methuen high school commonwealth compass school 2002-2003 for further information contact ellen...
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Methuen High SchoolMethuen High School
Commonwealth Compass School 2002-2003
For Further Information contact
Ellen Parker, Principal
One Ranger Road
Methuen, MA 01844
Telephone 978 681–1357, Fax 978 681–1397
Ongoing Teacher Training and Ongoing Teacher Training and Support for Changes in Support for Changes in
InstructionInstruction
MISSION
CURRICULUM
INSTRUCTION
ASSESSMENT
STUDENT ACHIEVEMENT
PROFESSIONAL COMMUNITY
SCHOOL LEADERSHIP
COMMUNITY SUPPORT
DISTRICT LEADERSHIP
Methuen High School
A Community of Learners
Presenters
Ellen Parker, Principal
Marianne Moran, Mathematics
Department Chairperson
Susan McGrath, Mathematics Teacher
Jason Humphrey, English Teacher
VisionVision“Vision is the art of seeing things “Vision is the art of seeing things
invisible.” invisible.” Jonathan SwiftJonathan Swift
Paradigm ShiftParadigm Shift Principal’s RolePrincipal’s Role Communicating the Vision Communicating the Vision The ResultThe Result
A well-articulated vision can be the A well-articulated vision can be the foundation for organizational growth.foundation for organizational growth.
MISSION
CURRICULUM
INSTRUCTION
ASSESSMENT
STUDENT ACHIEVEMENT
PROFESSIONAL COMMUNITY
SCHOOL LEADERSHIP
COMMUNITY SUPPORT
DISTRICT LEADERSHIP
Professional Developme
nt
Why?
Professional Growth for Professional Growth for TeachersTeachers
A continuous, A continuous, reflective processreflective process
Enhances subject Enhances subject knowledgeknowledge
Leads to more Leads to more effective pedagogyeffective pedagogy
Produces higher Produces higher student student achievementachievement
Methuen’s Basic Beliefs:Methuen’s Basic Beliefs:
Teaching is a highly Teaching is a highly skilled craftskilled craft
All students are All students are capable of learning at capable of learning at high levels with proper high levels with proper learning activitieslearning activities
Learning is a life-long Learning is a life-long activityactivity
Methuen’s School Methuen’s School AdministratorsAdministrators::
Understood and supported Understood and supported professional growth for teachersprofessional growth for teachers
Provided meaningful courses Provided meaningful courses addressing teaching strategies and addressing teaching strategies and assessment techniques immediately assessment techniques immediately transferable to the classroomtransferable to the classroom
Encouraged staff participation and Encouraged staff participation and provided positive incentivesprovided positive incentives
Professional Development as Professional Development as an Evolutionary Processan Evolutionary Process::
FromFrom
a patchwork of non-connected courses through a a patchwork of non-connected courses through a
Paradigm ShiftParadigm Shift
To To
a systematic sequence of courses that ensures a systematic sequence of courses that ensures enhancement of academic knowledge and enhancement of academic knowledge and
professional performanceprofessional performance
Professional Development Professional Development Creates a Professional Creates a Professional Community of LearnersCommunity of Learners
Professional Development Professional Development ObjectivesObjectives
Renew and Refine Instructional Renew and Refine Instructional StrategiesStrategies
Promote a Collegial EnvironmentPromote a Collegial Environment Understand and Teach to the Various Understand and Teach to the Various
Learning StylesLearning Styles
Continuing Education for our Continuing Education for our Professional StaffProfessional Staff
Skillful TeacherSkillful Teacher
Methuen High SchoolMethuen High School
Overarching Objectives
Curriculum Design
Objectives
Assessment Learning Experiences
Personal Relationship
Building
Class Climate
Expectations
Clarity Models of Teaching
Principles of Learning
Time Space Routines
Attention Momentum Discipline
Foundation of Essential Beliefs
THE SKILLFUL TEACHER’S MAP OF PEDAGOGICAL KNOWLEDGE
Professional Development Courses:Understanding Teaching 1 and 2
Methuen Public Schools Supervision Program:
Four-year cycle of teacher observation and evaluation using skills parameters
from The Skillful Teacher
Continuing Education for our Continuing Education for our Professional StaffProfessional Staff
Skillful TeacherSkillful Teacher
Learning StylesLearning Styles
A C T I V E
E X P E R I M E N T A T I O N
Help students to create an image of the concept to be
taught, connecting expert knowledge to what the students already know.
Provide information about the concept. Using a clear sequence of information, show the parts of the concept and draw attention to its most important aspects.
Have students share their reflections and analysis of the experience.
Create an experience that engages the students in a personal way and builds on what they already know.
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23
RR
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ABSTRACT CONCEPTUALIZATION (THINKING)
CONCRETE EXPERIENCE (SENSING/FEELING)
RE
FL
EC
TIV
E
OB
SE
RV
AT
ION
Provide
hands-on activities for
practice and mastery of the
concept. Address the necessary skills.
Check for understanding.
Through experimentation, let the students tinker with what they have learned.Allow them to applytheir learning andsee how it is usedin the realworld.
Provide feedback that helps students to refine and evaluatetheir work. Encouragethem to summarize the meaning, relevance, and originality of their personal applications of the concept.
Support the students in sharing their
learning with others. Display their
products. Help them to identify new questions to extend their learning.
4-MAT NATURAL CYCLE OF LEARNING
Continuing Education for our Continuing Education for our Professional StaffProfessional Staff
Skillful TeacherSkillful Teacher
Learning StylesLearning Styles
Classroom ManagementClassroom Management
Continuing Education for our Continuing Education for our Professional StaffProfessional Staff
Skillful TeacherSkillful Teacher
Learning StylesLearning Styles
Classroom Classroom ManagementManagement
Summer Summer Curriculum Curriculum Development Development TeamsTeams
How Professional Development How Professional Development Has WorkedHas Worked
Strong Administrative FoundationStrong Administrative Foundation
School-based InstructionSchool-based Instruction
Sustained and Consistent EffortSustained and Consistent Effort
Salary Scale MovementSalary Scale Movement
System-wide VocabularySystem-wide Vocabulary
Important Changesto our School
Improved collegialityImproved collegiality
Improved classroom Improved classroom managementmanagement
The framework for The framework for consistent and consistent and sustained curriculum sustained curriculum revision during the revision during the summersummer
Methuen High School Methuen High School Curriculum GuideCurriculum Guide
Mass Mass Framework And Framework And
Learning Learning StandardStandard
Methuen High Methuen High Expectation for Expectation for
Student Student LearningLearning
Student Student OutcomesOutcomes
““The Learner The Learner will…”will…”
ActivitiesActivities
Reading and Reading and LiteratureLiterature
Students will Students will identify, analyze, identify, analyze, and apply and apply knowledge of the knowledge of the themes, structure, themes, structure, and elements of and elements of poetry and provide poetry and provide evidence from the evidence from the text to support their text to support their understanding.understanding.
(14)(14)
read and listen read and listen critically and critically and actively.actively.
(5)(5)
demonstrate the demonstrate the study skills of an study skills of an effective self-effective self-directed learner.directed learner.(7)(7)
use multiple use multiple strategies for strategies for problem solving.problem solving.
(8)(8)
in discussion and in discussion and writing about writing about poetry, use the poetry, use the following elements following elements in order to discern in order to discern the author’s the author’s meaning:meaning:•structure—stanza, structure—stanza, lineline•figurative languagefigurative language—simile, metaphor, —simile, metaphor, personification, personification, hyperbolehyperbole•sound devices—sound devices—rhyme, alliteration, rhyme, alliteration, onomatopoeia.onomatopoeia.
After reading After reading Roethke’s poem Roethke’s poem “The Meadow “The Meadow Mouse,” students Mouse,” students analyze the key analyze the key images in each images in each stanza.stanza.
Students identify Students identify how the diction in how the diction in Bruchac’s “Ellis Bruchac’s “Ellis Island,” a poem Island,” a poem about the immigrant about the immigrant experience, reveals experience, reveals a shift in tone and a shift in tone and how the stanza how the stanza divisions are used to divisions are used to organize the organize the conflicting ideas in conflicting ideas in the poem.the poem.
Methuen High School Methuen High School Curriculum GuideCurriculum Guide
Instructional Instructional Resources/Resources/ReferencesReferences
AssessmentAssessmentLearning Learning
Environment/InstructioEnvironment/Instructional Techniques nal Techniques
The students will read The students will read selected works of short selected works of short fiction, drama, essays, and fiction, drama, essays, and poetry from the following poetry from the following anthologies and other anthologies and other collections:collections:
Literature—Timeless Voices, Literature—Timeless Voices, Timeless Themes Timeless Themes (Gold Edition)(Gold Edition)
Adventures in ReadingAdventures in Reading
All students will read All students will read Shakespeare—Shakespeare—Romeo and Romeo and Juliet Juliet or As You Like Itor As You Like It
Additionally, the students Additionally, the students will read a minimum of five will read a minimum of five of the following:of the following:
Bach—Bach—Jonathan Livingston Jonathan Livingston SeagullSeagull
Students’ achievement of Students’ achievement of the learning outcomes will the learning outcomes will be assessed in the following be assessed in the following ways:ways:
Use of English Department Use of English Department rubrics to evaluate writing rubrics to evaluate writing in response to literature, in response to literature, including essays and essay including essays and essay tests.tests.
Use of objective measures Use of objective measures such as MCAS, publishers’ such as MCAS, publishers’ assessments, or teacher-assessments, or teacher-generated multiple-choice, generated multiple-choice, true-false, sentence true-false, sentence completion, and matching completion, and matching items.items.
To foster accomplishment of To foster accomplishment of student outcomes in student outcomes in literature, instruction will be literature, instruction will be designed to address all designed to address all learning styles. The learning learning styles. The learning environment will facilitate environment will facilitate free and respectful exchange free and respectful exchange of ideas among students and of ideas among students and teacher.teacher.
The classroom will be The classroom will be physically organized to physically organized to provide accessibility of provide accessibility of materials, varied materials, varied arrangements of furniture for arrangements of furniture for small- and large-group small- and large-group activities, and displays of activities, and displays of students’ work. Agendas for students’ work. Agendas for daily class and homework daily class and homework assignments will be clearly assignments will be clearly posted.posted.
Literature: Reading, Researching, Literature: Reading, Researching, and Viewing—Skill Developmentand Viewing—Skill Development
I = Introduction R = Reinforcement M = Mastery S= I = Introduction R = Reinforcement M = Mastery S= SynthesisSynthesis
Literature: Reading, Researching, and Viewing—Skill Literature: Reading, Researching, and Viewing—Skill Development Development
Students at this grade level will…Students at this grade level will… 991100
1111 1122
Literary ContextLiterary Context
compare similar literary works across cultures compare similar literary works across cultures toto
recognize universal themesrecognize universal themesII RR RR RR
compare similar literary works across cultures compare similar literary works across cultures to to
recognize the similarities of their own recognize the similarities of their own experiences experiences to those of people from other to those of people from other culturescultures
II RR MM SS
explore social issues through literatureexplore social issues through literature II RR MM SS
use primary sources to relate literature to use primary sources to relate literature to historyhistory II RR RR
explore how specific historical conflicts and explore how specific historical conflicts and movements have influenced themes in movements have influenced themes in
literatureliteratureII RR
recognize major archetypes from oral and recognize major archetypes from oral and literary literary traditionstraditions II RR RR
Summer Curriculum Summer Curriculum Accomplishes Four ThingsAccomplishes Four Things
Provides consistent standards based Provides consistent standards based curriculum throughout the departmentcurriculum throughout the department
Ensures consistent coverage of Ensures consistent coverage of material throughout the departmentmaterial throughout the department
Gives teachers the support to provide Gives teachers the support to provide informed instructioninformed instruction
Helps teachers develop and hone the Helps teachers develop and hone the direction of their creative talentsdirection of their creative talents