrison Academy strives to structure student learning of the written curriculum around a standards-based approach. Student learning is the measure of success. Every student learns and strives to meet or exceed unit learning targets within their God given ability. There is an emphasis on application of learning and knowledge through a biblical perspective or lens. Curriculum, instruction assessment/feedback, and recording/reporting are aligned.

Effective teaching in the standards-based instructional delivery approach is characterized by the following:

Curriculum

  • All subject areas have their own curriculum that is guaranteed, viable, and relevant. It represents Morrison’s academic contract with parents with the following: foundational documents, grade level benchmarks, resources, scope & sequence.
  • Benchmarks represent learning that is clear but not too broad.
  • Written curriculum determines what is taught in course units.

Instruction

  • Teachers plan out their academic year using Morrison approved course units.
  • Teachers make consistent application of instructional strategies that reflect sound educational practice. The pace of instruction is based on student learning.
  • Initial information about what students know is necessary to determine direction of instruction.
  • Teachers use ongoing (formative) assessment data to inform instruction.
  • Instruction reflects what and how they will be assessed within the unit.
  • Intended learning is clearly stated at the beginning of class.
  • Flexible lesson plans which allow for adjustments in instruction according to student and class needs.
  • Lesson plans reflect differentiated instruction.

Assessment/Feedback

  • These assessments should align with benchmarks in Morrison’s written curriculum;
  • As part of the learning process, students should routinely receive effective or meaningful feedback on their standing relative to unit learning targets. There is also time for students to self-assess.

Recording/Reporting

  • Reporting (grade book) should be organized around strands and benchmarks. It is used to track student progress toward meeting or exceeding unit learning targets.
  • Christ-centered collaborative learning focused systems should routinely examine units of work & analyzes assessment data to inform instruction & improve student learning.

SAC 8/12


110 Curriculum Review Process

Morrison Academy has set in place systematic procedures for the review of our curricular program. The scope of this review is inclusive of grades K-12 in order to provide for the coherent articulation of the curriculum. It is specific to ensure that critical components of the curriculum are addressed adequately.

Purpose To ensure a…

  • guaranteed1),
  • viable2), and
  • relevant

…curriculum that seeks to equip students to dynamically impact their world for Christ.

1) the same essential learning regardless of who is teaching the course
2) taught in the time given

(DuFour and Marzano, “High-Leverage Strategies for Principal Leadership”, Educational Leadership, February 2009)

Framework for Written, Assessed, and Taught Curriculum

The curriculum guides should reflect the MA framework for written, assessed, and taught curriculum.

Review Cycle
All curricular areas will be reviewed every 6 years.

Review Implement Accreditation
15-16
  • Bible / Christian Service Learning
  • Science
  • Health
  • PE
  • Guidance
Year 1 
Annual Report
16-17
  • Language Arts
  • Visual & Performing Arts
  • Bible / Christian Service Learning
Year 2 Annual Report
17-18
  • Library Media
  • Business
  • Computer Science and Technology
  • ELL
  • Language Arts
  • Visual & Performing Arts
Year 3 Mid-cycle Review Visit
18-19
  • Math
  • Library Media
  • Business
  • ELL
  • Computer Science and Technology
Year 4 Annual Report
19-20
  • Foreign Language#
  • Social Studies
  • Math
Year 5 Annual Report
20-21
  • Science*
  • Health
  • PE
  • Guidance
  • *2015 Science at EMS was a gradual implementation.
  • Foreign Language#
  • Social Studies
Year 6 - Full Review & Visit

# Foreign Language includes Mandarin Chinese and Spanish.

Review Process

The curriculum review process will be organized and supervised by the Director of Learning. A team of at least three subject matter experts (1 elementary, 1 middle, and 1 high school), curriculum writer/chair, principal, and Director of Learning will make up the task force. Throughout the process, teachers, library media specialists, and educational technology coordinators may be consulted and updated on revisions. The task force will work through the following processes to complete the review.

Create or Review Focus Product
Collect Data
  • Gather Input: What data does the task force need from teachers, parents, and students about subject (i.e. surveys, interviews, vertical articulation teams)?
  • Research: What does current research and literature say about the curriculum area being reviewed? What states have the strongest rated curriculum frameworks for this area?
  • List of needed data
  • Packet of 2 to 5 key articles and/or articles related to current research on subject
  • List of top rated curriculum frameworks for subject
Review Foundational Statements
  • Foundational Documents: Are the philosophy and hallmarks, VFOLs for subject aligned with MA core values and current educational research
  • Foundational documents show alignment with key MA position statements
Review Strands & Benchmarks
  • Content: Is the content of the strands and benchmarks relevant to current educational research? What does an elementary, middle and high school student look like when they leave that level
  • Alignment: Is the scope and sequence of the strands and benchmarks clear throughout all grade levels? What does the vertical articulation data say about gaps and redundancies in the curriculum? If new benchmarks need to be written, the team will choose one state’s curriculum and modify it to meet the needs of MA students.
  • Brief description of curriculum goals for each level
  • Strands and benchmarks clearly articulated
  • Scope and sequence that shows content and skills clearly identified
  • Add or remove course(s) from guide
Review Resources
  • Analyze: Are the current resources up to date and reflect current research? What are the positives and negatives of the current resources?
  • Decide: Based on data, is there a need to replace current programs, materials, and resources?
  • Contact: What publisher will be used as a primary resource? Get samples in September.
  • Selection of primary resources
Write End-of-Unit Assessment
  • Research: How can current research on assessment help guide writing end-of-unit assessments for this area? What is the best way to assess this curriculum area? What are the benchmarks from each unit that students must learn? What is the best evidence to show mastery of these? What kind of assessments are in the units?
  • Development: Write the end-of-unit assessment based on research. Share with teachers and get feedback.
  • Documents at each level that assesses the essential benchmarks for that course.
  • At least 2 end-of-unit assessments for elementary
  • At least 2 end-of-unit assessments for secondary
  • Rubrics for each end-of-unit assessment provided
Review Unit Plans
  • Identify: What units best capture a course’s benchmarks or enduring understandings?
  • 6-10 unit per course that reflects components in procedure 148.
Biblical Integration
  • Integration: Does a biblical worldview permeate the curriculum document?
  • 8-12 Biblical principles per subject area
Develop Professional Learning
  • Outline Professional Learning: What training is needed by teachers to successfully implement the revised curriculum?
  • Professional learning objectives that are needed for teachers to effectively implement reviewed curriculum.

Curriculum Review Timetable

The curriculum review timetable is the responsibility of the Director of Learning. This timetable begins the semester before the task force meets and ends after the implementation year.

Feb. - March
  • Schedule dates for the curriculum review task force meetings.
  • Recommend curriculum review task force members and curriculum writer/chair to SAC.
  • Determine curriculum task force chair
  • Subscribe to educational journals in curriculum areas being reviewed and purchase books that may be central to the work.
April – Aug.
  • Meet with the curriculum writer/chair in May: discuss the responsibilities they have during the task force, decide on vertical articulation topics, and split up responsibilities for gathering stakeholder input and research.
  • Gather input from stakeholders.
  • Research literature related to curriculum areas being reviewed.
  • Director of Learning orders samples for task force to review.
Aug.
  • Remind task force of first meeting.
Sept. - Oct
  1. 1st Meeting:
    • Review any data from surveys, SWA, vertical articulation day, and current research.
    • Review and update foundational documents.
    • Write curriculum goal for each level.
    • Review the strands and benchmarks for content and alignment(add or remove courses).
    • Assignments:
      • The curriculum writer leads writing revision, consulting with the subject matter experts throughout the process. This work will be completed no later than the next task force meeting in December.
  2. Resource Review: Curriculum writer/chair surveys teachers on current resources. A resource review rubric is developed for teachers to complete when they look at samples during October PL days.
  3. October PL Days: Teachers review resource samples.
End of Nov.
  • Task force seeks feedback on revisions made to content and alignment of benchmarks from teachers.
Dec.
  • Preliminary report is submitted for SAC approval (report includes: foundational documents, revised strands and benchmarks).
  • 2nd Meeting:
    • Analyze need for resource change and review samples. Decide the primary resource.
    • Review how common assessments should impact student learning
    • Discuss other issues & concerns related to subject

    • Assignments:
      • Curriculum writer begins to research common assessments for subject area.
      • Contact sales representative to get quote.
Jan.
  • Director of Learning submits CPO for new curriculum resources by the end of January or first week in February.
Dec.- April 3rd Meeting:
  • Develop common assessments for subject area. Work them into units.

Assignment:

  • Curriculum writer/chair and task force seek input from job a-like regarding common assessments.
  • If the task force believes more time is needed, the Director of Learning will inform superintendent. This would postpone the implementation of the new or revised curriculum another year so adequate revisions can be completed.
End of April 4th Meeting:
  • Consider and plan any professional learning for teachers to successfully implement revised curriculum.
  • Curriculum writer/chair meets with job a-likes to share new or revised curriculum during March/April PL day
  • Director of Learning and/or curriculum writer share revised curriculum document with SAC for approval.
May
  • Publish curriculum guide online, electronic grade book, and unit storage program.
August following
year (Implementation)
  • Director of Learning monitors and assesses the effectiveness of the new curriculum at each site.
  • Implementation of the new or revised curriculum is the responsibility of the principal. Assistance may be provided by the curriculum review task force team in addressing issues that arise and by the Director of Learning in facilitating communication and allocation of resources. If possible, Professional learning days will have time given to the implementation of the new or revised curriculum, but the principal and professional learning coach need to work with the teachers and job-a-like teams to provide more support for implementation.
  • Professional learning coach provides training opportunities to assist teachers in implementing revised curriculum. This may include, but will not be limited to, workshops, study groups, videos, consultants, grade level observations, and consultations.
  • Job a-likes will revise and/or develop units. Teachers identify and/or review units at their level for benchmark clustering, BWI, and technology integration. They will include all the components outlined in procedure 148 Unit Based Instruction.

.

Curriculum Guide Format

Each curriculum Guide must include these components

  • Curriculum guide format matches other MA curriculum guides (title page, table of contents, philosophy statement, hallmarks, VFOL statements, K-12 strands, scope and sequence, resources for instruction, overviews by grade, benchmarks, biblical principles)
  • Benchmarks represent 75% of the total taught curriculum, no more than 3 to 4 benchmarks per strand.

Stipend

Since the curriculum review process is structured in such a way as to require more writing of benchmarks and teacher support documents from each member, a stipend ($10,000NT/member, $15,000NT/chair) will be paid to teachers who participate in the curriculum review process.

SAC 5/17

120 Assessment

Assessment is to build-up, guide, and inform students, teachers, and parents in the progress toward the intended student learning (Morrison curricular benchmarks). There are different assessments types with different purposes. Teachers should be able to select, create, and effectively use the most appropriate assessment in order to measure the intended student learning. Every effort should be mad to make all assessments valid, reliable, and fair. Teachers and administrators should be able to interpret and use assessment results for a variety of purposes.

Assessment IS a feedback process that…

  • Is timely
  • Is specific
    • Design comes after the identification of intended learning.
    • Tools should align with the Morrison curricular benchmarks.
  • Is understandable and clear to the student
  • Informs and adjusts instructional planning and student learning (i.e. formative assessment process)
    • Allows time for students to refine understanding
    • Includes both pre and post assessments
    • Students have the opportunity to self-assess and reflect
    • Data has purpose
  • Measures the achievement level of the Morrison curricular benchmarks

Categories of Assessment

Assessment Category Explanation
External1
  • Informs student, teacher, parent, and accreditation of student learning compared to other students (formative or summative).
  • Created & scored outside MA
  • Administered one time during the year
  • Administered in multiple classrooms
  • Examples: SAT, ITBS, Stanford 10 Online, AP, etc.)
System1
  • Informs teacher and accreditation of student learning of essential Morrison benchmarks (formative or summative)
  • Part of the school-wide appraisal system
  • Administered one or two times per year
  • Administered in multiple classrooms (vertical or horizontal)
  • Examples: EMS Writing Common Assessment, DRA2, junior research paper, etc.
Unit2
  • Informs student, teacher, and parent of student learning within a unit (formative and summative)
  • Created & scored by Morrison teacher &/or job-a-like
  • Administered at the beginning &/or end of a unit
  • Examples: end-of-unit test, writing samples, science journals, culminating activity (product &/or performance), performance assessments, etc.
Ongoing2
  • Informs student, teacher, and parent of student learning during a unit (formative)
  • Created & scored by Morrison teacher
  • Administered throughout a unit
  • Examples: Observations, checking for understanding, student self-assessment, descriptive feedback, selected response, written response, personal communication, student work, quizzes etc.

Notes:
1 For External and System Assessments, students in ELL should be given time and a half (ex. If an assessment would normally take 60 minutes, ELL students should be given 90 minutes to complete the assessment). For students in the Learning Needs program, accommodations should be provided in accordance with their ILP.
2 Common Unit Assessments and Common Ongoing Assessments are created by a grade or department job-alike to assess student learning; collaboratively scored, analyzed, and used; becomes the essence of collaborative work within a professional learning community.

Framework for Written, Assessed, and Taught Curriculum

Common System Assessment Yearly Schedule

Common System Assessment Date Grades
Writing April 3 - 8
Reading August & May K – 8

SAC 11/14

125 Data Storage and Analysis

Morrison is committed to using data to inform the educational decision making process that impacts student learning in a positive way. To do this, an online student information management system is used to ensure various levels of stakeholders have easy access to up-to-date and pertinent information relevant to their needs (e.g. parents, students, teachers, principals, nurse, and counselor).

The Director of Learning works with the Director of Information Technology Services and School Improvement Coordinator to update and store data in a timely manner so the appropriate stakeholders can analyze it.

The data collection pyramid identifies the type of data that is collected, the timing of collection, and possible interested stakeholders.

Data Collection Pyramid for Morrison

SAC 3/10

130 Biblical Integration

Morrison’s vision states that “every student will experience a quality, biblically integrated education.” The following defines how this should look

Purpose
The purpose of biblical integration is to help students connect their faith and learning so that students are not “taken captive by vain philosophy, according to the traditions of men.” (Colossians 2:8). It is to help students develop a Christ-centered or biblical worldview that can eventually be salt and light to the world. Students believe what they are taught, value what they believe, and see personal relevance in what they believe (Egler, pg. 4 & 7)

Integration
Biblical integration is an active combination of humble reliance on the Holy Spirit for understanding, and the unwavering effort of a teacher who puts the passion and knowledge into a specific unit or lesson plan. The outcome is an educational endeavor that equips and enables believing students to apply their learning towards a product that demonstrates a synthesis of academic content and faith in action. Biblical integration should permeate all learning, activities, and co-curricular events at Morrison.

Teachers intentionally model godly living within these five major areas:

  1. Content integration – integrating subject specific biblical principles within each unit, big picture or enduring understanding(s) and/or essential questions
  2. Classroom practice integration – classroom rules, assessing/ feedback, interactions with students, etc.
  3. Mentoring
  4. Spontaneous integration – unplanned situations where Truth can be integrated clearly, those teachable moments
  5. Professional practice – interaction with other adults, communications, modeling godly living etc.

Biblical Worldview Integration (BWI)
BWI means explicitly teaching Biblical principles through course units that engage students in Christ’s plan of redemption for the world. Posters are available at biblicalintegration.com.

Professional Learning (PL)
OOne professional learning half-day must take place each year which allows staff to learn, reflect, and, discuss, biblical integration issues.

Teacher professional learning expectations are differentiated for new and veteran teachers of Morrison.

New teachers will complete the Morrison Christian Philosophy of Education requirements which include completing a study based on Dr. Derek Keenan’s The Philosophy of Christian Education and receive detailed professional learning on biblical integration as it relates to Morrison. The PL must include but not limited to the following: understanding of the five major areas of integration, how course units integrate biblical principles and how to use a detailed lesson planner. The video and PL must be completed within the first two years at Morrison.

Veteran teachers will reflect on the effectiveness of their unit integration (i.e. biblical principles and/or lesson plans) and attend professional learning on the five major areas of integration for MA.

All resources needed to complete ACSI philosophy of education requirements should be available at each campus for teacher use.

Egler, Daniel J. Building On Basics: Essential Elements of an Effective Christian School, Purposeful Design, 2011.

SAC 1/16
Reference – Vision Statement

135 Technology Integration

Vision Statement

Morrison Academy is committed to preparing its students and faculty to meet the challenges of a technologically changing world. We believe that meeting this vision requires that we:

  • Employ a biblical perspective and encourage students and faculty to do the same when dealing with the material and information related to technology.
  • Envision technology as an integral part of all curricular areas and used appropriately as interdisciplinary tools.
  • Explore together, the dynamic world of technology, information and communication.
  • Empower students and faculty with a practical, flexible, and challenging education in technology, which will enable them to think independently and analytically in solving substantive problems and in doing projects creatively.

Belief Statement

Regarding the utilization of technology, we believe:

  • That the utilization of technology must always be aligned with the principles found in the Word of God. Depending upon the intent of the users, technology can be used for good or for evil. Recognizing that technology can be used for good or evil, thus we are charged with the responsibility of ensuring that students learn to use technology to advance God's kingdom.
  • That technology should be used as a resource that supports work in and out of the school and provide effective ways for students and teachers to manage information.
  • Technology should promote critical thinking, problem solving and evaluative competence. Furthermore, it should provide opportunities whereby students can be taught discernment, i.e. the filtering and screening of information against Biblical standards.
  • The proper utilization of technology in the school has the potential for better equipping students to live and serve in our increasingly interrelated world without replacing interpersonal relationships.

Regarding the curriculum and instruction, we believe:

  • Normally, technological skills and content are best presented, evaluated, and assessed within the context of the school curriculum.
  • The use of technology has implications for the teaching methods and strategies used in the delivery of the curriculum.
  • Time should be allocated for technology in-service learning.

Regarding technology as a resource, we believe:

  • Technology is a viable and complementary means of researching, learning, organizing and presenting knowledge.
  • Technology should encourage students toward success while accommodating their preferred learning styles.
  • The curriculum should be supported by technology which has been shown to be effective.

Regarding resource allocation, we believe:

  • Staff recruiting practices should take into consideration a candidate's competency in the use of technology.
  • Adequate and capable technological support staff should be provided in order to facilitate the instructional staff's use of technology.
  • Technology implementation can only succeed when staff have adequate resources.
  • Technological implementation can succeed only when the staff have been adequately trained and are confident in the intended use of the technology.
  • Technology acquisitions should be made in a cost-effective manner both in terms of equipment and peripherals. A given technology needs to be stabilized before the decision is made to adopt it.

SAC 9/05
Reference - Procedure 217

145 Accreditation

Morrison intends to maintain joint ACSI/WASC accreditation using the ”Reaching for Excellence through Accreditation and Continuous improvement for Higher achievement” (REACH) protocol. REACH involves the entire faculty in projects that enhances student learning and become integral components of the professional learning and curriculum review.

Reference – Policy 5145 Accreditation
SAC 4/14

148 Unit Based Curriculum

In order to ensure the Morrison curriculum is guaranteed, viable, and relevant (procedure 110), all courses (K-12) will have units. Within these units, all course benchmarks should be explicitly taught and assessed. Units represent the dynamic aspect of Morrison’s curriculum and will be routinely revised by faculty and administration using a Morrison UbD unit template through vertical and horizontal articulation (i.e. job-a-like discussion, task force meetings, etc.). Units will have these components.

Consensus

  • Unit Plan Name
  • Grade/Department
  • Subject Area
  • Benchmark cluster
  • Primary Resource

Diary

  • VFOL
  • BWI
  • Technology Integration
  • Essential Questions
  • End-of-the-Unit Assessment
  • Instructional Strategies
  • Content and Skills
  • Duration (estimate)

In August, teachers create an electronic year-long calendar / yearly scope and sequence of all course units. Teachers refer to this calendar throughout the year to guide weekly planning.

SAC 8/13

150 Professional Learning Philosophy

Student learning is directly linked to good and appropriate instruction.1 In order to maximize student learning, improving the quality of teaching should be a priority to both the teacher and the supervisor. This should be a process that is continuous, using an approach that is systematic and objective.

Prior to focusing on how professional practice might be improved, a definition of quality teaching must be developed. Morrison Academy has defined quality teaching as teaching which meet the following standards: teaching which is Biblically integrated, teaching which appropriately utilizes a variety of teaching methodologies and strategies (i.e. Pedagogy Configuration) and teaching which is proficient based on the Procedure 170 Standards of Professional Practice. These standards are the basis for assessing professional practice of certified staff at Morrison Academy.

Quality instruction is cultivated when the teachers are engaged in a continuous cycle of assessing their professional practice, setting the focus for improvement, participating in focused professional learning activities, and implementing improvement plan(s).

1Walberg, Herbert. Dennis Sparks Interviews Herbert Walberg: What Research Teaches Us About Student Learning. ASCD. (1995).

152 Student Teacher

Supervising and mentoring a student teacher is one way for faculty to grow professionally. With that in mind, Morrison will place student teachers with the following stipulations:

  1. All student teachers will be professing Christian.
  2. No more than two student K-8 teachers per year can be at any given campus and one in high school.
  3. Faculty will not be expected to supervise student teachers in continuous years unless they desire.
  4. CCTECC (Christian College Teacher Education Council) shall be the only source for student teachers.

Placement of student teachers should follow procedures.

  1. Director of Learning screens application packets provided by CCTECC.
  2. Director of Learning contacts one (or all) of the principals to ask whether placement would work. Application packet forwarded.
  3. Principal(s) either accept or decline placement giving Director of Learning a cooperating teacher and supervisor for experience if accepted.
  4. Director of Learning either accepts or declines placement with CCTECC.
  5. Director of Learning passes on all contact information (provided up to that time) to the Principal or designee.
  6. Principal(s) and/or designee follows up with emails to student teacher and/or university contact to arrange for details concerning placement.
    • Designee works with community to provide room and boarding accommodations (as well as airport pick-up and drop-off)
    • Principal works as the liaison with the university concerning classroom placement and experience he/she may contact the Director of Learning if needed
    • Student teacher will normally pay a maximum of NT$600 per day for room and board (or NT$200 per day for room) to host staff/family in compensation for room and board

SAC 5/17

153 New Staff Expectations

Teachers in their first year of service at Morrison Academy will be required to do the following under the Principals supervision:

  1. Submit the following documents to the Principal before the first day of school
    • Classroom Management Plan
    • Assessment/Grading
    • Yearly Scope and Sequence of Units (The Yearly Scope and Sequence of Units should build from the established curriculum units and include the sequence of units of study and the duration of each unit.)
  2. Participate in a series of core professional learning modules that will help new teachers establish, enhance, and extend their knowledge and skills connected to expectations of all Morrison teachers.
    • Biblical Integration (BI) – refer to procedure 130
    • Standards-Based Instructional Delivery System
    • Effective Instructional Strategies
    • Unit-Based Instruction & Implementation
  3. Participate in all system and site Professional Learning Days
  4. Participate in a Survival Mandarin Chinese course
  5. Participate in Professional Practice Review (procedure 172) for first and second year teachers at Morrison Academy.
  6. Participate in a mentoring program

SAC 4/14

154 Professional Learning and Team/Department Meetings

In order to help facilitate the individual learning of all our teachers as well as to promote a community of professional learning, Morrison Academy has created continuous and job-embedded learning time for educators.

Each campus must allocate this time for staff. Designation of these times should be as follows:

  • Professional Learning Meetings (PL) work within the framework of the Professional Learning Goals as articulated through System Professional Learning Calendar.
  • Team / Department Meetings work within teacher teams that routinely meet to examine units of work, end-of-unit assessment data, PPR standards, and/or identified learning issues. The teams are characterized by a focus on student learning, collaboration, collective inquiry, action oriented, results, commitment to continuous improvement, and celebration. Suggested guiding questions: 1) What do we want each student to learn? 2) How do we know when each student has learned it? 3) How will we respond when a student experiences difficulty in learning? 4) How will we enrich and extend the learning for students?

*Logistical issues are kept to a minimum during times of collaboration.

The following chart indicates minimum schedule allocations for all grades. This does not include staff meetings.

Minutes/Month
PL 90
Team/Department Meeting 90

SAC 11/13
Reference - Procedure 100 and Procedure 151

156 Professional Learning Schedule

Administration uses this schedule to plan for teacher preparation weeks, monthly professional learning sessions, and half PL days for the year.

Director of Learning writes professional learning (PL) goals for Morrison. These PL goals support training teachers in biblical integration, reflection, effective teaching, integration, and intervention awareness. Goals are approved by SAC no later than February.

Each spring, the Director of Learning develops a topical PL calendar for the following school year. This calendar includes meeting objectives or questions to guide principals and professional learning coaches in planning. Administrators may re-allocate dates on the PL calendar, but the total number of sessions, and days spent on each topic should be completed within each academic year.

Professional learning may be differentiated according to staff understanding, readiness, experience, job description, etc. New teachers to Morrison focus on the areas outlined in procedure 153.

Teacher Prep Week *PL Sessions Half PL Days 4 Full PL Days
**Workshop sessions Job-a-like sessions
Biblical Integration 1 hr 4-5 1^-2
Reflection 1 hr 3-4 1-2
Effective Teaching 6-7 1-2
Integration 2-3 1-2
Intervention Awareness/Needs 1 hr 1-2
Transition/TCK Information 1 hr
Totals 4 hrs 18* 6 days

*PL sessions reflect (40 minutes) sessions twice a month. Refer to procedure 154 for time allocations.
**Offered as an optional workshop (60-90 minutes) during these days.
^ Procedure 130

Biblical Worldview Integration: Content integration (lesson plan model), classroom practice integration, spontaneous integration, mentoring, etc.

Reflection: Professional Practice Review goals, job-a-like goals, campus goals, unit improvement, vertical articulation, curriculum mapping, SIP, etc.

Effective Teaching: Learning targets (strands & benchmarks), instructional strategies, assessment, feedback, differentiated instruction, 6 Traits Plus 1; VFOL’S; etc.

Integration: Technology Integration: Pandemic preparation, integration, new hardware, new software, etc. Library Media Integration: Big 6, resources, inquiry, plagiarism, free use, reading literacy, etc.

Intervention Awareness/Needs: RTI process, resources, universal strategies, abuse, etc.

Transition/TCK Information: Follow-up to PFO, departing, etc.

SAC 3/11

160 Professional Learning Funds

Funding Priority

Payments for pre-approved professional learning activities shall be distributed as funds are available. Prioritization for funding professional learning activities will be based on the following priority list:

  1. Morrison Academy has initiated the request to the faculty or staff to take the program of studies.
  2. The program or activity supports Morrison's curriculum, school improvement plan (SIP), and/or professional learning needs and direction.
  3. The Professional Learning Conference/Workshop Request application is completed at least three weeks prior to a conference or workshops
  4. The Professional Learning Scholarship online application is received no later than March 15th.
  5. The applicant intends to remain with Morrison for at least one more year.

Professional Learning Scholarship

Scholarship applications for the following school year should be submitted online by March 15. Staff who are in their first year of employment may apply for a scholarship for learning that would take place during the current school year but must have an approved application complete at least three weeks prior to the event. Scholarships do not include Conferences or Workshops covered in the next section.

Scholarships will be limited to expenses for travel costs, lodging costs, and registration fees for each approved professional learning opportunity. Reimbursement will be for up to 100% of expenses on professional learning opportunities which are pre-approved and aligned with professional, campus, and/or Morrison’s school improvement goals. Reimbursement will be made when a receipt for expenses is turned in to the Director of Learning Maximum reimbursement for professional learning opportunities which are pre-approved is US$1000 per year up to a maximum of four years. The maximum annual reimbursement will be prorated using the employee's FTE. Additional funding may be available for professional learning opportunities that Morrison initiates or deems important for the continuance of current curricular initiatives. Non-continuance of employment with Morrison Academy for the year following the learning, changes the status of this scholarship/tuition assistance to “a loan” that must be paid back by the recipient within a one year period. These arrangements will be made with the Director of Finance.

Conference or Workshops

At the beginning of each school year, the Director of Learning will disseminate information about professional learning opportunities and assist staff in attending conferences and workshops that are approved.

Staff-initiated request to a conference or workshop which is pre-approved and aligned with professional, campus, or Morrison’s school improvement goals may be reimbursed for 100% of airline and registration expense. Travel arrangements should reflect responsible stewarding of Morrison’s hourly wages account, teachers’ instructional time, and managing travel fatigue. All other expenses will be the responsibility of the person attending (e.g. lodging, ground transportation, food, etc.). Please fill out the Professional Learning Conference/Workshop Request applications.

Morrison-initiated requests for staff to attend a workshop or conference may be reimbursed up to 100% of airline, registration, lodging, and ground transportation (related to the event) costs. All other expenses will be the responsibility of the person attending. (Morrison may cover the cost of child care for boarding parent conferences which will include costs of childcare. Travel, lodging and registration costs of children accompanying parents to boarding conferences will be the sole responsibility of each family.)

Professional Learning Coach must attend one conference or workshop on an annual basis. Conference or workshop should align with professional, campus, and/or Morrison’s school improvement goals. Reimbursement will be up to 100% of airline, registration, lodging, and ground transportation (related to the event) costs.

Principals are required to attend a major conference or workshop on an annual basis. Conference or workshop should align with professional, campus, and/or Morrison’s school improvement goals. Administrators are expected to reflect on key learning after the conference and share with SAC and their staff.

Anyone who receives Morrison financial support for attending a conference or workshop is expected to submit a brief reflection after the conference or workshop to their supervisor and/or will be asked to share what they learned with other Morrison teachers on their job-a-like, campus, and/or workshop.

Staff who are registered for a conference or workshop and cancel after any refund deadlines or decide not to attend will pay 100% of what Morrison paid for their registration, transportation and lodging.

While attending a conference or workshop using Morrison funds, staff will refrain from drinking alcohol and the other potentially offensive public behaviors described in policy 3020 CHRISTIAN BEHAVIOR AND PROFESSIONAL ETHICS.

PL Days and Staff Meetings Compensation

Employees who are required to participate in weekend professional learning or curriculum development activities (not including system-wide professional learning time), will be remunerated at the rate of NT$2000/day or NT$1000/half day.

Certified staff who are 0.5 FTE and greater will be required to attend systemwide professional learning full days. Part time employees below 0.5 FTE who are requested or required to attend systemwide professional learning full days shall be remunerated at the rate of $2000NT per day prorated by their FTE, unless alternate arrangements have been made with principal. (For example, a 0.5 FTE contracted employee would be paid an additional $1000NT, to account for the half day not provided in their monthly salary.) Payment to staff attending full-day professional learning times shall come from the campus hourly wage account.

Certified staff who are 0.5 FTE and greater are requested or required to attend staff meetings shall be remunerated at the current hourly rate for their position. Payment shall come from the campus hourly wage account.

Language Study

Payments for approved Chinese language study by employee, spouse, and/or dependents will be reimbursed at the maximum rate of 50%, up to NT$400 per hour. For families with preschoolers, in-home study may be approved at the maximum rate of 50% up to NT$600 per hour. The school's reimbursement will be capped at annual maximum of NT$28,000 per family. The maximum annual reimbursement will be prorated using the employee's FTE. For staff, language study lessons take place outside their working hours.

SAC 10/17

162 Leadership Development Funds

The school may invite a limited number of staff members to prepare for administrative leadership through distance learning or other programs in leadership or administration leading to a graduate degree or administrative certification. Employees may be chosen for no-interest loans to reimburse tuition and fees not to exceed US $5,000 per year and not to exceed a total of US $20,000. Loans will be forgiven on a basis of one year of forgiven loan for each year of ensuing service at Morrison, except that the final year of support requires two years of service at Morrison in order to have that year's loan forgiven. The Superintendent, after consulting with the appropriate Principal, the Director of Finance and the Director of Learning, will establish contracted agreements regarding the choice of study program, job assignments including definition of administrative service, and loan repayment requirements. Loans to be repaid become interest-bearing at rates and dates to be determined by the Superintendent. Agreements will be renewed annually.

SAC 5/04
Reference - Policy 3530 Professional Development

170 Standards of Professional Practice

Professional employees are expected to achieve the following standards of professional practice.

Administrator Standards

  1. VISIONARY: Develop and implement a vision aligned with the Vision Core Values and VFOL statements.
  2. COMMUNICATION: Maintain effective communications with all constituencies.
  3. ORGANIZATIONAL ADMINISTRATION: Oversee the stewardship of resources in accordance with the School Improvement Plan, policies, and procedures.
  4. PROFESSIONALISM: Positively contribute to the school and is a productive member of the professional learning community.
  5. PROFESSIONAL LEARNING: Pursue and apply professional development identified through reflective practice.
  6. CHRISTIAN BEHAVIOR: Model Morrison’s Christian behavior and professional ethics described in Policy 3020.

Teacher Standards

  1. COMMON, GUARANTEED, VIABLE CURRICULUM: Reviews and develops quality Understand by Design units to ensure a common, guaranteed, viable, and relevant curriculum.
  2. EVIDENCE OF LEARNING: Measures progress of unit learning targets and provides evidence to inform the decision-making process.
  3. INSTRUCTION AND LEARNING: Uses the most effective and appropriate instructional practices to support mastery of unit learning targets.
  4. PROFESSIONALISM: Contributes positively to the Christ-centered, learning focus school culture and is a productive member in reaching the goals of the School Improvement Plan.
  5. PROFESSIONAL LEARNING: commitment to the professional learning community process and other professional learning identified through reflective practice.
  6. CHRISTIAN BEHAVIOR: Models Morrison’s Christian behavior and professional ethics described in Policy 3020.

Library Media Specialist Standards

  1. PLANNING: Integrates information literacy through collaboration, planning, implementation, and assessment of learning.
  2. ADMINISTRATION: Administers the library media program to ensure quality and effectiveness.
  3. INSTRUCTION: Teaches the written curriculum using the most effective and current strategies.
  4. PROFESSIONALISM: Collaborates in curriculum development and school improvement with a positive approach to challenges and participates in school activities.
  5. PROFESSIONAL LEARNING: Pursues and applies professional development identified through reflective practice.
  6. CHRISTIAN BEHAVIOR: Model Morrison’s Christian behavior and professional ethics described in Policy 3020.

(The following sections are under development.)
Professional Learning Coach Standards
Guidance Counselor Standards

SAC 3/15
Reference - Policy 3212 Plan of Assistance

172 Professional Practice Review

Morrison Academy routinely evaluates the professional practice of all professional employees.

Foundational Principles

  • Improvement of student learning requires continuous development of professional practice.
  • The ability to be self-analytical about one’s practice is central to continuous improvement of professional practice.
  • Professional growth requires an on-going process of input and practice. This is enhanced when growth and evaluation processes are differentiated for individual professionals.
  • Multiple data sources provide better information for judgments of professional effectiveness.

Purpose

  • Provide a structure for self-reflection and goal-centered professional learning
  • Ensure high-quality instruction to promote student learning

Roles

Administrators hold the primary responsibility for completing the professional practice review for all professional staff.

Team Leaders and Professional Learning Coaches are responsible for coaching and promoting professional growth on each campus.

Professional Learning Communities may support staff in accomplishing common goals.

Schedule

Administrator, General Managers, Cashiers, Administrative Assistants, Library Media Specialists, Educational Technology Coordinators, Dormitory Parent, and others will use their job-specific professional practice review rubric to set annual goals and review progress with their supervisor.

Performance reviews for Teachers will normally be scheduled according to the following tiered system based on years of service at Morrison Academy and demonstration of proficiency on the appropriate rubric of professional practice. The goal is to collect multiple data sources or evidence to support the “Proficient Practice” and/or “Exemplary Practice” on each benchmark on the rubric.

1st & 2nd year at MA More than 2 Years Service at MA
September Beginning of the year meeting:
  • Principal schedules meeting
  • Principal assigns a mentor.
  • Reviews and explains the appropriate professional practice rubrics. Discussion focus is on observations and standards.
  • Submits the Yearly Scope and Sequence (classroom teachers only).
Beginning of the year goal setting meeting:
  • Principal schedules meeting AND gives Professional Practice Goal Sheet and Self-Assess Professional Practice Rubric document to review and complete.
  • Administrator directs goal writing and goal-centered professional learning plan discussion based on Self-Assess Professional Practice Rubric document of standards and/or school improvement plan. Administrator may direct teachers to work within a professional learning community (PLC).
  • Set a date when goals and goal-centered professional learning plan are due.
  • Complete unit scope and sequence.
Oct. - Apr Professionals:
  • Works with mentor, professional learning coach, and/or team/department to meet the standards outlined in the beginning of the year meeting.
  • Works with administrator to schedule formal observations and pre/post conference dates.
Professionals:
  • Collects evidence (student work, letters, notes, etc.)the goals are being accomplished throughout year.
  • Writes a reflection on the progress of goals at the end of each quarter. Email them to the administrator.
  • Participates in professional learning communities, reads professional literature, attends workshops, works with professional learning coach, peer reviews, etc. to help accomplish goal(s) through the goal-centered professional learning plan.
  • Prepares evidence and reflections for culminating interview with the administrator
Oct. - Apr Administrator: Schedules and completes 2 formal observations using the appropriate professional practice rubrics. Meet in a pre/post conference.
  • Conducts weekly walk through observations.
  • Takes anecdotal records of professional conduct in and out of the classroom.
  • Regularly encourages professionals to accomplish their goals.
Administrator:
  • Encourages professional to accomplish their goal(s).
  • Takes anecdotal records of professional in and out of the classroom.
  • Initiates at least 8 walk through observations throughout the year.
Apr - May Culminating meeting:
  • Administrator schedules meeting.
  • Discuss year successes and shortcomings.
  • Consider goals for the next year
Culminating meeting:
  • Administrator schedules meeting
  • Professional bring evidence of working toward or accomplishing goal
  • Review and discuss goal and evidence
  • Consider goals and goal-centered professional learning plan for next year
May 20 Final Report:
  • Administrator writes summative report
Final Report:
  • Professional submits final reflection papers
  • Principal compiles teacher goal sheet, and reflections for teacher file
  • Professional may request a copy of the End of the Year Summary Report.

Documentation

  • Rubrics of Professional Practice
  • Goal Sheet
  • Self-Assessment Rubrics
  • Walk Thru Form
  • Plan of Assistance Form

Plan of Assistance

In cases where a professional demonstrates significant deficiencies in professional practice, he/she will be placed on a Plan of Assistance. The Plan of Assistance is a comprehensive administrator directed improvement program which provides documentation of identifying the areas needing improvement and any subsequent progress. Plan of Assistance reviews will be comprehensive in nature with at least three observations focusing on standards in relation to the rubrics of professional practice.

SAC 3/15
References: 3212 Plan of Assistance
3540 Evaluation of Personnel

180 Internships and Practicums

Supervising and mentoring a university student during an internship or practicum is one way for our faculty to grow professionally. An internship or practicum is a hands-on experience in an area an intern (i.e. pre-service teacher and/or library media specialist) has been studying at university.

As a service to the education profession, connection to current academic scholarship in the field, and fostering relationships with future educators/librarians, Morrison will place university interns at campuses where a Morrison employee is committed to supervise them.

Program Parameters

  1. Internships/practicum experiences are not paid.
  2. Maximum of six university interns may be at any given campus during a quarter.
  3. Morrison staff and faculty are not required to be faculty supervisors for an internship or practicum.
  4. Intern interaction with Morrison students must be monitored by the supervising Morrison employee.
  5. Interns may not lead activities (direct a lesson, small group, etc.) with Morrison students.

Qualifications for Internship and Practicum Applicants

  1. All intern candidates will be currently enrolled in an accredited university.
  2. 2. All intern candidates will complete Morrison Academy’s child safety training and agree to abide by the Code of Conduct for Child Safety. (See procedure 540.)
  3. All intern candidates will submit or give permission for Morrison to conduct a minimal criminal history check.

Placement Process for Interns from Overseas

  1. Director of Learning receives all applications and university internship expectations.
  2. Director of Learning will review potential intern applications.
  3. Director of Learning notifies all building principals of viable interns that need to be placed and dates of their potential internships. When a Principal and supervising staff member agree to a placement the application will be sent to principal.
  4. Director of Learning will ensure that a criminal records background check is completed and filed.
  5. Principal contacts the Morrison employee who will supervise the internship/practicum and forward the intern’s application.
  6. The supervising staff member follows up with emails to intern and/or university contact to discuss details concerning placement.
  7. The supervising staff member works as the liaison with the university concerning internship requirements and experience.

TCM 12/15
Reference: Procedure 540 Code of Conduct for Child Safety

Appendix - Professional Practice Review Documents

1) the same essential learning regardless of who is teaching the course
2) taught in the time given
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