Functioning as an artist residency program, this FACA project provided serious and practicing writers and artists uninterrupted time for work, reflection, and collegial interaction. The project provided participants the time and space to recognize and understand how their passions fuel their teaching and scholarship.
Faculty members thought critically about how assessments are used across disciplines, examining and critiquing each other’s practices.
Participants focused on the affective educational experiences for Park students throughout Upper School. By assessing some specific aspects of our current programming, the group further developed opportunities for students to think more deeply about their values, attitudes, ideas, and beliefs around issues that are pertinent and relevant to their lives.
Faculty members across disciplines considered how to build a stronger 9th Grade entry program, considering the unique needs of our students entering Upper School.
This project focused on further developing the new Middle School Affinity, Alliance, and Advocacy Program, including faculty training and student activities. Group members also documented a scope and sequence for the program that enhances the cultural competency of program participants.
Lower School classroom and Spanish teachers explored the diversity of songs, compiling selections to share with students for years to come.
Participants from across divisions and departments explored the premise that we “can't truly be ourselves and bring ourselves fully to our work if we don't really know where we came from and we don't have a space to share who we are.” The project provided a place for discussions of life experiences and cultural values through storytelling, planning lessons, and sharing traditions and food.
A group of Lower School teachers across grade levels reviewed and assessed the new TERC Investigations in Number, Data, and Space 3 math curriculum for possible adoption by the Lower School.
Lower School visual arts teachers researched and crafted a developmentally appropriate progression for the art process of printmaking and the clay experience for students in grades K-5. With a specific progression of exposure, exploration, and instruction, consistency will be provided to our students’ art-making experience, also making planning and teaching time during the academic year more efficient and effective.
Participants developed skills in at least one specific area of emerging technology and planned and created curricular content using the new technology.
Upper School science teachers outlined a new integrated curriculum for 9th and 10th Graders. The Core 9 curriculum will integrate Physics, Engineering, and Computer Science, building around key project-based experiences. Core 10 will integrate chemistry and biology in two major units, building up to 2-3 independent and differentiated projects, including options to connect further to Engineering and Computer Science.
Participants drew on the insights of researcher Susan Cain to gain an understanding of what it means to be an introvert, and how to support and honor introverted students specifically in a progressive academic setting.