US+Meeting+2011+08+23

August 23 Agenda

2. Meeting Norms

 * Minutes (Wiki)
 * Attendance
 * Grading/Other distractions

3. Teaching Schedule for 2011-2012
i. Welcome Lizzy, Sly
 * Staffing HENRY GOT ME COPIES OF ALL STAFF SCHEDULES


 * Classroom Status (whiteboards, Smartboards, shared spaces)
 * MOUSE AND KEYBOARD IN 4222 DON'T MESH WITH MAC.
 * TALK TO LAURA JACOBS

5. Consensus about Pedagogical Practices
Don't want to have too many rules. Stress values more than rules.

6. CARP and ISACS

 * 1) Where we’ve been: 2010-2011
 * 2) Vertical (Cross-Divisional): Reading across the curriculum.


 * ii. Horizontal (Within-Division): Curriculum Map and Departmental Philosophy

>
 * 1) ==2011-2012: SUPER-DUPER-REVIEW==
 * ==Discussion of SR Focusing Questions==
 * ==What does your department do well?==
 * Writing, critical thinking, overall encourage students to relate history to current events.
 * imparting a sense of global citizenship
 * cooperation within the US department division amongst ourselves.
 * we challenge our kids (usually appropriately)
 * depth and breadth of our curriculum
 * take daily preparation / teacher prep seriously even when we've done lessons in the past
 * do a good job with AP Prep
 * generously give of ourselves in terms of individual and group extra help
 * offerings in our department are pretty special--we offer a lot of classes relative to size of staff.
 * we teach kids to be empathetic, not just rigorous.
 * we're open to innovation
 * we do Global Scholars well.
 * improved: good job talking to each other about what each other do. Cooperation and coordination
 * Collegiality
 * ==Where does your department falter?==
 * Current Events? There isn't enough in US History? (Impressionistic) Sophomore/Junior courses have enough emphasis on Current events?
 * Gender in history/ women's history
 * Gender imbalance in our department
 * cooperation between divisions needs to be constantly attended to
 * updating curriculum is a process that's slow and painful
 * raise our use of technology and pushing research skills
 * Some limitations to our collaborative efforts. More dialogue about sequencing and content than best practices and pedagogy
 * spare nature of our senior offerings. Science has 8 full year classes for seniors. we have 4 classes fall/ 6 spring.
 * we are neglected in our division
 * Staffing--full time teachers.
 * coordinated writing instruction in history curriculum across divisions.
 * strengthen relationships with the middle school, especially re: writing.
 * Technology and research skills.
 * Research is uneven
 * falter on student collaboration and project-based learning. (how else do we get kids ready for college 'tyranny of admissions people')
 * too AP dependant. (Euro, US, Econ, US Gov)--not that number of courses. Placement of students, mode of evaluation is AP.
 * AP negative impact on our pedagogy?
 * Getting students to do homework.
 * Decline of student writing skills across the board (Scott talked with UWM professor about it)
 * Writing needs greater emphasis. Data-based approach to our writing
 * Grade inflation
 * ==What are the major un-addressed needs specific to your department?==
 * Staffing.
 * apparently not self-determining. feel that we have to play to other parties.
 * Visit other schools to compare notes. What we're missing is knowing what's going on Fresh/Soph years at colleges where our kids are applying. Amherst, Swarthmore, talk to professors about content and technique. What do they expect of us? Use connections to visit schools.
 * best writing practices
 * can we go to alumni and find out what they think about their preparation for college.
 * Global Scholars: Does it limit our course options? Economics. What about AP kids?
 * New "Global" electives.
 * Types of students for GS -- can't be just AP kids. Can't just be "facts, facts, facts" Don't want to lose sight of the fact that this program is intended for a broad range of students. How do we keep this broad range of students senior year?
 * [Web-assign the bane of our existence] kids spend way too much time on web-assign and don't read deeply for us.
 * ==What major outcomes would you like to see as a result of your Super Review?==
 * Full time history staff in the US.
 * Free Western Civilization from the AP program.
 * Reconsider AP program.
 * committment to identifying best practice instruction and assessments based on real data.

7. Professional Development //Bring your Evaluation Binders//

 * 1) Teacher Evaluation

i. Corrections to your binders

ii. Observation schedule for 2011-2012

iii. Drop-in visits as an opportunity to observe success


 * 1) Professional Growth Goals:

i. Reflection on 2010-2011

ii. Goals for 2011-2012 (be ready to turn them in by end of September)

8. Getting off to a Good Start
1. Establish expectations, procedures, grade weighting i. Grade Inflation? ii. Extra-credit? Do-overs? iii. Test Preparation (terms and identifications, student study habits)


 * 1) Make students accountable for the summer reading 10%-20%
 * 2) Refer to good pedagogical practices

9. Team Meeting Times

 * 1) Freshman (Compass 9)
 * 2) Sophomore
 * 3) Junior