Understanding By Design ~ Stage 1 with Sandra Kleinman (October 2015)
As part of our Understanding by Design initiative we brought in Sandra Kleinman for a full day faculty workshop on brain research and Stage 1 of UbD. Sandy is a national and international educational consultant with more than three decades of experiences that traverse multiple disciplines: developmental neuropsychology, language and literacy development, learner variability, curriculum design and inquiry-based pedagogical practices, formative and performance-based assessment, and culture and international mindedness in education.
Weaving together these multiple perspectives has been a cornerstone of her professional work across a variety of positions—leader, teacher, mentor, professional educator, researcher, advocate, clinician, and program designer—in a wide variety of settings: higher education; PreK-12 schools; clinical settings; and, not-for-profit organizations. Sandy’s knowledge of how the mind develops frames her understanding of how students learn and how to apply that understanding to the design of educational practice.
Sandy has a B.A. from State University of New York at Albany, an M.Ed. from Northeastern University, an Ed.M from Harvard Graduate School of Education, and an Ed.D from Harvard Graduate School of Education. Currently, in addition to her affiliation with McTighe and Associates, Sandy teaches university courses in face-to-face, hybrid, and online formats, most recently for Bank Street College of Education in NYC and Simmons College in Boston.
Understanding By Design ~ Stage 2 with Kristina Doubet (May 2016)
Maclay will host a full day faculty training on Stage 2 of UbD. This time, we are bringing Kristina Doubet. A member of ASCD's (Association for Supervision and Curriculum Development) Differentiated Instruction Cadre, Doubet is an associate professor in the Department of Middle, Secondary, and Mathematics Education at James Madison University, where she has received the College of Education's Distinguished Teacher Award and Madison Scholar Award. Doubet completed her master's in education and doctorate in curriculum and instruction at the University of Virginia, where she worked closely with Carol Tomlinson and studied the effect of differentiated instruction on student performance in elementary, middle, and high school classrooms. Doubet taught secondary English and language arts for 10 years and has also served as an instructional coach in elementary and middle school classrooms. As a consultant and ASCD Faculty member, Doubet has partnered with more than 80 schools, districts, and organizations on initiatives related to differentiated instruction, teaching for understanding, and classroom assessment. In addition to numerous journal articles and book chapters, she coauthored, with Tomlinson, the AMLE book Smart in the Middle: Classrooms that Work for Bright Middle-Schoolers (2006). She is also the coauthor, with Jessica Hockett, of the ASCD book Differentiation in Middle and High School: Strategies to Engage All Learners (2015) and the coauthor, with Eric Carbaugh, of the Corwin Press book The Differentiated Flipped Classroom, which is slated for publication in January 2016.
The Teacher Academy (August 2015 – ongoing)
The Teacher Academy was established in August 2015 as an effort to grow teacher excellence and create teacher leaders within the Maclay community. Twelve teachers are part of a Professional Learning Community that meets frequently for training and collaboration. These educators are committed to working collaboratively in an ongoing process of training and inquiry into educational best practices. Some of this work has been focused on creating robust units of study and assessment using the Understanding by Design framework. Teachers work together on these units, editing and revising them based on student needs. Because this training in ongoing and reciprocal, those in the Teachers Academy can immediately translate professional development into classroom practice. Our hope was that these teachers would serve as a resource for their fellow faculty members and already we have seen this happen in many grade levels. Eventually we see the creation of model classrooms as a result of this type of intense and purposeful professional development.
School Site Visits (ongoing)
One of the best types of professional development is school site visits. This year we took 10 teachers to Atlanta to visit two independent schools. One school is in a similar place as us, accreditation and strategic planning. We spent an entire day at this school visiting classrooms, speaking with school leadership, and learning from our fellow educators there. This visit has resulted in many shared connections. Since our visit we have had follow-up meetings to discuss technology integration and writing curriculum. The following day we visited another independent school to discuss scheduling, January term, curriculum mapping, teacher development, and differentiation.
Association for Supervision and Curriculum Development conference (April 2016)
In April, several members of the Maclay faculty will attend the Association for Supervision and Curriculum Development conference in Atlanta. This is one of the biggest educator conferences in the United States, featuring 200 professional learning sessions across 30 topic areas, uniquely designed to serve educators at all levels. Our teachers will have the opportunity to network with thousands of educators from around the world. This year, ASCD has added learning paths to help frame the structure and content of the 71st Annual Conference and Exhibit Show program. The learning paths will help teachers organize sessions they wish to attend in a meaningful way.