Morrison Academy has set in place established systematic procedures for the development of our curricular program. This scope of this process is inclusive of K-12 in order to provide for the articulation of the curriculum. It is specific to ensure that critical components of the curriculum are addressed adequately. Different sections have been provided to better understand this process. These documents include:

Curriculum Development Cycle

This section provides a nine-year projection of which year the different curricular areas will be in the plan, produce, and implement phases of the cycle.

Tasks by Year

This section provides the three-year process and the primary events scheduled for each year.

Curriculum Development Roles

This section list the different players in the curriculum development process and each of their respective responsibilities.

Glossary

A glossary of terms used in these sections is also provided.

Curriculum Development Cycle

A Curriculum Development project normally takes place over a thirty-month cycle in a sequence of Planning, Producing and Implementation. (See Curriculum Development Cycle for entire 30-month process.) Following are the tasks designated for each phase.

The steps and sequences outlined in this procedure are based on the works of Dr. Greg Meeks (The Curriculum Connection: Building Biblical Principles into a Quality Academic Program, ACSI World Report, Spring 2004, pp. 1-3, 18-21), and Dr. Ralph Tyler's Curriculum Model (Madeus, G.F. & Stufflebeam, D.L. (1989). Educational evaluation: The works of Ralph Tyler. Boston, MA; Kluwer Academic Press).

Planning Phase

Early in the year the Director of Curriculum and Professional Development should be sure the school subscribes to the educational journals of the area to be studied and purchases books that may be central to the focus of the work.

By January a Taskforce and its chair should be appointed with System Administrative Council (SAC) approval. Members should be willing to serve. Each site and SAC should be represented.

The Board of Trustees and its Curriculum Committee will be kept informed by the Director of Curriculum and Professional Development regarding the subject area to be studied and the scope of the work.

The work of the Taskforce during the Planning Phase should be as follows:

Aug - Dec         Finalize selection of Taskforce members, chairperson, and dates for spring meetings.  Director of Curriculum and Professional Development works with chair in gathering current research to provide taskforce with some information on content area.

January            System Services office works on gathering sample textbooks and resources for review in September or October meetings.  Reflect on foundational documents (Steps 1-3).  Team Building Activities, Review Work of Previous Taskforce (Step 4 Big Ideas etc.).  Verify next 7 meetings (ideally one per month).  Hand out articles pertaining to content area that reflect current research.

February          Discuss articles to develop a summary of the knowledge base of current research (Step 4) - continue to read and reflect and begin to draw information for Step 6.  Introduce McREL database, recognized national organizations (NCTM, AAAS, ACTFL, etc&), and state department of education sites as reference.

March              Review the Vision for Learners statements and Assessments to determine whether on not some adjustments may be advisable as they pertain to the content area up for review and revision (Step 5).  Develop the hallmarks of excellence and determine the curriculum framework (Step 6-7).

April/May          Identify Strands, Scope/Sequence, and benchmarks (Steps 8-10).  Share the results of your study at the sites for staff support and suggestions.  (Steps 4, 6-10)

The Director of Curriculum and Professional Development will request textbook samples by May 30.

Production Phase

The Board of Trustees and the Superintendent will be given opportunity for input and response regarding significant issues during the Production Phase.

Throughout the year the Taskforce members should consult with the constituents they represent.

The work of the Taskforce during the Production Phase should be as follows:

September        Finalize benchmark articulation and begin to review curriculum materials.

October            Finish review of curricular materials and make recommendations to System and SAC for purchase (Step 11).

November         Focus attention on the integration of technology, and horizontal integration (Continue work on Step 11).

December         Determine the innovation configuration and revise grade-level or course curriculum guides (Steps 12-13).  Work on teacher support documentation to connect benchmarks, skills/content, assessments, and selected resources, and recommend appropriate professional development opportunities of implementation phase.  This work may carry into following spring, but teachers will be given additional time off as needed to complete final documents.  If needed, the temporary wage budget (109-511308) may be used during this time to pay for substitutes with prior approval from the Director of Curriculum and Professional Development.

Implementation Phase

Implementation of a new curriculum is the responsibility of the principal and his/her curriculum coordinator. Assistance may be provided by the Taskforce in addressing issues that arise and by the Director of Curriculum and Professional Development in facilitating communication and allocating resources. If possible, Professional Development Days will have some time given to the implementation of the year new curriculum, but the principal and curriculum coordinator need to work with teacher collaboration teams to provide more support for implementation.

Basic strategies to facilitate implementation may include, but will not be limited to, workshops, study groups, videos, consultants, grade level observations, and consultations.

Key elements in implementation are providing teachers with resources for making the changes, consultations for advice, and structures for accountability. Formative evaluation should be an on-going element as the curriculum is implemented, matures, and becomes the basis for additional improvements.

The work of administration during the Implementation Phase should be as follows:

January            Procure the materials and supplies needed to finalize the construction (Step 14).

Dec                 Review/revise the curriculum development cycle to address changing needs (Step 19).

Note: If time permits, a taskforce can assist with implementation plans, grade-level curriculum maps, assessment issues, performance tasks, portfolios, etc.

SAC 1/08

Board of Trustees

• Establish philosophy, purpose, vision and core values statements.
• Establish curriculum policy, i.e. educational goals, graduation requirements, etc.
• Approve monies to carry out curriculum development and curriculum implementation.

• Promote alignment between, educational philosophy, purpose statement, core values, educational goals, vision statement, discipline mastery/organic goals, instruction, and evaluation.
• Work with the System Administrative Council in establishing curriculum procedures.
• Hold administrators accountable for providing instructional leadership in their schools.
• Recruit quality instructional staff.

• Keep the Board of Trustees informed of curriculum development progress.
• Work with the Superintendent in recommending curriculum policy to the Board of Trustees.
• Monitor on-going curriculum evaluation.
• Establish curriculum implementation time-lines.
• Develop budget recommendations for curriculum work.
• Assist principals in arranging for needed leadership training and staff development.
• Identify the standard format for the curriculum guides.
• Monitor and provide direct support as needed to the work of the Curriculum Development Task Forces.
• Supervise the summative evaluation process across the Academy and draw inferences from the findings.

• Provide leadership in identifying educational goals and developing a vision of a curriculum of excellence. 
• Submit budget recommendations for curriculum work.
• Appoint Curriculum Development Task Forces.
• Identify the curriculum evaluation processes.
• Annually review the Curriculum Development Cycle.
• Approve curriculum guides.

• Identify the subject mastery goals (standards, benchmarks, content/skills, etc..). 
• Identify the organic goals (desired student attitudes and appreciations). 
• Provide a summary of the knowledge base with a synthesis of research and exemplary practice.
• Develop a statement of "Hallmarks of Excellence" for the curricular area being developed.
• Develop the curriculum framework for that subject; identifying the major components of the delivery system.
• Develop the strands of the subject; the recurring components that become part of the scope-and-sequence chart.
• Develop a scope-and-sequence chart, noting the mastery elements for each strand and each grade.
• Determine which materials which will be incorporated into the curriculum.
• Determine the configuration of the curriculum materials.
• Develop the curriculum guide and present it to the System Administrative Council for approval.
• Serve as site experts during the implementation phase.

Since the curriculum development process is structured in such a way as to require more writing of benchmarks and teacher support documents from each member, a stipend ($10,000NT/member, $15,000NT/chair) will be paid to teachers who participate in the curriculum review process.

• Provide instructional leadership in their school.
• Monitor teachers' concerns during the implementation phase.
• Insure fidelity of the written curriculum.
• Monitor teachers' reflections on formative evaluation.
• Facilitate the summative evaluation program in their school.

• Provide input to the Curriculum Development Taskforce during the development phase.
• Develop and teach units and lessons which are aligned with the written curriculum.
• Provide for formative and summative evaluation of the written curriculum.
• Share concerns with their principal/site curriculum coordinator about new curriculum during the implementation phase.

SAC 1/08

affective: pertaining to attitudes, emotions, and appreciations

articulation:the relating of the parts of a curriculum to each other

assessment:identifying the degree of student learning that has occurred

cognitive: pertaining to intellectual activities such as thinking, reasoning, remembering, imagining, and using language

configuration:description of how the program will look in actual practice in the classroom; i.e. which components of a program will be used, which are optional, how much time will be spent on a given unit, etc.

curriculum:plans made for guiding learning in the schools, represented in documents of several levels of generality, and the actualization of those plans in the classroom

curriculum cycle:planned sequence of designated years for the review of the subject areas of the school?? curriculum

Curriculum Days:teacher workshop days dedicated to developing and improving instruction

curriculum framework: statements that address issues such for which students the curriculum is being developed, which grade levels are included, which ability ranges, whether the curriculum is required or elective, names for the subjects at the secondary level, time allocations for the subject grade by grade, whether the curriculum is designed to occupy all of the time allocated, the view of knowledge and the learner represented in the curriculum, intradisciplinary and interdisciplinary integration, and whether the curriculum will focus solely on mastery curriculum.

curriculum guide:the content of a curriculum, including the philosophy, hallmarks of excellence, grade level mastery goals, scope and sequence, the materials and texts, and configuration; it may include strategies for effective instruction

curriculum materials: resources to support the teacher?? instruction, i.e. textbooks, videos, computer programs, etc.

educational goals:desired outcomes for students

fidelity: faithfulness in teaching what the curriculum guide prescribes, i.e. alignment of taught curriculum with written curriculum

field test: trying proposed materials in classrooms to aid in deciding whether to adopt them into the curriculum

formative evaluation: ongoing assessing of the effectiveness of instruction while the instruction is taking place

hallmarks of excellence:statements derived from the system?? vision that translate the vision into desired curriculum attributes for the subject

implementation:putting a written curriculum into practice in the classrooms

knowledge base: evidence from research and practice regarding effective teaching and learning in the subject, national curriculum projects, recommendations of experts, and high quality commercial materials

mastery goals:knowledge and skills to be developed through instruction, based on state frameworks, exemplary projects, and the recommendations of experts in the field

organic goals:desired student attitudes and appreciations, not easily measurable

curriculum development cycle: planned sequence of designated years for the review of the subject areas of the school?? curriculum

Curriculum Development Task Force:representative group of professionals designated to develop a curriculum in a subject area

scope and sequence: a chart of the specific knowledge and skills designated for mastery at a given grade level

strand:the recurring horizontal dimensions of the scope and sequence chart, e.g., in English language arts: reading, writing; in mathematics, estimation, measurement; in social studies, citizenship

summative evaluation:formal assessing of the knowledge and skills learned

System Administrative Council (SAC):decision-making body made up of the Superintendent, Director of Finance, Director of Curriculum and Professional Development, Director of Boarding Services, and all Principals.

vision statement:a statement identifying the ideal results of the work of the school or of the teaching of a curriculum

written curriculum:the learnings that are approved by the system and identified as required instructional focus

120 Mid-Cycle Curriculum Review

As part of the curriculum development process, it is important that each content area be reviewed "mid-cycle" to assure the effectiveness and validity of the adopted curriculum. Normally a committee of four, one from each site (MAK, Bethany, EMS, and HS) plus an administrator shall be appointed by Director of Curriculum and Professional Development, in consultation with the Principals. The committee should meet one time in the fall and then again in the spring if it is determined at the first meeting that a second meeting is necessary. Meeting dates shall be printed on the System Calendar.

In preparation for the first meeting, the Director of Curriculum and Professional Development or his/her designee should do the following:

1. Assess whether the curriculum is being taught and if it is not, identify why not. If the issue is due to flaws in the curriculum, the review committee should recommend adjustments that would be identified at the first meeting and confirmed at the second. The changes should be approved by SAC and added as a memorandum of changes to each curriculum guide.
2. Assess whether the teaching resources meet the curricular need of our students and if not, identify why not. If the issue is due to outdated/irrelevant resources or because there was not sufficient resources listed by the taskforce in the prior adoption, then the review committee should recommend purchase of additional resources--textbooks or other resources. In general, textbooks should remain adopted for the nine-year period, but if they are out of print and needed copies are unavailable, or if they are seriously inadequate, adjustments could be considered. Changes made should take into account the impact on the decisions of the next task force at the beginning of the next cycle for that subject. If changes are to be made, samples should be obtained between the two meetings, and a choice recommended at the second meeting.

Major adjustments needed to curriculum guides by mid-cycle members may be compensated at a rate of $400NT/hour, but should not exceed $5,000NT per person. The Director of Curriculum and Professional Development should approve any such work beforehand. It is assumed that readings and other types of homework assigned during the review are part of the normal duties of members.

SAC 1/08
Reference - None

130 Biblical Integration

Biblical Worldview integration should permeate all courses at Morrison with cross-curricular connections made as possible. One half-day professional development day must be take place each year to allow staff to discuss and integrate biblical worldview issues into their courses. All resources needed to complete ACSI philosophy of education requirements should be available at each campus for teacher use.

SAC 1/08

135 Technology Integration

Vision Statement

Morrison Academy is committed to preparing its students and faculty to meet the challenges of a technologically changing world. We believe that meeting this vision requires that we:

• Employ a biblical perspective and encourage students and faculty to do the same when dealing with the material and information related to technology.
• Envision technology as an integral part of all curricular areas and used appropriately as interdisciplinary tools.
• Explore together, the dynamic world of technology, information and communication.
• Empower students and faculty with a practical, flexible, and challenging education in technology, which will enable them to think independently and analytically in solving substantive problems and in doing projects creatively.

 

Belief Statement

Regarding the utilization of technology, we believe:

• That the utilization of technology must always be aligned with the principles found in the Word of God. Depending upon the intent of the users, technology can be used for good or for evil. Recognizing that technology can be used for good or evil, thus we are charged with the responsibility of ensuring that students learn to use technology to advance God's kingdom.
• That technology should be used as a resource that supports work in and out of the school and provide effective ways for students and teachers to manage information.
• Technology should promote critical thinking, problem solving and evaluative competence. Furthermore, it should provide opportunities whereby students can be taught discernment, i.e. the filtering and screening of information against Biblical standards.
• The proper utilization of technology in the school has the potential for better equipping students to live and serve in our increasingly interrelated world without replacing interpersonal relationships.

 

Regarding the curriculum and instruction, we believe:

• Normally, technological skills and content are best presented, evaluated, and assessed within the context of the school curriculum.
• The use of technology has implications for the teaching methods and strategies used in the delivery of the curriculum.
• Time should be allocated for technology in-service learning.

 

Regarding technology as a resource, we believe:

• Technology is a viable and complementary means of researching, learning, organizing and presenting knowledge.
• Technology should encourage students toward success while accommodating their preferred learning styles.
• The curriculum should be supported by technology which has been shown to be effective.

 

Regarding resource allocation, we believe:

• Staff recruiting practices should take into consideration a candidate's competency in the use of technology.
• Adequate and capable technological support staff should be provided in order to facilitate the instructional staff's use of technology.
• Technology implementation can only succeed when staff have adequate resources.
• Technological implementation can succeed only when the staff have been adequately trained and are confident in the intended use of the technology.
• Technology acquisitions should be made in a cost-effective manner both in terms of equipment and peripherals.
• A given technology needs to be stabilized before the decision is made to adopt it.

SAC 9/05
Reference - Procedure 217

140 Vision For Our Learners Assessment Program

The Director of Curriculum and Professional Development shall oversee an assessment program focusing on the adopted vision statements of Morrison. This program should be completed each year with data being compiled into a yearly summary report to be shared with the Board of Trustees, System Administrative Council, Accreditation Agencies (when requested) and faculty by Sept 15.

SAC 1/08

145 Accreditation

Morrison intends to maintain joint ACSI/WASC accreditation using the Accreditation by School Progress (ASP) protocol.  ASP involves the entire faculty in projects that enhances student learning and become integral components of the professional and curriculum development program. 

Reference – Policy 5145 Accreditation
Reference – Procedure 151 Curriculum and Professional Development
TCM 4/06

150 Professional Development Philosophy

Student learning is directly linked to good and appropriate instruction.¹ In order to maximize student learning, improving the quality of teaching should be a priority to both the teacher and the supervisor. This should be a process that is continuous, using an approach that is systematic and objective.

Prior to focusing on how professional practice might be improved, a definition of quality teaching must be developed. Morrison Academy has defined quality teaching as teaching which meet the following standards: teaching which is Biblically integrated, teaching which appropriately utilizes a variety of teaching methodologies and strategies (i.e. Pedagogy Configuration) and teaching which is proficient based on the Components of Professional Practice.² These standards are the basis for assessing professional practice of certified staff at Morrison Academy.

Quality instruction is cultivated when the teachers are engaged in a continuous cycle of assessing their professional practice, setting the focus for improvement, participating in focused professional development activities, and implementing improvement plan(s).

¹Walberg, Herbert. Dennis Sparks Interviews Herbert Walberg: What Research Teaches Us About Student Learning. ASCD. (1995).
²Adapted from Enhancing Professional Practice: A Framework for Teaching. ASCD. 1996.

---

151 Alignment of Professional Development, Curriculum Review, and Accreditation

In order to maintain a professional learning environment that is effective for all staff it is imperative that the Professional Development Plan is both aligned and integrated into both the Curriculum Development Process and the accreditation schedule.

Year	Curriculum Review Cycle	Professional Development Issue	Accreditation Procedure
08-09	Science Physical education Health/Guidance Technology	·     Unit Development (second course) ·     Effective Teaching: (Instructional Strategies)	·     Accreditation team visit
09-10	Bible/ Service Learning Second Language	·     CD: Technology (newly imbedded benchmarks) ·     CD: Reflection & review of course units ·     Effective Teaching: Follow-up to instructional strategies	·     Year 1 (Refer to ASP ch. II Timeline)* ·       ·     Update School Improvement Plan to incorporate the Major Recommendations from Visiting Team Report ·     Annual review & update of profile ·     Maintain accreditation standards in ASP ·     No Annual Report due
10-11	Language Art Library Media	·     CD: Bible/Service Learning (new curriculum) ·     Effective Teaching: Assessment (philosophy, vision, vocabulary, basics, types, etc.) ·     Effective Teaching: Essential questions	·     Year 2 (Refer to ASP ch. II Timeline)* ·     Annual review & update of profile ·     Maintain accreditation standards in ASP ·     Submit Annual Report of 2009-10 school year
11-12	Math	·     CD: Language Arts (curriculum updates) ·     CD: Library Media (curriculum updates) ·     Effective Teaching: Assessment (in L.A.) ·     Effective Teaching: Effective feedback	·     Year 3 (Refer to ASP ch. II Timeline)* ·     Annual review & update of profile ·     Maintain accreditation standards in ASP ·     Submit Midterm Accreditation Report or Progress Report and host Midterm visit in Spring ‘12 (follow WASC Progress Report) ·     Submit Annual Report of 2010-11 school year
12-13	Practical Arts Fine Arts	·     CD: Math (curriculum updates) ·     Effective Teaching: Data analysis ·     Effective Teaching: Assessment (in Math)	·     Year 4 (Refer to ASP ch. II Timeline)* ·     Annual review & update of profile ·     Maintain accreditation standards in ASP ·       ·     No Annual Report due
13-14	Social Studies	·     CD: Practical arts (curriculum updates) ·     CD: Fine arts (curriculum updates) ·     Effective Teaching: Data analysis	·     Year 5 (Refer to ASP ch. II Timeline)* ·     Initial Work on Self-Study ·     Annual review & update of profile ·     Review, modify, & update ASP ·     Submit Annual Report of 2012-13 school year
14-15	Science Physical education Health/Guidance	·     CD: Social Studies (curriculum updates)	·     Year 6 (Refer to ASP ch. II Timeline)* Full Review & Visit ·     No Annual Report due of 2013-14 school year o        New self-study Summarize strengths & growth o        Update ASP based on summary o        Finalize formal report ·        Accreditation team visit between Oct. ’14 and April ’15.
15-16	Bible/ Service Learning Second Language	·     CD: Science (curriculum updates) ·     CD: Physical education (curriculum updates) ·     CD: Health/Guidance (curriculum updates)	·     Year 1 (Refer to ASP ch. II Timeline)*

Accreditation Procedure column is based on July 31, 2009 letter to superintendent from ACSI.

 

*As reference in the March 1, 2008 edition of the ASP accreditation manual (see pages 4-5)

Morrison intends to maintain joint ACSI/WASC accreditation using the Accreditation by School Progress (ASP) protocol. ASP involves the entire faculty in a project that enhances student learning and becomes an integral component of the professional and curriculum development programs.

 

Reference - Policy 5145 Accreditation
Reference - Procedure 110 Curriculum Development Process
SAC 9/09

 

152 Student Teacher Experiences

Supervising and mentoring a student teacher is one way for faculty to grow professionally. With that in mind, Morrison will place student teachers with the following stipulations:

1. All student teachers will be professing Christian.
2. No more than two student K-8 teachers per year can be at any given campus and one more in Taichung high school
3. Faculty will not be expected to supervise student teachers in continuous years unless they desire
4. CCTECC (Christian College Teacher Education Council) shall be the only source for student teachers.

Placement of student teachers should follow procedures.

1. Director of Curriculum and Professional Development screens application packets provided by CCTECC.
2. Director of Curriculum and Professional Development contacts one (or all) of the principals to ask whether placement would work. Application packet forwarded.
3. Principal(s) either accept or decline placement giving Director of Curriculum and Professional Development a cooperating teacher and supervisor for experience if accepted.
4. Director of Curriculum and Professional Development either accepts or declines placement with CCTECC.
5. Director of Curriculum and Professional Development passes on all contact information (provided up to that time) to the Campus Principal or designee.
6. Campus Principal(s) and/or designee follows up with emails to student teacher and/or university contact to arrange for details concerning placement.
   • Designee works with community to provide room and boarding accommodations (as well as airport pick-up and drop-off)
   • Campus Principal works as the liaison with the university concerning classroom placement and experience  he/she may contact the Director of Curriculum if needed
   • Student teacher will normally pay $500 per day for room and board (or NT$150 per day for room) to host staff/family in compensation for room and board

SAC 1/08

153 New Staff Expectations

Teachers in their first year of service at Morrison Academy will be required to do the following under the Principals supervision:

1. Submit the following documents to the Principal before the first day of school
   • Classroom Management Plan
   • Assessment/Grading
   • Annual Overview Plan for three content areas or two courses for high school teachers (The Annual Overview Plan should build from the established curriculum map and include the sequence of units of study, textbook/materials, and broad objectives. Teachers who teach multiple grades in the same content area would submit a plan for three grade levels.)
2. Participate in a series of core professional development training modules that will help new teachers establish, enhance, and extend their knowledge and skills connected to expectations of all Morrison teachers.
   • Biblical World Integration (BWI)
   • Vision for Our Learners (VFOL)– how they impact curriculum & assessment
   • Strands and benchmarks
   • High yield instructional strategies
   • Curriculum mapping (Unit Plan) & implementation
   • 6 Trait Writing
3. Engage in a minimum of three formal supervisor observations
4. Participate in all system and site Professional Development Days
5. Read and reflect on the book, Enhancing Professional Practice: A Framework for Teaching by March 1st (the book and self assessment sheet will be provided by the principal)
6. Participate in a Survival Chinese course
7. Participate in the End of Year Conference with the supervisor
8. Participate in a mentoring program

SAC 1/09

154 Collaborative Planning Time and Team Time Allocations

In order to help facilitate the individual development of all our teachers as well as to provide a community of professional learning, Morrison Academy has created a  Professional Learning Community Continuum adapted for Morrison Academy1 and requires each campus to allocate time for staff to collaborate. Designation of these times should be as follows:

• Collaborative Planning Time Meetings (CPT) deal with issues related to system-wide initiatives, and integration between grades and content areas. Library medial specialists and technology coordinators normally attend when possible.
• K-8/9 Team Meetings deal with logistical issues such as temporary schedule adjustments, coordination of student assignment in order to avoid overloads, coordination of events, and individual student concerns. Meeting minutes are normally recorded and distributed.
• Taichung High School Department Meetings deal with issues related to system-wide imitative, progress on department goals, exchange of ideas on teaching methods, suggestions for interdepartmental cooperation, individual student concerns and fidelity of the curriculum.

The following chart indicates minimum schedule allocations for each grade level.

	Elementary	Middle School	High School (Taichung)
CPT*	45 minutes/week	45 minutes/week	90 minutes/month
Team/Department Meeting	45 minutes/week	45 minutes/week	45 minutes/twice a month

 

1Professional Learning Community Continuum adapted from the work of Dr. Rick DuFour

*Ninety minutes per month of CPT should be allocated to discuss the specific educational topic that is being highlighted in relation to Procedure 151.

SAC 1/08
Reference - Procedure 100 and 151

156 Professional Development Schedule

Each spring, the Director of Curriculum and Professional Development will create a weekly, topical calendar for the following school year that reflects the schedule with weekly objectives for the collaborative planning times (CPT).

Administrators may re-allocate dates, but the total number of hours spent on each area should be completed within each academic year.  

		Teacher Prep Week	Weekly CPT (34 total)**	4 Full PD Days	6 Half PD Days	Total Hours
Effective Teaching		1 hr	8-10 hrs	3 hrs*	3-6 hrs	15-20 hrs
CD		1 hr	10-12 hrs	8 hrs	6-9 hrs	25-30 hrs
Technology Integration		1 hr	4 hrs	3 hrs*	3-6 hrs	11-14 hrs
Biblical Worldview  Integration			3 hrs	3 hrs*	3 hrs	9 hrs
Intervention Awareness/Needs		1 hr	2 hrs			3 hrs
Library Media Integration		1 hr	2 hrs	3 hrs*		6 hrs
Transition/TCK Information				2 hrs		2 hrs
Campus Specific			2-4 hrs			2-4 hrs
ASP/SIP Reflection					3 hrs	3 hrs
		5 hrs	31 hrs	22 hrs	18 hrs	76 Hours

* Offered as an optional workshop (90 minutes) during this day.
**CPT hours reflect elementary and middle school totals. High school CPT hours would be half. Refer to procedure 154 for time allocations.

 

Effective Teaching: Learning targets (strands & benchmarks), instructional strategies, assessment, feedback, differentiated instruction, etc. 

CD (Curriculum Development): Unit improvements, overviews, support; curriculum mapping; vertical team alignment; 6 Traits Plus 1; VFOL’S; etc. 

Technology Integration: Pandemic preparation, integration, new hardware, new software, etc.

 

Biblical Worldview Integration: Content integration (lesson plan model), classroom practice integration, spontaneous integration, etc. 

Intervention Awareness/Needs: Process, resources, universals strategies, etc. 

Library Media Integration: Big 6, resources, inquiry, plagiarism, free use, etc. 

Transition/TCK Information: Follow-up to PFO, etc.

SAC 5/09

160 Professional Development Funds

Payments for pre-approved professional development activities shall be distributed as funds are available. Prioritization for funding professional development activities will be based on the following priority list:

 

1. Morrison has initiated the request to the staff member to take the program of studies.
2. The program supports Morrison's curriculum and staff development needs and direction.
3. The application is received by March 15th for college or institution course, or three weeks prior to workshops and conferences when possible and the coursework is aligned with current Morrison system goals.
4. The applicant intends to remain with Morrison for at least one more year.

Colleges or Institutes

Professional Development Online Request Form

Payment will be limited to expenses for travel costs, lodging costs, and registration fees for each approved professional development opportunity. Reimbursement will be for up to 100% of expenses on professional development opportunities which are pre-approved and aligned with school or system goals. Maximum reimbursement for professional development opportunities which are pre-approved is US$1000 per year up to a maximum of four years.* Non-continuance of employment with Morrison Academy changes the status of this scholarship/tuition assistance to "a loan" that must be paid back by the recipient within a one year period. These arrangements should be made with the Director of Finance. 

Conference or Workshops

Professional Development Online Request Form

Staff initiated requests to attend a conference or workshop which are pre-approved and aligned with school or system goals will be reimbursement for 100% of airline and registration expense. All other expenses will be the responsibility of the person attending (e.g. lodging, ground transportation, food, etc.).

Morrison initiated requests for staff to attend a workshop or conference may be reimbursed for up to 100% of airline, registration, lodging, and ground transportation (related to the event) costs. All other expenses will be the responsibility of the person attending.**

To keep abreast of the latest research, SAC level administrators are encouraged to attend a major conference on an annual basis, and Site Curriculum Coordinators may attend one conference or workshop on an annual basis.

At the beginning of each school year, the Director of Curriculum and Professional Development will disseminate information about professional development opportunities and assist staff in attending conferences and workshops that are approved.
** With the exception of boarding parent conferences which will include costs of childcare. (Travel, lodging and registration costs of children accompanying parents to boarding conferences will be the sole responsibility of each family.) 

IWU Master of Education Program

Each year up to three scholarships will be provided to faculty desiring to pursue the Indiana Wesleyan University Master of Education program offered by International Schools of China. Applicants selected will be provided full tuition, airfare when necessary, and housing costs from Morrison in exchange for a two year commitment to work at Morrison upon completion of the Masters program. Employees will be required to pay for all their ground transportation and meal costs incurred while taking part in this program. Non-continuance of employment with Morrison Academy changes the status of this scholarship/tuition assistance to "a loan" that must be paid back by the recipient. These arrangements should be made with the Director of Finance. 

Compensation

Employees who are required to participate in weekend professional or curriculum development activities (not including system-wide Professional Development time), will be remunerated at the rate of NT$1000/day or NT$500/half day.

Employees who are 0.5 FTE and greater may be required to attend system-wide professional development full days. Employees who are less than 1 FTE and attend system-wide professional development full days shall be remunerated at the rate of $200NT per 0.1 FTE unless arrangements have been made with principals to cover time in other ways. Payment to staff attending full-day professional development times shall come from the campus hourly wage account. 

Chinese Language Study

Professional Development Online Request Form

Payments for approved Chinese language study by employee, spouse, and/or dependents will be reimbursed at the maximum rate of 50%, up to NT$400 per hour. For families with preschoolers, in-home study may be approved at the maximum rate of 50% up to NT$600 per hour. The school's reimbursement will be capped at annual maximum of US$750* per family.

* The maximum annual reimbursement will be prorated using the employee's FTE. Additional funding may be available for professional development opportunities that Morrison initiates or deems important for the continuance of current curricular initiatives. Normally, undergraduate degrees will not be supported.

** With the exception of boarding parent conferences which will include costs of childcare. (Travel, lodging and registration costs of children accompanying parents to boarding conferences will be the sole responsibility of each family.) 

SAC 2/09
Reference - Policy 3530 Professional Development

162 Leadership Development Funds

The school may invite a limited number of staff members to prepare for administrative leadership through distance learning or other programs in leadership or administration leading to a graduate degree or administrative certification. Employees may be chosen for no-interest loans to reimburse tuition and fees not to exceed US $5,000 per year and not to exceed a total of US $20,000. Loans will be forgiven on a basis of one year of forgiven loan for each year of concurrent or ensuing administrative service at Morrison, except that the final year of support requires two years of administrative service at Morrison in order to have that year's loan forgiven. The Superintendent, after consulting with the appropriate Campus Principal, the Director of Finance and the Director of Curriculum and Professional Development, will establish contracted agreements regarding the choice of study program, job assignments including definition of administrative service, and loan repayment requirements. Loans to be repaid become interest-bearing at rates and dates to be determined by the Superintendent. Agreements will be renewed annually.

SAC 5/04
Reference - Policy 3530 Professional Development

170 Professional Practice Review

The purpose of this review of professional practice is to identify and celebrate good practice, and identify which components need to be strengthened. Awareness of which components have been mastered affirms certified staff's sense of achievement as a professional. On the other hand, if a component that needs to be strengthened is identified, it allows the professional to focus improvement efforts on specific needs.

Professionals continuously seek ways to assess their work in order to improve performance. Thorough assessment is accomplished through multiple data sources. Those data sources include observations (supervisor or peer), self-reflection, student assessment of teaching, and exhibits. Exhibits may include, but are not limited to, student achievement/performance data, lesson plans (daily, unit, or annual), grading plan, classroom management plan, tests, parent letters, relevant exhibits from continuous education courses and graphic organizers. It is recommended these exhibits be maintained in a professional portfolio, as described below.

Faculty will be on High Cycle their first year of service at Morrison Academy, their first year in a new assignment, and every fourth year (year 1, 4, 8, 12...) of service at Morrison. High Cycle reviews will be supervisor directed. High Cycle reviews will be comprehensive in nature with three observations focusing on domains 2, 3, and 4 (classroom environment, instruction and professional responsibilities) in relation to the rubrics of professional practice located in the appendix.

Low Cycle

Faculty who are not in the High Cycle or on a Plan of Assistance will be in the Low Cycle category. Low cycle reviews will be less comprehensive in nature with one observation focusing on a domain agreed upon by the teacher and supervisor. The supervisor will also collaboratively develop appropriate professional practice goals with each staff member based on the appropriate rubrics located in the appendix.

Plan of Assistance

In cases where a professional demonstrates significant deficiencies in professional practice, he/she will be placed on a Plan of Assistance. The Plan of Assistance is a comprehensive supervisor directed improvement program which provides documentation of identifying the areas needing improvement and any subsequent progress. Plan of Assistance reviews will be comprehensive in nature with at least three observations focusing on domains 1, 2, 3, and/or 4 (planning, classroom environment, instruction and professional responsibilities) in relation to the rubrics of professional practice located in the appendix.

Professional Portfolio

It is recommended that the professional keep a portfolio. The purpose of a portfolio is to provide a convenient record of exhibits to demonstrate professional development and professional practice over time. The collection seeks to honor the multifaceted task of learning through showcasing exhibits which document the professional's expertise and progress from year to year. This confidential portfolio is the property of the professional, and it should be kept in a safe location. If a professional chooses to maintain a portfolio, he/she may use the portfolio to document professional competencies. It may be useful in conferencing with the supervisor. There are a number of exhibits to consider including in a portfolio. Any documentation from past training and experience may be included. Exhibits such as college transcripts, teaching certificates, resume, reference letters, annual overview plans for core subjects currently taught, grading plans, classroom rules, examples of professional presentations or writings, reading logs, workshop and in-service logs, unit or lesson plans, self-reflections, philosophy of education, observation/self reflection records, appreciation letters from parents, students, or colleagues, etc., can all be used to document professional competence.

SAC 1/08
Reference - Policy 3212 Plan of Assistance

180  Internships/Practicum with Taiwan Universities

Supervising and mentoring a Taiwan university student during an internship/practicum is one way for our faculty to grow professionally. An internship is a hands-on experience in an area an intern (pre-service teacher and/or library media specialist) has been studying at university.

As a service to the education profession, connection to current academic scholarship in the field, and fostering relationships with future Taiwan educators/librarians, Morrison will place university interns at campuses where teachers and/or library media specialists are willing to host them.

Intern Acceptance Guidelines/Stipulations:

1. Internships/practicum experiences are not paid.
2. Maximum of six university interns may be at any given campus during a quarter.
3. Morrison staff and faculty are not required to be faculty supervisors for an internship/practicum.
4. Intern interaction with Morrison students must be monitored by the supervising teachers.
5. Interns may not lead activities (direct a lesson, small group, etc.) with Morrison students.

Intern Acceptance Guidelines/Stipulations:

1. All intern candidates will be currently enrolled in a Taiwan university.
2. All intern candidates will complete and submit a signed Morrison Academy Intern/Practicum Application nine weeks before the placement.
3. All intern candidates will submit or give permission for Morrison to conduct a minimal criminal history check.
4. All intern candidates will read and acknowledge understanding of policy 3020 and 1650.

Intern Placement Process:

1. Director of Curriculum and Professional Development receives all applications.
2. Director of Curriculum and Professional Development and/or System coordinator and/or principal will review potential intern applications.
3. Director of Curriculum and Professional Development notifies all building principals of viable interns that need to be placed and dates of their potential internships.  Principals will be asked if they are interested in having one. 
4. System coordinator and/or principal contact campus library media specialist and/or teacher about placement and forward the intern’s application.  
5. System Librarian and/or principal pass on all contact information (provided up to that time) to the interested campus library media specialist and/or teacher.
6. Campus library media specialist and/or teacher follows up with emails to intern and/or university contact to discuss details concerning placement.
7. Campus library media specialist and/or teacher works as the liaison with the university concerning internship requirements and experience.

SAC 4/09 

Appendix - Professional Review Documents

Teacher

 Components of Professional Practice Self Assessment Form

 Annual Goals Worksheet

 Planning and Preparation Domain - Supervisor Observation form

 Classroom Environment Domain - Supervisor Observation form 

 Instruction Domain - Supervisor Observation form 

 Plan of Assistance Documentation Forms