AISB Curriculum Review Cycle by Discipline

2015-16

2016-17

2017-18

2018-19

2019-20

2020-21

2021-22

Year 1

Phases

1 to 3

Math

PHE

Counseling

Science

ICT

Student Support

Humanities/ African Studies

Service Learning

ECE

ELA

Modern Languages ESOL  

VPA

Math

PHE

Counseling

Science

ICT

Student Support

Humanities/ African Studies

Service Learning

ECE

Year 2

Phases

3 & 4

ELA

Modern Languages ESOL  

VPA

Math

PHE

Counseling

Science

ICT

Student Support

Humanities/ African Studies

Service Learning

ECE

ELA

Modern Languages ESOL  

VPA

Math

PHE

Counseling

Science

ICT

Student Support

Year 3

Phase 4

Humanities/ African Studies

Service Learning

ECE

ELA

Modern Languages ESOL  

VPA

Math

PHE

Counseling

Science

ICT

Student Support

Humanities/ African Studies

Service Learning

ECE

ELA

Modern Languages ESOL  

VPA

Math

PHE

Counseling

Year 4 

Phase 5

Science

ICT

Student Support

Humanities/ African Studies

Service Learning

ECE

ELA

Modern Languages ESOL  

VPA

Math

PHE

Counseling

Science

ICT

Student Support

Humanities/ African Studies

Service Learning

ECE

ELA

Modern Languages ESOL  

VPA

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, is our curriculum serving our students’ learning?  

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: context analysis and stakeholder inputs
  • Standards/ benchmarks
  • Curriculum overviews
  • Horizontal and vertical alignments

Conduct analysis of the data

Resources allotment

Standards review

Standards alignment review

A summary of findings including a list of needs and 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


Improvements in teaching and learning.

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

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

To what extent have we realized our vision?

What should we celebrate, and leverage? What have we learned about our strengths and nature as a school, that we can build upon?

What does our students’ achievement tell us about the effectiveness of our curriculum?

What must we do, to more fully realize our vision and support student learning?

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

Thorough review of curriculum and implementation

Evaluation of student achievement data over time.

Using student achievement and other relevant data and information, establish curriculum area goals for the coming cycle.

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

Improvements  in teaching and learning

Yearly report on implementation for the  year, including work completed and priorities for the year to come.

Consensus on student achievement and priorities for learning to inform the next review cycle.

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 engages students in an international, English-medium educational program based upon American academic standards, that encourages critical thinking and inquiry together with academic, social and personal growth. AISB welcomes students from diverse cultural and educational backgrounds and ensures that all students experience an innovative and supportive international learning environment, and are empowered to meet successfully the diverse challenges of an ever-changing world.  

Vision

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

Values and Beliefs

At AISB: