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--- 100_curriculum_professional_learning [2024/11/23 20:42] – jtorgerson
+++ 100_curriculum_professional_learning [2025/03/11 15:55] (current) – [116 Curriculum Development, Storage, and Transfer] jtorgerson
@@ Line 84: / Line 84: @@
 ==== 116 Curriculum Development, Storage, and Transfer ====
-Principals and Department Chairs are responsible to ensure that curriculum is both created with high quality and stored in an accessible and organized manner.
+Principals, Teaching and Learning Coach, and Department Chairs are responsible to ensure that curriculum is both created with high quality and stored in an accessible and organized manner.
 **Curriculum Shared Drive
@@ Line 93: / Line 93: @@
   - Course Subfolders for each course within the Department (e.g.- Math 4, Pre-Algebra, Calculus AB, etc)
-Each teacher is responsible, under the supervision of the Department Chair and Principal, to maintain an up-to-date Course Subfolder within the Department Folder. This subfolder should contain the following:
+Each teacher is responsible, under the supervision of the Department Chair, Teaching and Learning Coach, and Principal, to maintain an up-to-date Course Subfolder within the Department Folder. This subfolder should contain the following:
-  - Most recent Course Syllabus, which must include a “Unit Map” both detailing scope and sequence and linking priority standards to units
+  - Most recent **Course Syllabus** (audience: parents)
-  - Unit Plans, developed according to CHA quality expectations (see [[100_curriculum_professional_learning#115_Unit_Based_Curriculum|Procedure 115 Unit Based Curriculum]]) and pacing expectations (see Procedure 172 Professional Practice Evaluation)
+  - A current **“Pacing Guide”** both detailing scope and sequence and linking priority standards to units (audience: parents)
+  - A current **Course Map** outlining the course units, objectives, major assessments, biblical integration summary, and priority standards (audience: faculty and administration)
+  - **Unit Plans**, developed according to CHA quality expectations (see [[100_curriculum_professional_learning#115_Unit_Based_Curriculum|Procedure 115 Unit Based Curriculum]]) and pacing expectations (see [[100_curriculum_professional_learning#172_Professional_Practice_Evaluation|Procedure 172 Professional Practice Evaluation]]) (audience: faculty and administration)
   - Links to the most recent Course Schedule/Calendar, including lesson topics, dates, brief notes on content/assessment, and homework
-  - Links to the course Documents and Resources Folder, including all tests, quizzes, articles, projects, rubrics, etc., organized by Unit
+  - Links to the course Documents and Resources Folder, including all tests, quizzes, articles, projects, rubrics, etc., organized by Unit (audience: faculty and administration)
-  - Lesson Plans, developed according to CHA quality expectations (see [[100_curriculum_professional_learning#115_Unit_Based_Curriculum|Procedure 115 Unit Based Curriculum]]) and pacing expectations (see Procedure 172 Professional Practice Evaluation)
+  - Lesson Plans, developed according to CHA quality expectations (see [[100_curriculum_professional_learning#115_Unit_Based_Curriculum|Procedure 115 Unit Based Curriculum]]) and pacing expectations (see [[100_curriculum_professional_learning#172_Professional_Practice_Evaluation|Procedure 172 Professional Practice Evaluation]]) (audience: faculty and administration)
-Faculty will be expected to demonstrate compliance with curricular development and organization standards at their Annual Goal Meetings and Professional Practice Evaluation Meetings (see Procedure 172 Professional Practice Evaluation).
+Faculty will be expected to demonstrate compliance with curricular development and organization standards at their Annual Goal Meetings and Professional Practice Evaluation Meetings (see [[100_curriculum_professional_learning#172_Professional_Practice_Evaluation|Procedure 172 Professional Practice Evaluation]]).
 **Transfer of Curriculum
@@ Line 108: / Line 110: @@
 //Approved by Administration Team
-/2023//
+/2025//
 ==== 122 Assessment ====
@@ Line 289: / Line 291: @@
 **Philosophy of Education as a Fulfillment of CHA’s Mission**
 The missional implications of (a) students seeking and being inspired to fulfill the Expected Student Outcomes and (b) faculty pursuing excellence in our Teaching Commandments are significant. In fact, these practical endeavors within our philosophy of education allow the school to fulfill its mission:
 {{:eso_commandments_vision_mission.png?400|}}
+//Approved by Administration Team
+/2024//
+==== 145 Accreditation ====
+CHA seeks to maintain joint ACSI/Cognia accreditation using ACSI accreditation protocols. This process encourages the school to demonstrate the effectiveness with which it meets established educational standards of quality and established goals for improvement. It also encourages the school to create a plan to fulfill those goals.
+//Approved by Administration Team
+/2024//
+==== 150 Professional Development Philosophy ====
+Student learning is directly linked to good and appropriate instruction. In order to maximize student learning, improving the quality of teaching should be a priority for each faculty member and his/her administrator. Professional development should be continuous, using an approach that is systematic and objective.
+Christian Heritage Academy has defined teaching excellence through its Teaching Commandments as articulated in its [[https://docs.google.com/document/d/1cz0HdWkyiwmHSHn-RdIJ8vIPDvo2zaOagTi83Npi4ss/edit|Faculty Evaluation Rubric]]. CHA has also defined its goal through the school’s mission, vision, and Expected Student Outcomes (ESOs).
+In light of these objectives, faculty Professional Development is both aimed at overall goals for faculty and personalized objectives for individual faculty members.
+**Broad Professional Development Goals**
+Broad Professional Development Goals for the entire faculty are determined each year through the development of the Professional Development Calendar, which must meet some predetermined objectives (see Procedure 156: Professional Learning Schedule). These goals may also relate to school mission, accreditation, annual theme, or other general objectives as determined by the administration.
+**Personalized Professional Development Goals**
+Faculty should also work with CHA’s administration and the Professional Learning Coach to determine personal PD goals based on areas of potential improvement as determined by the Faculty Evaluation Rubric or other administration objectives. CHA seeks to provide adequate funding for such personalized learning objectives.
+**Types of Professional Development**
+Professional Development may take a variety of forms: internal (CHA’s mentorship programs, work with a Department Chair or Professional Learning Coach, or teachers-teach-teachers sessions or workshops), external (conferences, off-site observations, etc.), or personal (summer reading, or individual coursework).
+**Summary**
+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).
+//Approved by Administration Team
+/2024//
+==== 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, CHA has created continuous and job-embedded learning time for educators.
+Faculty meetings times and late start Fridays will be designated time for the following:
+  * Professional Development Meetings (PD) work within the framework of the Professional Learning Goals as articulated through Professional Development Calendar.
+  * Team / Department Meetings work within teacher teams that routinely meet to discuss campus, student and subject specific concerns.
+  * School level faculty meetings aim to keep faculty members informed about both the day-to-day operations and the broader scope of events taking place at CHA.
+//Approved by Administration Team
+/2024//
+==== 156 Professional Learning and Curriculum Maintenance Schedule ====
+Professional Learning and Curriculum Maintenance is primarily the responsibility of the Professional Learning Coach, under the direct supervision and guidance of the principals. The following deadlines shall be kept each year in order to ensure relevant professional development and curriculum maintenance:
+**Due First Day of New Teacher In-Service**
+All Departmental Curriculum Guides are finalized and published on the school’s intranet, available for new teachers and families.
+**Friday Before the First Day of School**
+Finalized Course Syllabi (6-12) and “Unit Maps” (PK-12) (charts detailing scope and sequence of units with corresponding priority standards) are placed in the Curriculum Shared Drive.
+**Due First Monday in April**
+An excellent working draft of the Professional Learning calendar, including descriptions of each professional learning session, linked with Topics/ Learning Outcomes and time requirements articulated below. This draft will be reviewed by the Head of School and approved by the first Monday in May.
+**Due First Monday in May**
+The Professional Learning Calendar Working Draft is shared with faculty.
+**Due at Teacher Check-Outs**
+Unit Plans, Course Schedule/Calendar, updated Documents and Resources Folder, Lesson Plans should be updated according to principal expectations and placed in the Curriculum Shared Drive.
+Each April (see above), Principals must submit the following year’s Professional Learning Calendar to the Admin Team for discussion and approval. Each school year, the Professional Learning Calendar must include:
+  - a fall in-service prior to the first day of school;
+  - at least four full in-service days;
+  - a spring in-service after the final day of school; and
+  - topics for in-service days, Friday late start PD, and selected Faculty Meeting training sessions, each visually linked with Learning Outcomes (below)
+Per the schedule, teachers must receive training on the following topics each year, whether during faculty meetings, in-service days, or late-start Professional Development time. The times below reflect minimum requirements.
+|**Topic**|**Learning Outcomes**|**New Teacher Week**|**Teacher Prep Week**|**In-Service Days**|**Other Hours**|**Total**|
+|Christian Education and Biblical Integration|1. Biblical perspective is intentionally integrated into the work of the teacher, and he/she can effectively explore with students what God might think about the course content.|1 hr|1 hr|2 hrs| |4 hrs|
+|Diversity Awareness and Sensitivity|2. The teacher consistently and empathetically treats each student with dignity and respect, building trusting relationships and facilitating a Christ-honoring learning community. |1 hr| | |1 hr|2 hrs|
+|Educational Technology and Innovation|3. Innovating thinking is a consistent part of the course, including the effective use of technology in student learning.|1 hr|1 hr| |2 hrs|4 hrs|
+|Response to Intervention|4. Learning in the classroom accommodates all students’ diverse learning needs with effective documentation and communication.| |2 hrs| |1 hr|3 hrs|
+|Effective Teaching|5. Classroom teaching uses a variety of research-based instructional strategies that facilitate collaboration, creation, discussion, and meaningful evaluation.|1 hr|1 hr|2 hrs|10 hrs|14 hrs|
+|Curriculum|6. All teacher curriculum aligns with departmental learning objectives, is assessed effectively, and is accurately and meaningfully articulated and stored.|1 hr|1 hr|2 hrs|2 hrs|6 hrs|
+//Approved by Administrative Team 10/2024//