AISB Curriculum Review Cycle by Discipline

2013-14

2014-15

2015-16

2016-17

2017-18

2018-19

2019-20

Year 1

Phases

1 to 3

Science

ICT

Student Support

Humanities;       African Studies

Service Learning

ECE

ELA

Modern Languages

ESOL

VPA

Counseling

PHE

Math

Science

ICT

Student Support

Humanities; African Studies

Service Learning

ECE

ELA

Modern Languages

ESOL

VPA

Year 2

Phases

3 & 4

Science

ICT

Student Support

Humanities; African Studies

Service Learning

ECE

ELA

Modern Languages

ESOL

VPA

Counseling

PHE

Math

Science

ICT

Student Support

Humanities; African Studies

Service Learning

ECE

Year 3

Phase 4

Science

ICT

Student Support

Humanities; African Studies

Service Learning

ECE

ELA

Modern Languages

ESOL

VPA

Counseling

PHE

Math

Science

ICT

Student Support

Year 4 

Phase 5

Science

ICT

Student Support

Humanities; African Studies

Service Learning

ECE

ELA

Modern Languages

ESOL  

VPA

Counseling

PHE

Math

Revised August 2016

AISB Curriculum Review Process

PHASE 1

Defining a Vision

Goal: Create the criteria for mission-driven decisions and plans.

Guiding Questions

Processes

Products

Timeline

What does the Mission imply and obligate us to, in terms of student learning?  In terms of the learning environment?  In terms of the aims, the shape and the delivery of our curriculum?

What do we learn about our community, our students and their needs, through community inputs?

What would we see and hear, in class and out, if the Mission were honored day in and day out?

Why must students experience learning within this discipline? What essential questions, enduring understandings, knowledge and skills reside at the heart of this discipline?

What does this discipline teach our students about themselves and the world?

What does our profession say about innovative and best practice in this discipline  and beyond?

What educational experiences can be provided in this discipline, that would contribute to the achievement of our Mission?

Review the Mission, Vision, Values and Beliefs, Profile of Graduates, plus AISB Definition of Learning, Critical Thinking Classroom

Gather and review and gather community inputs as appropriate, including results of strategic planning processes, annual surveys, student surveys,

Curriculum vision: what will it look like when we’re done?

Gathering and review of research:

  • Current research in education and the pedagogy of the discipline
  • Current research in the discipline
  • Other international schools
  • National and other organizations
  • Stakeholder (especially student) input


Discipline-based vision and philosophy statements established, revised or reaffirmed

Shared vision and understandings of the curriculum and its goals amongst faculty and the community.


 1- 4 months

PHASE 2

Analyzing

Goal: Conduct a gaps analysis and prioritize areas for growth and change of the curriculum.

Guiding Questions

Processes

Products

Timeline

What does our program currently look like?

How, and to what extent, are our standards serving our students’ learning?  How

How does the current program compare with our vision and philosophy?

What should our priorities be for growth and change of our curriculum?

Are there any restrictions or impediments that might limit our ability to realize our vision fully?


Collect data for analysis:

  • Student achievement data
  • Data on stakeholder needs
  • Standards/ benchmarks
  • Curriculum overviews
  • Horizontal and vertical alignments

Resources allotment

Standards review

Standards alignment review

A summary of findings including a list of priorities for growth and change.

A specific list of indicators for success of the curriculum revision, written in terms of student learning



3-5 months


PHASE 3

Planning implementation

Goal: Create a plan for achieving our vision

Guiding Questions

Processes

Products

Timeline

What, specifically, are we implementing? What aims will be accomplished, and how will we accomplish them?

Who/what grade levels/classes or courses will be  involved?

What cross-disciplinary implications and possibilities should we be aware of?

How can we realize our vision most effectively, in keeping with best practices and the mission of the school?

What resources best support our vision and priorities?






Review and clarification of priorities for the revised curriculum

Articulation of an implementation plan that will result in achievement of the established priorities for change and growth of the curriculum

Review and exploration of necessary and available resources, and adjustment of the implementation plan as necessary.

Points of discussion to keep in mind:

  • Cross-disciplinary learning opportunities
  • Implications of this curriculum for student learning in other subject areas
  • Key instructional and assessment strategies
  • Implications of or for student assessment and reporting
  • Implications for the curriculum mapping plan
  • Professional learning resources or requirements
  • Process for sharing the vision and plan with others

Implementation plan

Resource ordering plan

Recommendations for teacher professional development

Professional development plan

2 months

PHASE 4

Development and beginning implementation

Goal: Implementation of the plan

Guiding Questions

Processes

Products

Timeline

What does our vision look like in practice?

How should we revise the implementation plan or execution?

What have we already achieved?



Review and redesign as necessary, of planned units of instruction, to reflect the new vision


Changes in teaching and learning

Revised unit plans and other relevant curricular documents, to reflect curriculum changes.

Yearly report on implementation for that year including work completed that year and priorities for the next.

1½ to  2 years

PHASE 5

Implementation and Monitoring

Goal: Full implementation with feedback loops and adjustments

Guiding Questions

Processes

Products

Timeline

What else should we be doing, to more fully realize our vision?

What should we celebrate?

What do we need to do to prepare for the new review cycle?

Continuing discussion and review of implementation

Setting yearly departmental goals based on student achievement and other relevant data

Establish review team and initial meeting process for the coming year.


Changes in teaching and learning

Refined/revised unit plans and other documents

Yearly report on implementation for that year including accomplishments of that year and priorities for the year to come

Review team identified for new cycle.


 1-2  years

Overlaps with Phase 1

       Revised September 2016

All curriculum work at AISB takes place in light of the Mission, Vision and Beliefs of the school.   

Mission

The American International School of Bamako provides a high quality international, English-language educational program based upon American academic standards, which fosters academic excellence and personal growth. AISB provides an innovative,

supportive learning environment that welcomes students from diverse cultural and

educational backgrounds, empowering them to meet successfully the diverse challenges

of a changing world.

Vision

All students achieve personal and academic excellence, and engage positively with their local and global communities.

Values and Beliefs

At AISB: