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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, 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 11/18

105 Standards-Based Education

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:


  • 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.


  • 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.


  • 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.


  • 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.

Biblical Integration

  • Standards- based grading gives teachers the opportunity to report truthfully about a student’s learning of targeted benchmarks (which is Morrison’s purpose of grading - (procedure 260) and citizenship growth (in respect, responsibility and engagement) separately, emphasizing and monitoring the importance of both in the learning process.
  • The application of standards-based instruction and assessment is also an opportunity for biblical classroom practice integration (procedure 130) by
    • eliminating the use of grades for punitive purposes
    • giving the opportunity for growth in learning, without penalizing the learning process.
  • Standards-based instruction and assessment should be an accurate reflection and communication of what a student knows and is able to do.
  • Biblical integration should be designed to also become part of curricula, instruction, and assessment.

SAC 4/19

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

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

Review Implement Accreditation
  • Bible
  • Guidance
  • Science (HS is multi-year.)
  • Health
  • PE
Year 1 Annual Report
  • Language Arts
  • Mid-Review Social Studies (for integration purposes)
  • Visual & Performing Arts
  • Bible /
Year 2 Annual Report
  • Library Media
  • Business
  • Computer Science and Technology
  • ELL
  • Language Arts
  • Visual & Performing Arts
Year 3 - Mid-cycle Review Visit
  • Math
  • Library Media
  • Business
  • ELL
  • Computer Science and Technology
Year 4 
Annual Report
  • Foreign Language#
  • Social Studies
  • Math
Year 5 Annual Report
  • Science
  • PE/Health
  • 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, Learning Coaches and Educational Technology Coaches 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 the 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
  • Books or 2 to 5 key articles and/or articles related to current research on subject
  • List of top rated curriculum frameworks for subject if available
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 & Standards
  • Content: Is the content of the strands and standards 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 standards clear throughout all grade levels? What does the vertical articulation data say about gaps and redundancies in the curriculum? If new standards 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 in guide
  • Strands and standards clearly articulated
  • Scope and sequence that shows content and skills clearly identified for each course
  • 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 standards 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 standards 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 standards 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 in the Essential Questions/Enduring Understandings portion of the Units
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.
  • 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 standards for content and alignment (add or remove courses).
    • Task Force surveys teachers on current resources. October PL Days: Teachers review resource samples if available.
End of Nov.
  • Task force seeks feedback on revisions made to content and alignment of standards from teachers.
  • Preliminary report is submitted for SAC approval (report includes: foundational documents, revised strands and standards).
  • 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

    • Director of Learning contacts sales representative to get quote.
  • 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 unit and/or final assessments for subject area. Work them into units.


  • Task force seeks input from teachers regarding unit 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.
  • Task Force meets with teachers to share new or revised curriculum during March PL day.
  • Director of Learning shares revised curriculum document with SAC for approval.
  • 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.
  • Teachers 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, Standards, biblical principles)


Since the curriculum review process is structured in such a way as to require more writing of Standards 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 4/21

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
  • 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.)
  • 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.
  • 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.
  • 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.

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

128 Spiritual Formation

Spiritual Formation at Morrison Academy is the ongoing work of God, through His Spirit, by which we—in cooperation with Him—become more aware of God’s presence as we grow to be more like Christ, in order to live in a right relationship with God, others, and ourselves in every dimension of life.

Morrison Academy defines spiritual formation *

K-5 6-8 9-12 & Staff
Spiritual Formation is God at work in us. By letting God’s Spirit work in us, we can experience God with us as we grow to be more like Christ, His Son. By God’s work in us and by His grace we can have a relationship with God and He can help us to have right and good relationships with others. He can also help us to see ourselves as He created us in His image. God is always at work in us, changing us, and helping us to grow more like Jesus in every part of our lives. (GK-5) Spiritual Formation is really simple but really deep at the same time. Spiritual Formation means that we are being made more and more like Jesus! It means that we know that God is working on us to teach us and make us more like Jesus through the Holy Spirit. We work together with God to help us see Him in our lives more! He teaches us how to have the best relationships we can have with God, other people, and even ourselves, and he helps us in every part of our lives! (G6-8) Spiritual Formation is the ongoing work of God, through His Spirit, by which we—in cooperation with Him—become more aware of God’s presence as we grow to be more like Christ, in order to live in a right relationship with God, others, and ourselves in every dimension of life

Framework of beliefs for Morrison staff and students as we grow in the spiritual formation process *

K-5 6-8 9-12 & Staff
Relationship We believe spiritual formation happens when we are part of healthy relationships. We can learn from other believers who can teach us more about becoming like Christ. (Pr 27:17, Eph 4:2) We believe that having really good spiritual formation also means that you form healthy relationships with others, like your friends, family, teachers, etc. We also think it’s good to have mentors in your life to show you how to grow in your faith. (Pr 27:17, Eph 4:2) We believe spiritual formation occurs within the context of healthy relationships. We seek to build mentoring relationships with others in order to deepen our spiritual development. (Pr 27:17, Eph 4:2)
Presence We believe God is present in every part of our lives. Everything that happens can be a way for us to know God more and grow in our relationship with Him. (Ps 139) God is real, and He is really here! He is in your life in every way you can imagine. No matter what we’re experiencing in life, we believe God is there and interacts with us to help us grow. (Ps 139) We believe God is present in every dimension of our lives. Therefore, everything that takes place is an opportunity to encounter God and be formed spiritually. (Ps 139)
Image We believe that all people are created in God’s image and show His glory. We understand that all people are important and we should love and respect others and ourselves. (Gen 1:27, Eph 2:10) Each person is unique, special, and made in God’s image. Every one of His creations shows God’s glory! Because of this, we know that everyone is unique and valuable and that we should love and respect each other… even ourselves! (Gen 1:27, Eph 2:10) We believe that all people are created in God’s image and reflect His glory. Therefore, we understand that all people have value and that we should love and respect one another, including ourselves. (Gen 1:27, Eph 2:10)
Authenticity We believe it is important to help each other live like Christ in a world where not everyone follows Christ. (1 Cor 9:19-23) We believe that it’s important to look out for each other to make sure we’re all being real and legit with our faith, especially in this complicated world. There’s no point in trying to fake it. (1 Cor 9:19-23) We believe it is important to challenge and prepare each other to authentically live out our faith in a complex world. (1 Cor 9:19-23)
Gifting We believe that God has given us different kinds of gifts. We want to learn more about how to grow in our gifts and use them to glorify God. (Eph 4:11-14, 1 Pet 4:10-11) We believe that God gave you unique and diverse gifts! Some of you are talented in sports, others in academics or in the arts. We want to use all of these great gifts God has given to us to benefit others and give God glory! (Eph 4:11-14, 1 Pet 4:10-11) We believe God has gifted us in diverse and numerous ways. Therefore, we seek to develop and use our gifts for His glory. (Eph 4:11-14, 1 Pet 4:10-11)
Service We believe that God wants us to use our lives to serve. We want to serve cheerfully and volunteer to serve God and others when we can. (Mt 23:11, Mk 10:45, 1 Jn 3:16-18) God tells us that we should serve others, even if it’s hard. Because Jesus served too, we want to grow in our spirit of service while doing our best to serve others. (Mt 23:11, Mk 10:45, 1 Jn 3:16-18) We believe God has called us to a life of service. Therefore, we seek to foster a spirit of service and provide opportunities to serve. (Mt 23:11, Mk 10:45, 1 Jn 3:16-18)

*Used with permission from Lipscomb Academy and adapted by the Morrison Spiritual Formation Task Force 2019-20

SAC 8/20
References: Statement of Faith
Vision for our Learner
Procedure 130 Christian Philosophy of Education
Philosophy Statement

130 Christian Philosophy of Education (CPE)

Morrison seeks to develop a consistent and holistic Christian philosophy of education for each of its individuals as well as its collective identity.

Morrison’s philosophy statement articulates that “The educational philosophy of Morrison Academy is based on God’s truth as revealed by the Holy Spirit in God's Word, the Bible, and in creation. (John 8:32; Romans 1:20; Revelation 4:11; John 17:3; Romans 3:10-12, 20; Romans 10: 9, 10; Matthew 6:10).” The following defines the purpose and elements that are required for all Morrison educators. The basis of the procedure aligns with ACSI’s philosophy of Christian education requirements.

The purpose of developing a Christian philosophy of education is to help teachers connect their faith and learning so that they are not “taken captive by vain philosophy, according to the traditions of men,” Colossians 2:8. It is to help teachers develop a Christ-centered or biblical worldview that can eventually be salt and light to the world thus contributing to the essential elements of Morrison’s vision which promote that “every student will experience a quality, biblically-integrated education.”

Domains of a Christian Philosophy of Education (defined below)

  1. Learner
  2. Teacher
  3. Biblically Integrated Curriculum

1. Learner
A maturing Morrison student will be a:
Christ Follower,

  • believe Christ died for my sins and humbly repent
  • treasure my relationship with Christ as the source of my identity
  • lovingly obey God's revealed plans for living
  • prayerfully include God in daily decisions

Effective Communicator,

  • read and write skillfully and purposefully
  • demonstrate competence in speaking and listening
  • contribute to groups collaboratively with interpersonal skills

Critical and Creative Thinker,

  • analyze, interpret, evaluate, and synthesize concepts within various contexts
  • utilize appropriate problem-solve strategies
  • create original solutions for authentic and relevant problems
  • work with high standards

Life-long Learner,

  • maintain intellectual curiosity
  • utilize the scientific inquiry method
  • utilize technology appropriately

Moral and Ethical Citizen,

  • make ethical decisions from a Biblical perspective
  • Show respect to persons of other ages, races, cultures, faiths, and values
  • demonstrate self-control in attitude and behavior

Wise and Responsible Steward,

  • use your gifts and talents to serve others generously
  • maintain disciplined health and personal habits
  • cultivate and share your artistic, musical, and academic abilities
  • take care of God’s creation and provisions

2. Teacher
Morrison requires teachers to carefully consider their Christian responses to the following questions:

  • Of what does reality consist of? (metaphysics)
  • What is true and how do we know it is true? (epistemology)
  • What is of value? What is good, beautiful, and ethical? (axiology)
  • What is the nature of the learner and the goal of Christian education?
  • What is the role of the teacher?
  • What are the curricular and methodological implications of a Christian philosophy of education?

Professional Learning (PL)

  • One professional learning half-day must take place each year which allows staff to learn, reflect, and discuss the continued process of honing their Christian Philosophy of Education.
  • Teacher professional learning expectations are/can be differentiated for new and veteran teachers of Morrison.
  • Teachers will meet the Morrison Christian Philosophy of Education requirements through professional learning experiences both in campus-specific and cross-campus settings.
  • As a component of ongoing professional development, teachers will articulate and continue to develop their Christian Philosophy of Education through individual reflection.
  • All resources needed to complete the Christian Philosophy of Education requirements should be available at each campus for teacher use.

3. Biblically Integrated Curriculum
Morrison Academy’s Vision states that “every student will experience a quality, biblically integrated education.” 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.

(Egeler, Daniel; Building On Basics: Essential Elements of an Effective Christian School; Purposeful Design; 2011; pg. 4 & 7)

Biblical integration is a critical component to a teacher’s implementation of a Christian philosophy of education. It is demonstrated through an active combination of humble reliance on the Holy Spirit for understanding, communication with God through prayer, 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.

SAC 4/21
Reference – Vision Statement
Policy 5310 Prayer
Procedure 156 Professional Learning Schedule
Philosophy 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.
  • 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.
  • Effective use of technology can enhance teaching methods and strategies used in the delivery of the curriculum.
  • Time should be allocated for technology professional 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.

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.
  • 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.

SAC 2/19
Reference - Procedure 217

140 Innovation

Definition of Innovation at Morrison
Innovation embodies design, discovery, passion, taking risks, and trying something new. At Morrison, innovation is how students learn, teachers teach, and the impact of that process rather than merely educational tools and products.

Innovative Student/Teacher Profile
Our goals for innovation are defined by four elements: hunger for truth, passion, risk, and desire to change. Morrison’s curricula should promote these four elements listed, asking students to “try and do.” Additionally, teachers should not be passive, but they should rather “model and guide” these elements in the way courses are designed and in the way they live their lives.

One noteworthy element of Morrison’s innovation profile is Hunger for Truth. As a Christian school, we see all learning as an uncovering of God’s Truth. A hunger for Truth should define how we innovate: it should be for His glory and should not be done for personal gain or for change for its own sake.

SAC 8/20
References - Core Values Statement
Procedure 156 Professional Learning Schedule
Procedure 350 Alex Herring Grant

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, course standards 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 and housed in a digital format accessible by staff. (i.e. CCC discussion, task force meetings, etc.). Units will have these components in accordance to ACSI indicator 5.2.

  • Unit Plan Name
  • Grade/Department
  • Course Name
  • Standards and indicated Power Standards
  • Resources
  • VFOL Expected Student Outcome
  • Course Goals (from course description)
  • Biblical Integration (Enduring Understanding)
  • Essential Questions
  • End-of-the-Unit Assessment with Rubric
  • Duration (estimate)
  • Scope and Sequence of Course
  • Instructional Methods

Resources and assessments linked to these units must be housed in the shared curriculum drive. In August, teachers create year-long calendar / yearly scope and sequence of all course units. Teachers refer to this calendar throughout the year to guide weekly planning.

SAC 4/21

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 Education
    • 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 discuss campus, student and subject specific concerns.
  • Cross Campus Collaboration (CCC) Meetings work within teacher teams that teach the same course(s). The focuses of these groups are curriculum and assessment data. 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:
      • What do we want each student to learn?
      • How do we know when each student has learned it?
      • How will we respond when a student experiences difficulty in learning?
      • How will we enrich and extend the learning for students?

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

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

Minimum Minutes/Month
PL 60
Team/Department Meeting 60
CCC 60

SAC 4/19
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 April.

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. Each campus Learning Coach creates campus PL calendars in collaboration with principal and other Learning Coaches. Campus PL calendars are available for system-wide viewing.

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
Christian Philosophy of Education 1 hr Each campus PL session would incorporate Christian Philosophy of Education in every PL meeting session. 1^
Reflection 1 hr 1
Effective Teaching 1 hr 3
Innovation 1 hr 1
Response to Intervention 1 hr
Totals 5 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.

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

Response to Intervention: RTI process, resources, universal strategies, abuse, etc.

SAC 4/19

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 whose FTE is between 0.5 and 0.99 may 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 whose FTE is between 0.5 and 0.99 may be required to attend staff meetings. They may be remunerated for at the rate of $2000NT per day prorated by their FTE, unless alternate arrangements have been made with principal.

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 11/18

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.


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


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.


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.
  • 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.
  • 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.


  • 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

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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