Haddonfield School District
Goals 20-21
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03
04
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Strategic Goals
Superintendent Chuck Klaus
Cultural Responsiveness
Dr. Carmen Henderson
Contemporary Learning
Dr. Colleen Murray
Social Emotional Learning
Dr. Gino Priolo
Strategic Goals
We nurture. We inspire. We empower.
The Haddonfield School District nurtures, inspires and empowers every learner. In collaboration with our community, we nurture unique abilities and foster a climate conducive to taking risks in pursuit of excellence. We inspire lifelong learners to excel in their endeavors. We empower each other to be inclusive, flexible and critical thinkers in a global community.
Social Emotional Learning
We will nurture self-awareness, social awareness, self-management, relationship skills, and responsible decision making to ensure the social and emotional well-being of our learners.
Overview of SEL Implementation
Phase I: Readiness and Planning | May 2019-Dec. 2019, ongoing |
Phase II: Panorama SEL Survey Implementation | Winter 2019 (Nov/Dec) |
Phase III: Faculty and Staff Personal and Professional Learning | January-December 2020 |
Phase IV: Classroom Implementation and Family Engagement | January 2021 |
Phase V: Sustainability and Innovation | September 2021 and beyond |
Summary of What Has Been Achieved
Oct 2019
District Team RULER Training
Dr. Priolo, Dr. Leren, and Mrs. Bushey completed 2-day RULER training @ Yale University
Nov 2019
SEL Baseline Data Collected
1 staff and 2 student SEL surveys administered.
Jan 2021
Staff Overview Training
All district staff provided overview training on SEL and the RULER approach
Feb 2020
School RULER Teams Created
3 person teams from each of our 5 schools completed the virtual 6- week RULER Training
March 2020
Partnership with TUCAADC
HSD partners with Temple U’s Child and Adolescent Anxiety Disorders Clinic. Virtual parent workshop on recognizing anxiety conducted.
May 2020
Teacher Training
School based RULER teams facilitated 2 teacher training sessions on 2 of the 4 RULER tools of Emotional Intelligence. School Charters created.
Highlights of the Continuation of Phase III
Staff Training
Mental Health
Data Collection
Homework
Classroom Implementation
Family Engagement
Cultural Responsiveness
Haddonfield School District will adopt culturally responsive and sustaining practices throughout the district that are equitable, inclusive, radically transformative and deviate from western perspectives.
Partnerships for Educational Equity & Research (PEER)
Core Values
We believe that to truly engage in equity work, we must:
Accomplishments
LGBTQIA + Curricular Integration
Administrative Retreat
Town Hall Meeting
July 23, 2020
August 2020
August 2020
Next Steps In Our Equity Work
Identify Equity Council: October 2020
Student Action Research Project: December - May 2020/2021
Identify Leadership Team: October 2020
Hold Series of All Staff PD Sessions: 8 hours 2020/2021
Partner in Curriculum Work - 34 hours 2020/2021
https://docs.google.com/document/d/1LOaG7zDmXWsEJPw8_3oKhRdKJJ38YzsJVlpAnLI7y64/edit?usp=sharing
Vision
To ensure learners to advance their understanding of our interconnectedness in order to engage meaningfully and respectfully with people of diverse identities, experiences, and points of view.
Outcomes
Look critically at structural conditions
Look critically at individual attitudes
Look critically at individual behaviors
total transformation schools
total transformation of our hearts
total transformation of our minds
Contemporary Learning
INTRODUCTION
We will empower learners to engage critically in a globally connected world through relevant content, innovative technology, flexible learning environments, and purposeful experiences.
Action steps
Visioning
Portrait of a Graduate
Teacher leadership teamwork
Curricular design
Hybrid learning, G/T, Social Studies & Math committees, PBL
Needs assessment
Focus groups, student and community research
Curricular assessments
PBL, Administration Professional Learning Networks, Coaching
Data-driven
Administrative Professional Learning Networks, PD
Professional Development
Rutgers, Yale, Rowan, Teacher Leader teams, just-in-time learning
Visioning
Local professional development committee (LPDC)
Portrait of a Graduate
Curricular Design
Hybrid learning
Back-to-school PD
Units of Study, Screencastify
600 hours summer writing
Gifted and Talented
Knowledge creation and sharing, balance among domains
Math
Criterion referenced
Inquiry Research
Social Studies
Cultural Responsiveness
Interdisciplinary
Contemporary
Culturally Responsive
Inclusive, learner-oriented lesson design
Project-Based Learning
Social, relevant, knowledge creation and sharing
Hybrid Learning
Lesson re-design
Integrating tools that allow for heavier focus on interaction and assessment
Collegial collaboration
Back-to-school
Lesson study
Relevance
Every minute of facetime with students is being carefully examined
Gifted and Talented
Summer drafts
Integrating tools that allow for heavier focus on interaction and assessment
Expert review
Back-to-school
Lesson study
Ongoing data collection
Students, parents, expert consult, administrator and teacher expertise
Math
Inquiry Research
Needs assessment
Lesson design & implementation
Data collection
Assessment
Pinpointing the data that matters
Review
Expert developed protocol
Needs assessment
Student research
Based on the Portrait of the HSD Graduate
Community outreach
Social studies and math committee work
Focus Groups
Curricular assessments
Project-based learning
The project is the assessment
Professional Development
CC Professional Learning Networks
Coaching
Criterion referenced
Authentic measures
Open source
Project-based
What counts as data?
Examining data to improve
Data-driven
| Benchmarks | Common assessments | Formative |
Relevance and engagement | | | |
Student voice and choice | | | |
Learner responsibility | | | |
Standards-based | | | |
NJSLA Computer Science and Design Thinking Core Idea
Engineering design is a complex process in which creativity, content knowledge, research, and analysis are used to address local and global problems.
NJSLA Computer Science and Design Thinking • 8.2.12.ED.1
Use research to design and create a product or system that addresses a problem and make modifications based on input from potential consumers.
PROJECT-BASED LEARNING
Admin team
Fundamentals review
LPDC
Fundamentals introduction (or review)
GL/Depts
Collaborate to create unit
Implement
September 2021
Expo: November 2021
Professional Development
Project-Based Learning
Rutgers CMSCE
Social-Emotional Learning
Yale RULER
Cultural Responsiveness
Rowan PEER
Summary
Social-Emotional Learning
Learning is social
Cultural Responsiveness
Listening to learn
Contemporary Learning
Collaborating to create knowledge
THANKS
Do you have any questions? https://haddonfieldschools.org/ask-a-question/
856-429-7510
haddonfieldschools.org
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