ISACS+recommendations

= Practical Arts =


 * General Appraisal**

The Practical Arts Department is a relatively recent addition to the program at Notre Dame de Sion School. Both the name of this department, and its function within the school’s overall curriculum, evolved in response to Missouri educational requirements for graduation that students be educated towards necessary functional skills. What was once wood-shop became typing and is now seen as the set of skills necessary to lead a productive life in the 21st century, i.e., technological and conceptual skills. The school offers approximately 12 (the number varies from year-to-year based on student demand) courses that satisfy this requirement. Document production, image manipulation, multimedia, and design are the primary foci of these discreet technology classes. The self-study indicates an integration of technology “into all curricular aspects.” This is clearly one of many ways in which the school supports its mission to provide “the highest quality college preparatory education from preschool through Grade 12.” The school has made a strong effort to support the integration of technology in the classroom by providing Promethean boards. Additionally, Notre Dame de Sion School has provided some professional development opportunities—both conferences away from school and in-house peer-led workshops. These professional development opportunities have been very well-regarded by the participants, but there is general agreement throughout the school that more avenues for individual and collective professional development in the area of technology are needed. In daily classroom practice, there is some evidence of creative student-centered and meaningful projects that utilize technology in a way that is seamless and integrated in authentic student work, rather than “bolted on” as a discreet teaching element. There is also some evidence of a reluctance to shift away from teacher-centered content delivery, and some emphasis is placed on discreet instruction in specific applications, such as Microsoft Office and Adobe Creative Suite. While these discreet instruction elements are both high quality and necessary, the true potential of technology integration will begin to be realized when it fully supports “the diverse learning styles of [Notre Dame de Sion School] students,” and facilitates a meaningful shift in pedagogical technique. In those areas where this integration is occurring along with a pedagogical shift to studentcentered collaborative and creative projects, the “dynamic nature of technology” is being realized. Student engagement in these classrooms is high, and creative, real-world, collaborative projects are being produced. Students are being introduced to concepts such as peer-review, long-range project planning, dividing a complicated task into smaller roles, and managing time in order to meet deadlines.

The ISACS visiting team commends Notre Dame de Sion School for its: 1. Effective development of this program area, the creation of the position Director of Technology Services, and for the support provided in this area; 2. Vision for technology integration as represented by this program area’s mission, the energy and enthusiasm with which they endeavor to make this vision a reality, and the thoughtful and conscientious manner with which they intend to proceed; 3. Development of and work in dedicated and discreet technology classes as well as their willingness to, in an informal manner, instruct their colleagues in technological skills; 4. Focus on individual student needs, and accommodations of student-driven areas of interest.
 * Commendations**

The ISACS visiting team recommends that Notre Dame de Sion School: 1. Develop, and make public, a plan for professional development specific to the area of technology integration that will generate continual improvement within the faculty, with emphasis on uses of technology that aid in developing student-centered project-driven classes, diversifying pedagogical techniques, and accommodating a wide range of learning styles; 2. Establish a process to continually ascertain which skills are seen as pivotal on college campuses, in professional settings, and which are necessary for personal productivity so that the school may direct its resources and energies to ensuring that students reach these benchmarks; 3. Establish a set of core competencies for both faculty and students, such as those found in the National Educational Technology Standards (or NETS), and institute a system of accountability for those skills considered by the school to be the minimum standards
 * Recommendations**

As a Practical Arts department, we agree with the recommendations from the visiting team in the areas of technology at Notre Dame de Sion. However, we do not feel that these recommendations should be part of the Practical Arts department recommendations. The Practical Arts Department itself is a newly created academic department and is still exploring its identity and role in the education of Sion students. The Practical Arts Department cannot and should not be responsible for the technology professional development plan for the entire school. Members of the Practical Arts Department are willing to serve on advisory committees to help the administration as they develop and academic and professional development plan for technology. technology integration that will generate continual improvement within the faculty, with emphasis on uses of technology that aid in developing student-centered project-driven classes, diversifying pedagogical techniques, and accommodating a wide range of learning styles; || * Create a professional development team that includes both principals, the academic dean, and the director of technology, as well as representative faculty members. campuses, in professional settings, and which are necessary for personal productivity so that the school may direct its resources and energies to ensuring that students reach these benchmarks; || * The academic dean, college counselor and director of technology along with teachers from the practical arts departments at both campus will collect research to ascertain which technology skills are necessary for high school, college and the workplace. This can be done through college visits, meetings with parents who work with newly hired employees in the workforce and faculty/admissions department personnel from area high schools. the National Educational Technology Standards (or NETS), and institute a system of accountability for those skills considered by the school to be the minimum standards. || * The principals and academic dean, with input from the director of technology and faculty, will create a set of core competencies for faculty based on the NETS standards.
 * Response:**
 * **Recommendations** || **Action Plan** || **Responsible Parties** || **Timeline** ||
 * Develop, and make public, a plan for professional development specific to the area of
 * Professional Development Team will attend workshops, read appropriate materials, and collect research on 21st education and technology.
 * Professional Development team will write a three year plan for faculty that helps the faculty to move toward 21st century trends in education.
 * The principals will publish and hold an orientation meetings with the faculty where the plan is introduced and expectations are set. || * High School Principal
 * Grade School Principal
 * Academic Dean
 * Faculty Professional Development Committee || * Winter 2010: Principals gather Professional Development Team
 * Spring 2011: Professional Development Team researches best practices in 21st century skills.
 * Summer 2011: Professional Development Team writes document outline the three year PD plan.
 * Fall 2011: Principals introduce faculty to plan
 * Fall 2011-Spring 2015: Implement and make adjustments to plan. ||
 * Establish a process to continually ascertain which skills are seen as pivotal on college
 * Once initial information is gathered, a plan will be created to make sure those objectives/skills are covered within the practical arts department offerings.
 * This process for gathering information will be repeated in the fall ever two years and course offerings will be adjusted accordingly. || * Academic Dean
 * College Counselor
 * Director of Technology
 * Practical Arts Department Faculty || * Winter 2010: Visit with businesses and colleges to assess skills
 * Spring 2010: List skills and create courses that meet those specific technology skills.
 * Continue process every two years. ||
 * Establish a set of core competencies for both faculty and students, such as those found in
 * The academic dean and grade school principal, along with input from faculty and practical arts department members will create a set of sore competencies for students at the following grade levels: Montessori, Second Grade, Fifth Grade, Eighth Grade, Freshman and Seniors.
 * Establish a formal assessment to measure these skills.
 * Review the competencies every three years and update as necessary. || * Principals
 * Academic Dean
 * Director of Technology
 * Practical Arts Faculty || * 2010 School Year: Collect information on core competencies and develop list of skills. Investigate measurement tools.
 * Summer 2011: Write document outlining core competencies and tie them to the professional development plan and courses for the Practical Arts department.
 * 2011-2012 School Year: Principals will work with faculty to set goals for technology competencies and evaluate. Practical Arts department teachers will do the same with their students. ||