The Covid-19 crisis added to the many reasons why schools must switch from time-based industrial-models to proficiency-based models, where students master each step before moving on. Public schools are currently leading the movement. Learn about what public and private days schools are doing and how boarding schools can transition to this increasingly favored, student-centered model.
Asst Headmaster, Delphian School, OR
As schools fight to stay relevant and search for ways to engage students in meaningful learning experiences, many are looking to competency education. How might you transition your teaching model? How might you create assessment systems that are mission-driven? In this session, two schools leading in this work—The Nueva School and The White Mountain School— will share stories and roadmaps.
Assistant Head for Teaching and Learning, The White Mountain School, NH
STEM Faculty, The White Mountain School, NH
English Faculty, The White Mountain School, NH
Large scale, school-wide, pedagogical initiatives can create transformational shifts in teaching that lead to deeper learning for students. When schools undertake these initiatives, they must create a professional learning process for faculty, that is thorough, consistent, and easy to navigate, so that faculty feel supported with the changes. This session will explore the partnership between Appleby College & World Leadership School, in which they created a professional learning process for faculty to support a new initiative that enhances the school’s priorities of offering a globalized curriculum and project-based learning.
Director of Educator Development, World Leadership School, CO
Director: Learning, Teaching, and Research/Mathematics Teacher/Mutual Respect Facilitator, Appleby College, ON
Dr. Sarah Morrison
Director, Learning, Teaching, and Research Visual & Performing Arts Department | Vocal/Choral Music, Appleby College, ON
How do you create a joyful teacher orientation experience that meets the needs of teachers from different disciplines, and with different levels of experience? How do you create a framework for continued, mission-aligned growth? A sense of belonging? We will share the successes and struggles of the Masters School’s New Faculty Experience, a 2 year program that supports new teachers through a coordinated program of orientation, coaching and observation, mentorship, and more!
Director of Learning Initiatives, The Masters School, NY
Marianne Van Brummelen
Math Teacher and Pedagogical Coach, The Masters School, NY
When the COVID-19 pandemic ended our school year early, we recognized the opportunity to create long-lasting systems that would help us align our curriculum, manage extended student absences, empower our department chairs, and leverage our close advisor/advisee relationships, making us a stronger school even after things return to normal. We found that distance learning was a great vehicle for our student-centered curriculum, and we identified ways to build on our strengths when we couldn't be together as a community.
Director of the Grauer Institute, Pomfret School, CT
Assistant Head of School, Pomfret School, CT
Director of Technology, Pomfret School, CT