1

Teaching & Learning

Committee
2009/2012






Teaching & Learning

2


Teaching & Learning


Contents

Teaching and Learning Policy, May 2010 ................................................... 4

International Lens, May 2010 ...................................................................... 7

Atlas Template, 2009 .................................................................................. 8

Atlas Guidelines, 2011 .............................................................................. 10

Curriculum Mapping Timeline, 2011-12 ..................................................... 12

Revised Assessment Framework, 2012 (Draft) ......................................... 14

Assessment Presentation, 2012 ................................................................ 22

Assessment Methods, 2012 (Draft) ........................................................... 23

Professional Development Review, 2011 (Draft) ....................................... 25



Teaching & Learning
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Teaching & Learning



Committee Members
2011/2012 memberships:
Hilary Ainger, Kamran Bayegan, David Cisek, Jerome Dutilloy, Judith
Honor, John Ingram, Elaine Kelly, Barbara Kennedy, Maggie Lacsny-
Jones, Karen Lerner, Anne Lhuillier, Brenna Mcneil, Lisa Moore,
,Rebecca Murry, Ginah Oh, Valerie Powell, David Shapiro, Trudie
Tapper Coverdale, Fotima Tukhtaeva, Estela Van Aken, Francesca
Zammarano



Past membership has also included:
Pauline Ash, Russell Ash, Kimxuan-Huynh Brezinsky, Vivian Ellner,
Julia Ferguson, Jacqueline Jenkins, Sheema Karp, Andrea Kmiotek,
Cari Lora, Daniel Love, Paula Marra, Esme Turla, Stuart Walker, Erin
Wiley





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Teaching & Learning

Teaching and Learning Policy Teaching & Learning
May 2010

Philosophy Statement

At UNIS we aim to promote the appreciation of the diversity of people and cultures by offering a
global curriculum that inspires in our students the spirit and ideals of the United Nations Charter.
As a result, we believe that, for UNIS, excellence in teaching and learning is based on a
commitment to the following: a positive environment, a dynamic faculty, engaged students,
varied and appropriate assessment, the UN mission, and social activism.

Principles of Teaching and Learning
A culture of value and respect exists at UNIS to support students and improve learning.

o UNIS promotes an appreciation of and respect for students, their communities, and the
diverse cultures and values of others
o The teacher builds positive relationships through knowing and valuing each student
o Teachers and parents communicate to support students' academic and social well-being
o The classroom environment enables students to feel safe physically, intellectually, and
emotionally
o A supportive and intellectually challenging environment promotes both students' self-
confidence and willingness to explore new possibilities

Effective teachers have a detailed knowledge of how effective learning occurs.

o Teachers are responsible, individually and collectively, to teach the curriculum as determined
by UNIS
o Teachers scaffold instruction so students can develop varied perspectives and different ways
of thinking
o Teachers utilize a range of teaching strategies that support students to think and learn in
different ways
o Teachers build on students' prior knowledge, experiences, and skills
o Teachers emphasize meaning and understanding by encouraging students to explore ideas
and concepts
o Teachers use opportunities to integrate a range of appropriate technologies
o Teachers encourage students to take responsibility for their learning, their actions, and their
interactions with others
o Teachers collaborate with one another to ensure excellence in teaching


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Teaching & Learning

Teaching and Learning Policy (cont.)

o Teachers advocate for their students in order to help them meet their social, emotional, and
educational needs
o Teachers continue to grow professionally in both their discipline and general pedagogy
o Teachers recognize their responsibility in having the ability to influence students as learners
and individuals

Effective learners are empowered both academically and personally.

o Students engage, participate, and act appropriately
o Students cultivate strategies for learning across the disciplines
o Students cultivate different strategies to meet a variety of learning needs
o Students question and reflect
o Students utilize all the resources available within the learning community
o Students explore different perspectives and develop new ways of thinking
o Students apply concepts and skills beyond the classroom

Effective assessment is an integral part of teaching and learning and should reflect the range of
learning objectives.

o Assessment enables teachers and students to monitor present learning and plan for the
future
o Teachers use appropriate and varied assessment tasks
o The assessment task is clearly defined and has explicit criteria for success
o Students have access to assessment criteria prior to the assessment task
o Assessment provides explicit feedback to the learner so the student can monitor progress
o Self-assessment and reflection are essential
o Students work with peers to review and reflect on their learning

The commitment to the ideals and work of the United Nations and recognition of our responsibilities
as world citizens are central to UNIS.

o The community recognizes our responsibility and accountability to the world at large by
encouraging students to think and act ethically
o The school nurtures responsibility, creativity, cooperation, respect, independence, and an
international perspective in students
o Students understand the work of the UN and its mission
o Students are expected to take an active role in the school and community-at-large

UNIS is committed to developing connections with local and international communities.

o Parents provide essential involvement to further their child's learning and academic
performance
o The school uses UN, local, and international resources to extend and enhance learning
o Students recognize the value of and engage in community service and action
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Teaching & Learning

Teaching and Learning Policy (cont.)

Monitor and Review
This policy will be reviewed every five years in order to take into account new initiatives,
changes in curriculum, developments in technology or other changes that impact teaching
and learning at UNIS.
Developed by members of the Teaching and Learning Committee
Shared with heads of department, subject coordinators, principals, and faculty feedback sought
Posted on the Portal, 2010
7


Teaching & Learning

International Lens Teaching & Learning

May 2010

Curriculum includes international resources that support cross-cultural awareness and
understanding.
o Uses a balanced range of texts and resources that reflect different groups (gender, age,
class), cultural, and regional perspectives
o Uses the learning community as a valuable resource
o Provides opportunities for students to participate in and to share musical, theatrical, and
cultural performances and events from varied regions and cultures
Curriculum supports the recognition and value of personal and cultural identities.
o Provides opportunities for all students to explore their own cultural identity and history
o Promotes the values of diversity and empathy among students at all levels
o Provides opportunities for students to evaluate personal and alternative cultural
perspectives
Curriculum supports and develops inquiry into global relationships, perspectives, issues, and
problems.
o Introduces concepts that encourage a holistic world view (i.e., systems, sustainability,
interdependence, human rights)
o Examines factors and conditions that contribute to cooperation and/or conflict
o Includes a systematic study of different regions and diverse cultures
o Includes the study and work of the United Nations in relation to global issues and
problems
o Promotes the interdisciplinary study of sustainability and interdependence
Curriculum directs students' participation as active global citizens.
o Links classroom learning to age-appropriate action for individuals and groups locally as
well as globally
o Uses media literacy skills strategically to make international and global connections
o Emphasizes ethical questions about growth, equity, and justice
o Promotes an understanding of current events in the context of global issues
o Compare and contrast historical and present day immigrant experience in the U.S.A.

Developed by members of the Teaching and Learning Committee
Shared with heads of department, subject coordinators, principals, and faculty feedback sought
Posted on the Portal, 2010
8


Teaching & Learning

Atlas Template Teaching & Learning

2009

Revision of the Atlas template and guidelines reflect committee discussion and review of pedagogy
(i.e. Understanding by Design, Interdisciplinary, Theme or Project based learning), and exemplars.
We expect to circulate the new template for comment in June.

Enduring Understandings:
o People move for many reasons
o Immigrants settle in different places for particular reasons
o Immigration creates a multicultural society incorporating a wide range of religions,
languages and cultural practices
o Ethnic diversity has both advantages and disadvantages
o The United States is a nation built on immigration
o The U.S is a nation built on immigration

Essential Questions (cues for investigation; should be in sentences):
o Why did people migrate to the United States in the late 19
th
century?
o How did migration impact immigrants (groups and individuals) and their new
communities?
o Why is the issue of immigration in the U.S. still significant today?

Content (may be drawn from curriculum benchmarks/should match with them):
Students know and understand:
o Reasons for migration to and settlement in the United States and how these have
changed since the late 19
th
century
o The migration and settlement patterns of specific groups (European/Asian) and
individuals to the U.S. in both a historical and present day context
o The advantages and disadvantages of leaving one's home to move to a new place
o The experience of assimilation in terms of obstacles and opportunities, past and present
o The impact of new immigrants on existing populations (San Francisco, New York)

Indicators (may be drawn from curriculum indicators/should match with them):
Students will be able to:
o Identify the reasons why and when groups and individuals left their home country to settle
in the U.S.A. in the late 19
th
century
o Identify where (location) and when (time period) specific groups and individuals settled in
the U.S.A.
o Track the movements of specific groups from home country through point of entry to
place of settlement
o Select and interpret primary sources, print and electronic census data and use
technology to present their findings in visual form
o Describe the life of an immigrant in terms of assimilation - identifying both obstacles and
opportunities
o Describe and analyze the social influence and cultural impact the immigrants had on their
new environment
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Teaching & Learning

Atlas Template (cont.)

Assessment Tasks (may include):
o Make and interpret graphs to show the movement of people in terms of population and
region.
o Compare and analyze migration data from the late 19
th
Century
o Present a first person account (oral, video, written, etc.) of an immigrant's experience in
the late 19
th
Century
o Identify and interpret primary sources, using appropriate vocabulary and examples in
short answer and extended responses
o Utilize GSPEC (Geography, Society, Political, Economics, and Culture) to analyze
aspects of migration
o Present a newspaper editorial (oral, video, written, etc.) about the effects of immigration
in San Francisco, New York or the mid-west
o Make an argument or editorial (oral, video, written, etc.) for or against a specific aspect of
immigration past or present

Common Assessment task:
o This task will be identified from the list above
Activities (may include):
o Map work - trace ports of entry, movement and settlement patterns of specific
groups
o Data analysis - construct graph and compare population data and primary sources for
different groups over time
o Interview - talk to one person about his/her experience as an immigrant and report on this
in written or oral form
o Case study - use a range of different resources, including primary, visual and
electronic/library, to research to analyze the experience of one immigrant group
o Field trip to Ellis Island - report on field trip including visual, oral and written forms

Resources:
o The Americans (Danzer et al., McDougal Little, 1998)
o History Alive! Immigration: The Changing Face of America (The Rise of Industrial
America)
o American History Series GEOKIT: Immigration
o Teacher Created Materials - Immigration: Primary Sources







Developed by members of the heads of department group and curriculum director
Shared with teaching and learning committee, heads of department, subject coordinators, principals, and
faculty
Published on Atlas, 2009
10


Teaching & Learning

Atlas Guidelines Teaching & Learning

Guidelines for Unit Planning, 2011
Enduring Understandings:
o For any unit the goal is only 1, but no more than 2
o Should be conceptual
o Should be transferable to/ meaningful in/ other contexts
o May be derived from the key concepts of relevant subject standards and strands
o May be repeated within or across subjects where units address the same concepts or
strand
Essential questions:
o Should be derived from or address the enduring understandings- should frame inquiry
into the enduring understandings
o Should direct students to independent inquiry/be questions student can think about and
will want to think about for themselves
o Should be open-ended, debatable, and possibly have many answers
o Should be kept to a minimum
Content:
o Should be connected to enduring understanding(s) and essential questions
o Should identify key elements, concepts (where appropriate, these may include skills)
o Should reflect relevant standards and benchmarks
o Should be specific, clear, succinct
o Should be understandable to colleagues outside the discipline
Skills:
o Should be linked to subject indicators/skills for reporting
o Should include only those assessed in this unit
o Should be active (verbs/Blooms)
o Should reflect alignment with previous as well as following unit(s)/grade levels
Assessment:
o Should provide evidence of learning related to the enduring understandings (Summative)
and essential questions (Formative)
o Should inform teaching and further learning
o Should measure/evaluate key knowledge and skills for reporting
o Should be authentic (meaningful, measurable, connected to the real world)
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Teaching & Learning

Atlas Guidelines (cont.)

Assessment:
o Should show development from previous unit(s)/grade levels to following unit(s)/grade
levels
o Should be attached as links to the unit map, with rubric(s)
o Should show transfer of understanding to new/unfamiliar situations (transfer tasks)
Learning Activities:
o Should unpack essential questions, content and skills
o Should be varied, differentiated where appropriate and engage different learning styles
o Should be linked to formative assessment
o Should include opportunities for teacher-student as well as student-student interaction
o Should include opportunities for reflection and self-assessment
ICT/Library Integration:
o Should use check boxes to indicate where/how ICT and/or library are integrated
Interdisciplinary Links:
o Should use subject check box to indicate connections to other subjects
o Should make links to other subject maps explicit/include as file
International Lens:
o Where appropriate, enduring understandings should identify a global context
o Where appropriate content should include a global dimension or application
o Where appropriate, resources should reflect a variety of perspectives










Developed by members of the Teaching and Learning Committee
Shared with heads of department, subject coordinators and principals; faculty feedback sought through heads
of department and grade level coordinators
Posted on Atlas, 2012
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Teaching & Learning

Curriculum Mapping Timeline Teaching & Learning
2011-12 (initially shared with Principals in Sept. 2011)
Stage One

2011-2012 Complete/review/amend units of instruction focus on Enduring Understandings,
Essential Questions, Skills and Assessment

o September: Meet with principals and HODs/SCODS to identify relevant whole-school,
divisional and/or departmental goals

o 27 September, 2011 (curriculum and assessment faculty meeting): Report Skills Review

o 18 October, 2011 (curriculum and assessment faculty meeting): JS Grade levels/subject
groups to develop/ review department templates, units of study JA T2

o By end of October 2011: all timelines/calendars for 2011-12 should be complete

o 15 November, 2011 (curriculum and assessment faculty meeting): Grade levels/subject
groups to develop/ review units of study JA through T2

o December 2011: Template revised after consultation with principals

o 24 January, 2012 (curriculum and assessment faculty meeting time): Grade levels/subject
groups to develop/ review units of study JA through T2

o 28 February, 2012 (curriculum and assessment faculty meeting time): Grade levels/subject
groups to develop/ review units of study JA through T2

o 20 March, 2012 (curriculum and assessment faculty meeting time): Grade levels/subject
groups to develop/review units of instruction

o 24 April, 2012 (curriculum and assessment faculty meeting time): Grade levels/subject
groups to develop/review units of instruction

o 22 May, 2012 (curriculum and assessment faculty meeting time): Grade levels/subject
groups to review/finalize units of instruction




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Teaching & Learning

Curriculum Mapping Timeline (cont.)



By end of May 2012:
o JS and TH: All units should be completed [in grade level or subject teams]
[Principals/HODs/SCODs to review]
o MS: All units in M1 and M3 should be completed by grade level/subject
(expanded teams); M2 and M4 design of new interdisciplinary units to be
completed by
SCODs (contracted teams).
[Principals/HODs/SCODs to review]

Stage Two:

2012-2013 Review of vertical articulation in vertical subject/grade team

o September December 2011: 3 after school meetings + one PD day

o January May 2012: 5 after school meetings + some pull-out time

By end of May 2012:

JS and TH: All units should be completed [in grade level or subject teams]
[Principals/HODs/SCODs to review]

MS: All units in M1 and M3 should be completed by grade level/subject (expanded) teams;
M2 and M4 design of new interdisciplinary units to be completed by SCODs (contracted
teams) [Principals/HODs/SCODs to review]


Looking Forward: 2013-2014

o Review of units in light of revised guidelines
o Review of vertical articulation in vertical subject/grade team
o Review of analytical tools, proposed PD for HoDs
o All curriculum discussion, review and development on atlas!



Developed by members of the Teaching and Learning Committee
Shared with heads of department, subject coordinators and principals
In light of feedback - revisions made to initial guideline, December2011
14


Teaching & Learning

Revised Assessment Framework [Draft]

2012 Teaching & Learning Committee Review

Introduction

In 2004, a faculty committee was convened to review the school's internal and external assessment
program. The committee presented a report, including recommendations, in 2007. In 2011, a
subcommittee of the Teaching and Learning Committee reviewed the report to determine what
progress had been made as a result of the initial recommendations and, in light of present research
on assessment, to set out a framework for assessment at UNIS.

Philosophy

Teaching, learning and assessment are fundamentally interdependent. Assessment is seen as
evidence of teaching and learning. t validates UNS' guiding principles by providing feedback about
progress to our students as they strive to become informed, responsible, creative and reflective
participants in our global society. As students analyze and reflect on their learning, they become
able to conceptualize, acquire and transfer knowledge and skills, gain an appreciation of
perspective, communicate and develop a sense of social responsibility. In turn, evidence of student
learning becomes the basis for ongoing reflection and evaluation of curriculum and instruction.

Definition

Assessment is an ongoing process of systematically gathering, analyzing, interpreting and reflecting
on evidence of students' understanding as they develop concepts and skills, in order to inform
instruction and support learning. A comprehensive assessment program includes a variety of
assessment components and processes that align with expectations for teaching and learning and
meet the needs of all users (student, teacher, department, school).

o Diagnostic pre-assessment of prior knowledge before learning helps to ascertain a
starting point for learning experiences/ unit planning.
o Formative assessment is evidence that enhances, recognizes and responds to ongoing
student learning. It reflects progress towards learning objectives and is used to adapt
instruction in order to support the development of students' concepts and skills.
Formative assessment allows students and teachers to engage in an on-going reflective
partnership to enhance learning and teaching.
o Summative assessment provides evidence of student achievement at a point in time.
Assessment results can also be used to evaluate and improve school level practice and
inform future planning. Modes of summative assessment used should reflect and
accommodate different learning styles and are integrated into the curriculum throughout
the learning process.




15


Teaching & Learning

Revised Assessment Framework (cont.) [Draft]


Principles (from the UNIS Teaching & Learning Policy)
Effective assessment is an integral part of teaching and learning and should reflect the range of
learning objectives.
o Assessment enables teachers and students to monitor present learning and plan for the
future.
o Teachers use appropriate and varied assessment tasks.
o The assessment task is clearly defined and has explicit criteria for success.
o Students collaborate with teachers to share assessment criteria.
o Assessment provides explicit feedback to the learner so the student can monitor
progress.
o Self-assessment and reflection are essential.
o Students work with peers to review and reflect on their learning.

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Teaching & Learning


Revised Assessment Framework (cont.) [Draft]


Formative Assessment
Feedback for Learning


















Formative Assessment
Feedback for Learning

Formative assessments are woven into daily learning to
monitor students' progress, and inform instruction. t is
continuous and interactive.
Feedback for Learning

Responsibility of STUDENT and TEACHER

C
O
N
T
I
N
U
O
U
S

C
U
M
U
L
A
T
I
V
E
Summative
assessments are
collaboratively
developed for major
units of study based on
enduring
understandings,
essential questions and
include targeted subject
skills.
Summative Assessment

Feedback OF Learning
(Evidence)
COMMON
ASSESSMENT can
be formative or
summative for each
major unit of study.
Responsibility of
TEACHER,
GRADE, and/or
DEPT
17


Teaching & Learning

Revised Assessment Framework (cont.) [Draft]



ASSESS WHY
Assessment enables teachers and students to monitor present learning and plan for the future.

Formative:
o Reflect progress towards understanding
o Respond to student needs
o Inform instruction
o Understand which learning targets require
attention
o Provide descriptive feedback to students
e.g. correct misconceptions
o Identify students who require additional support
o Enable teachers to reflect on error patterns

Summative:
o Verify individual and group mastery of enduring
understandings and subject skill acquisition
o Measure achievement at a point in time for
purposes of reporting and accountability
o Communicate evidence of performance to
parents and students
o Provide instructional feedback to teachers
o Track skill development longitudinally for both
student and program evaluation
o Enable teachers to reflect on error patterns


INVOLVE STUDENTS HOW
Teachers involve students in assessing, tracking, reflecting and setting goals for their own learning.
Teachers at UNIS recognize that students:
o Have different leaning styles
o Have different cultural experiences and needs
o Perform differently according to the learning context
o Need to see self-assessment and peer assessment as routine
o Improve most significantly with feedback that is specific, detailed and constructive

Formative:
o Collaborate with teacher on assessment criteria
o Self-assess and reflect on learning
o Work with peers to review and reflect on learning
o Communicate about learning
o Track progress and set goals

Summative:
o Familiar with formats used for summative
assessments
o Provided with the rubric for the summative
assessment so they know what is expected
o Reflect on summative assessment results
o Engage in shared feedback with teachers


ASSESS WHAT
Assessment should providence evidence of what students understand, what they know and what
they can do. Assessments should be ongoing and reflective, allowing students to evaluate their
progress and set targets for improvement; and allowing the school to evaluate the measure of
success in meeting specific learning objectives.

18


Teaching & Learning

Revised Assessment Framework (cont.) [Draft]



Formative:
o Connect new knowledge to previous knowledge
o Patterns of reasoning and critical thinking skills
o Progress towards enduring understandings and
essential questions
o Product planning and execution
o Development of skills
Summative:
o Comprehension of enduring understandings and
essential questions
o Application of concepts and skills
o Key skills identified by the departments in
conjunction with the curriculum office

ASSESS HOW -
Teachers use appropriate and varied assessment tasks to provide evidence of learning.

Formative:
o Use assessment methods that match intended
learning targets: (e.g. selected response;
constructed response; extended written
response; performance/ product; observation;
peer assessment; self-assessment; reflection,
etc.)
o Collaborate with students on rubrics

Summative:
o Use a variety of assessment formats
o Collaborate with colleagues in grade/dept. to
identify exemplars, moderate assessments and
design common assessments
o Provide students with rubrics used for
assessments


ASSESS WHEN -
Assessments are administered when it makes sense pedagogically to best support students'
learning.

Formative:
o Continuous, in order to support students during
the learning process
o At the discretion of the individual teacher as part
of instruction

Summative:
o Periodic
o At the culmination of a unit of study, as
determined by the teacher, grade or department


COMMUNICATE HOW-
Assessment results are collected, analyzed, reflected upon and communicated as appropriate.

Formative:
o Teachers and students share assessment results
and teachers provide relevant feedback
o Teachers communicate assessment results to a
variety of audiences outside the classroom,
including parents, as agreed upon

Summative:
o Teachers record assessment information,
respect student confidentiality, and report
information as appropriate
o Teachers communicate results to HODs or
principals as agreed upon
o HoDs and principals report selected skills results
to the Curriculum Director for data analysis

19


Teaching & Learning

Revised Assessment Framework (cont.) [Draft]


Formative and/or Summative Common Assessments

The purpose of common assessments is to provide evidence of students' learning for teachers
teaching the same courses. The collected data is a tool to foster collaboration and discussion among
school teams about best practices and student achievement. While the classroom activities leading
up to those assessments might differ, "teachers of the same course or grade level should have
absolute common agreement on what they expect all their students to know and be able to do." -
Doug Reeves

Current assessment practices support assessments created by a team of teachers (as opposed to
assessments developed by a teacher working in isolation) based on the following:

"Team-developed common assessments are more equitable. Team-developed common formative
assessments are more effective in monitoring and improving student learning. Team-developed
common formative assessments can inform and improve the practice of both individual teachers and
teams of teachers. Team-developed common formative assessments can build the capacity of the
team to achieve at higher levels."
-- Rick DuFour, The Case for Formative Assessment, Sept. 2007
Grades/departments (should) have identified and created curriculum maps for major units. Within
those units,
a common formative or summative assessment component should be identified.
o Common formative assessments serve as evidence of skill development related to identified,
targeted skills or of incremental learning related to a unit's key concepts leading to the
enduring understanding.
o Common summative assessments serve as evidence of a student's comprehension of the
enduring understanding and/or essential questions.
External Assessments
Junior School:
No standardized examinations

Middle School:
Optional Terra Nova standardized test program
o Purpose of assessment - external use only
o Is there an assessment that is more closely aligned with our reading/math curriculum or can
be customized to our curriculum?
o What standardized assessments, if any, do other international /comparable schools use?
o Review use of Terra Nova Student Support Services department.
o Investigate other testing options (MAP (nwea), ISA (acer), etc.)
o Consider computerized format for Terra Nova or alternative test
o Consider elimination of TN no replacement


20


Teaching & Learning

Revised Assessment Framework (cont.) [Draft]
Tutorial House
o Tutorial One - No standardized exams
o Tutorial Two and Tutorial Three - PSAT
o Tutorial Four - IB exams, Tutorial 3 and 4, SAT (optional)

Future Planning

2011-2012 Spring Semester

Assessment Report draft
o Report presented to Admin Council for review
o Report presented to heads of departments and subject coordinators for review
o Present report to teachers at department/ division meetings
o Report back from meetings to Assessment sub-committee
o Final revision - complete report

Identify key areas to focus on for implementation that would require additional support and/or PD
o Collaboration
o Formative and summative assessment differences
o Learner involvement

Completion of Curriculum Mapping (vertical alignment)
o Identify major units by grade or department (or departments, topics, or enduring
understandings in the case of interdisciplinary or transdisciplinary units)
o For units already on Atlas Rubicon review and/or develop formative or summative
assessments, including identifying designated skill(s) component
o For units that need to be developed on Atlas Rubicon complete curriculum mapping for unit
o Curriculum office to collaborate with departments to identify targeted skills
o Grades/departments to decide on common assessment for each major unit: formative or
summative
o Identify skill question(s) on assessment to be tracked by department and curriculum office

x Moderate assessments and identify anchor pieces to be used as exemplars

x Summative assessments should be reviewed by departments for varied format and
vertical articulation

x Professional development as necessary to support creation of collaborative, meaningful,
varied assessments

2013-2014 Formative and Summative Assessments (horizontal alignment)

x Review assessments for technology and library integration
o Develop rubrics and determine scoring for integration components
o Review anchor pieces and determine exemplars where needed


21


Teaching & Learning

Revised Assessment Framework (cont.) [Draft]

x Review assessments of interdisciplinary units with a view towards making them
meaningful evidence for all disciplines involved
Formative Assessments
o Share formative assessments in common teaching areas in order to determine key
scaffolding concepts and skills to support differentiation
o Grades/departments identify/design possible common formative interim assessments for
major units (as indicated on Atlas) in place of/or addition to common summative
assessments
o Examine how feedback for students can be improved
o Review and expand the use of student reflection as part of the learning process (formative
self-assessment)
o Professional development as necessary to support creation of collaborative, meaningful,
varied formative assessments






























Developed by members of the Teaching and Learning Committee
Shared with heads of department, subject coordinators and principals feedback sought
Will be presented to faculty through department, JS grade level and faculty meetings
22


Teaching & Learning

Assessment Presentation


Prezi overview of Assessment document presented at HoDs and SCoDs meeting

http://prezi.com/citzjas6xv9e/revised-assessment-
document/?auth_key=30eefcac1a3d1febc493e738e49b0dc2372f908f



















Developed by members of the Teaching and Learning Committee
Shared with heads of department, subject coordinators and principals feedback sought
Will be presented to faculty through department, JS grade level and faculty meetings
23


Teaching & Learning

Assessment Method [Draft]

2012

Review of Assessment Categories/Methods on Atlas

Performance

o Performance - dramatization/dramatic rendering
o Performance - role play
o Performance - improvisation
o Performance - recital
o Performance - motor competence
o Performance - experiment/lab
o Performance - simulation

Oral
o Oral - speech
o Oral - report
o Oral - discussion
o Oral - seminar
o Oral - interview/conference
o Oral - interactive presentation
o Oral - panel presentation
o Oral - listening comprehension

Written

o Written - essay (analytical/persuasive)
o Written - narrative
o Written - creative (various text types)
o Written - journal
o Written - reflection
o Written - commentary
o Written - report (book/lab)
o Written - texts/documents (Comprehension)
o Written - texts/documents (Analysis)
o Written - case-study
o Written - letter
o Written - imitation
o Written - data interpretation

Visual

o Visual - multimedia
o Visual - graphic
o Visual - art work
o Visual - poster
o Visual - exhibition
o Visual - model
o Visual - web presentation

24


Teaching & Learning


Assessment Method (cont.) [Draft]

Test

o Test - multiple-choice
o Test - quiz/short answer
o Test - problem sets
o Test- data interpretation
o Test - open-book
o Test - exam

Project (longer terms, several stages)

o Project - research (oral/written/poster)
o Project - portfolio (needs some specification?)
o Project - Programming
o Project - Visual Arts
o Project - Task/ Design challenge


























Developed by members of the Teaching and Learning Committee
Shared with heads of department (departments), subject coordinators, principals and JS grade level
coordinators feedback sought


25


Teaching & Learning

The Role of Professional Development at UNIS
[Draft]

Professional Development 2008 Report Review, 2011
Professional development is at the heart of institutional change. We know that today's changing
world of work demands higher-order thinking skills, problem solving and analytical skills, as well as
constantly changing technology skills and awareness. Teachers must explore and discover new and
expanded ways to teach so that their students are ready for a changing world. Professional
development focused on student learning needs through pedagogical excellence is critical.
Adult learners need active, problem-based and collegial learning that grows out of and supports the
challenges found in today's teaching. Professional development is research based and aligns with
subject standards. It gives teachers the required skills to support student learning and to enhance
expertise in the subject. Professional development is sustained and focuses on classroom practice.
Individual professional development is an integral part of the appraisal process.
Professional Development is equally critical for non-teaching staff to underpin their administrative
duties and to ensure professional growth. It gives non-teaching staff the opportunity to discover and
explore new practices pertinent to their individual roles and responsibilities. Through professional
development, they are better equipped to support their supervisors, and ultimately, the students of
the UNIS community.
Definition of Professional Development at UNIS
UNIS is a community of learners with a professional development program designed to support the
School's Mission, ensure excellence in teaching and learning and maintain the School's position as
an international school.
Professional development at UNIS is defined as:
o An integral part of a teacher's work, aimed at building understanding and competencies
needed to enhance student learning. It stimulates and supports school wide, division
based and teacher initiatives.
o Applies to all staff. It imposes obligations for both school and the individual to fulfill in a
manner consistent with their respective needs and objectives
o Facilitates teamwork, promotes professional growth and maintains excellence






26


Teaching & Learning

The Role of Professional Development at UNIS
[Draft]
Priorities for Professional Development at UNIS
Professional development priorities are responses to the professional needs of the learning
community at UNIS:
o Curriculum development, implementation, and assessment
o Annual school initiatives
o Professional growth
o Individual appraisal
o UN / International / Global initiatives

Professional Development Models at UNIS

Ongoing internal curriculum review and development
o On-site workshops and speakers
o In-service professional development days
o In-house training
o Individual and group projects
o Faculty focus sessions
o Learning communities and committees
o Mentoring
o Peer observation and peer coaching
o Attendance at external conferences
o UNIS Scholarship Program
o College courses
o Serving on an accreditation team
o Professional enhancement leaves

Conference and Workshop Application procedures

Request Form: Teachers and staff complete a conference/workshop request form (found in the
curriculum office and their respective school offices and on the website). After completion,
application forms are submitted to the principal and the HOD for approval. Forms are then submitted
to the curriculum office. The administrative council reviews all forms weekly and makes the final
decision on the financial support for the application.

Funding: Funding for professional development activities is available through the Curriculum Office
as well as the Staff Association (see contract for professional enhancement leave information).
Approvals for funds through the Curriculum Office are obtained through the professional
development application process.



27


Teaching & Learning

The Role of Professional Development at UNIS (cont.)
[Draft]


Accommodation, Registration and Travel arrangements: The curriculum office will make
accommodation, registration and travel arrangements for conferences and workshops approved by
the administrative council.

Per Diem and reimbursements: The curriculum office will arrange Per Diem requests and
reimbursements for conferences and workshops approved by the administrative council.
Forms: Travel request forms, reimbursement forms, and other related forms are available in the
curriculum office.

Information regarding professional development opportunities, application procedures, conferences
and workshops attended, and Keynote speeches presented at UNIS by internal and external
speakers, can be found on the faculty Portal under Professional Development.































Developed by members of the Teaching and Learning Committee
Shared with heads of department, subject coordinators and principals
Posted on UNIS Portal, 2012