Domain V Reflection:
School-wide improvement should be the goal of any educational educator but it can be easier said than done. It is imperative that educational leaders understand the components of the assessments used and data collected within the schools they serve to validate the purpose behind the work and validate the progress from the results. Establishing organizational structures within the school- physical spaces and collaborative efforts- can help promote the vision and mission for the school and ensure that everyone is moving in the same direction. Systems such as the IB program ensure common language is used throughout the divisions but with or without such guiding organizations it is important the the school culture and story is apparent and that everyone understandings the mission and vision driving the school and their work as educators.
Artifacts:
Developing School-wide Assessments for 21st Century SkillsAs part of the 21st century Teaching and Learning team at ASB, we created rubrics for the self-defined vital 21st century skills we as a school were going to teach and assess. These rubrics took into consideration modifications for age/grade bands, research and data that had been collected through R&D and prior T&L work and feedback and input from the faculty. Ultimately, it was a large task to generate school-wide assessments and I was very thankful to be serving on a cross-divisional team for this process as each voice was important to consider in the planning, drafting and implementation of these rubrics. |
21st Century School Facilities Design Team: Physical Organizational StructuresWhile school-wide improvement can take many different paths, one particular area of focus for myself and the educational leaders at the American School of Bombay has been 21st century learning environments. Using research and data to provide insight on successful environments and factors that contribute to the best learning environments possible, ASB designed a new elementary facility and retrofitted their secondary campus to accommodate flexible spaces with pods for small group work, moveable furniture and seating, accessible technologies and opportunities for students to thrive in their school environment. I was a primary consultant for the aesthetics and initial design meetings with FNI architects over the course of 4 fast months of planning and design then met frequently with them onsite after the structure was built and the interior designs were being completed. Not having experience in building design prior to this save for hobby and daydreaming this was a very high stakes and important move in advancing our school's mission. I learned a great deal about physical learning environments, communicating with community, gathering feedback and communicating effectively with the professionals at FNI. It was a highly rewarding experience and has noticeably changed the way I view school structures as I now feel isolated and strange in a classroom with four walls. I look forward to lending ideas as our new school looks to renovate and repurpose space in new and more effective ways and could see a building project in the future plans for our school.
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