The numbers, based on the anonymous faculty survey:
· 93% report increased awareness of aspects of their chosen topic through brief reading and reflection
· 96% taken risks, having implemented some of the solutions and reflected on their implementation
· 82% collaborated to come up with original solutions in addition to those of the field experts
· 87% recognized some of the work already being done on campus in the area and gained a greater sense of the prek-12 program
· 90% demonstrated a desire and willingness to grow in the area
· 96% improved measurably in the area
· 85% crafted a plan for continued investigation and implementation
Excerpts from the anonymous faculty survey:
“I really appreciate the fact that the school acknowledges that pedagogical development is an ongoing thing for all teachers, that it should be toned and exercised so teachers can continue to grow and improve.”
“Stressing the use of technology really helped motivate me to experiment with the tablet, projector, paint program and in the near future voice recorder aspects of our laptops. Thanks for providing the spark, support and incredible positive feedback for my efforts.”
“My students should thank you.”
“I think the opportunity to share ideas with colleagues across divisions has been very valuable.”
“…ideas were thought provoking and definitely made a difference.”
“This is a good program and a good use of my time.”
Just a few of the remarkable implementations:
· The 3 – 12 science faculty (save two) met twice to work as a whole, focusing once on POGIL and later on character-inclusive lab rubrics (thanks to Greg Emerson and Kevin Koller) and performance-based assessment (thanks to Casey Schnieber, Dan Wood, and Kevin).
· The 6 – 12 language department signed up for assessment (under Jeanette’s leadership) to ensure consistency of grading expectations and approaches. For many, this was the first year they’d ever used rubrics.
· Montessori worked together to reach bodily kinesthetic learners.
· Members of the English department worked together to share character-infused rubrics assessing collaborative and peer-evaluative exercises (Deborah Floyd, Chuck McGivern, and Adrienne Fluitt at the forefront).
· Ginger Halterman led the entire kindergarten in our youngest series of videoconferences—“A is for Apple” with the Cleveland Museum of Art.
· Paula Butler brought Process Oriented Guided Inquiry Learning to campus, sharing in three venues and supporting colleagues. POGIL meets nearly every theme we offer and was picked up by non-science faculty members Jeremiah McCall, Rick Schoeny (adapted), Kevin Koller, and Kelly Hammond, to be picked up by Matt Dahl in 2007-08.
· Andy Speno, Dana Pease, Kathy Renner, Anna Hartle, Beth Langenbahn, and Marge Rockwell were unstoppable both in their pursuits to reach students of varied styles and in their willingness to share with others in myriad venues.
· Andrea Rogers attacked the material with vigor, grappling with the issue of maintaining consistency of assessment while allowing choice. Her work touched on every theme.
· In addition to sharing other implementations, Fred Carey took his most successful implementation to a greater level of leadership, sharing the product with the full faculty and the process with the US English faculty.
· Jan French modeled the best of improving, trying something new that failed, and working to find the why behind it.
· Louise Hausman crafted rubrics for her art students, then shared them with the department in hopes of a arts-wide focus on student self-assessment.
· Corinne Hagen delivered a dynamic performance-based assessment at the year’s end that fit the Wiggins model extremely well.
· Linda Yokel turned her character studies into a full-fledged photo-documentary campaign around random acts of kindness.
· Pat Dunn and Deborah Floyd asked students to write a "This I Believe" piece and record their voices as if for the NPR segment.
And that's just a short list! There were so many others whose pursuits merit mention. Keep your eye out for additions to this and future lists. Please contact any faculty members above if you'd like to borrow from them.