In January, I shared stories and observations about UPrep’s first intensive term at our State of the School event. The following video is cued to jump to my portion of the presentation.
We just finished our first intensives term, the result of two years of planning and collaboration inside our school and with school and organization partners. I have written a blog post for UPrep to summarize how our first intensives began to meet the goals for student experience established for this project.
A new article from EdSurge describes a MIT effort to design assessments for next generation learning. “Playful assessment” captures curiosity, creativity and critical thinking within the natural context of student learning activities.”It emphasizes recognizing and reflecting on what works and what doesn’t, and in response, identifying skills to improve on moving forward.”
While such habits of mind are recognized as essential for today’s learners and are frequently embedded in curriculum and lesson design, they are also difficult to systematically and accurately assess. Instruments such as the Mission Skills Assessment and SSAT Character Skills Snapshot have emerged in recent years but are disconnected from classroom curricula. Effective teacher assessment is needed to both measure and deepen lasting next generation learning for students.
Last week, our global programs director Brian and I spent two days at a WorldStrides-sponsored event in Philadelphia, at which we studied questions about optimal program design and student experience. The presenter lineup featured organization and school experts in global travel, providing a rich range of perspectives and wisdom on the topic.
- What is the overall purpose of your program? Curriculum, experience, or service?
- What does your school community value? Is your global program aligned?
- How much is global education represented in the rest of the school curriculum? Do students see the travel program connected to the rest of their school experience?
- Has your school thoroughly studied student health and safety preparations and plans?
- Do groups travel during or outside the school term?
- Where does student leadership live in your travel program?
We have returned with a decent list of outstanding school travel programs of different types:
- Ideaventions Academy, VA
- Palmer Trinity School, FL
- Maryland International School, MD
- Ursuline Academy, DE
- Holton Arms School, MD
- Appleby College, Toronto
- Collegiate School, VA
- District of Columbia Public Schools
- Boston College High School, MA
- Lawrenceville School, MA
At UPrep, we are implementing the first large shift in our signature Global Link program in 10 years. Our new Intensive terms allow Global Link to travel during an intensive term rather than over spring break. So far, two trips have migrated into the January intensive, with plans to continue moving trips next year.
Adding a specific subject’s curriculum to the trip is a new feature of Intensive Global Link. Our first three examples are Human Rights in Colombia, Global Link American South, and Storytelling in Samoa. As a result, schools that have established strong curricular connections for global travel are of specific interest to us right now. From the above list, these include Ideaventions, Lawrenceville, and Trinity Palmer, at a minimum.
Finally, Global Education Benchmark Group (GEBG) Executive Director Clare Sisisky presented three times on insights gleaned from GEBG’s 250 member schools, including broad perspectives on global program outcomes, school partnerships, conceptual frameworks, assessment instruments, and examples from model schools.
Why are advanced smartwatch apps so limited in their function and options? Have app developers tried too hard to imitate fitness trackers, even though the watches are capable of so much more? A year trying multiple running apps led me to wonder.
Then, Workoutdoors released its “massively improved” version 3.0 this past August, blowing the doors off every other app I tried. This app fully flexes the capabilities of GPS, maps, text displays, buttons, heart rate monitor, and more.
The app is infinitely customizable to one’s display preferences and comprehensive in its fitness activities. Multiple layouts, over 160 available data metrics, skillful use of text sizes and colors, split alerts, and live maps take this app to a new level.
I use different Workoutdoors screens for easy runs, tempo runs, events on an unfamiliar course, and even cycling. The hiking screens look intriguing. I’d like to try them. Remarkably, you can even create custom screens on the watch, although they are easier to create on the phone app.
Battery management, signal strength, and auto pause are all cleverly managed. Over 100 different metrics are available to suit one’s specific information wants. Workouts are automatically saved to Apple Workouts. Extensive summary data is available when you finish your workout. You can import GPX files to pre-load a workout course. This team thought of everything.
I hope that apps like this raise the bar for developers in other spaces beyond fitness, so that the smartwatch can become a truly useful digital companion, not just a limited accessory.
The UPrep blog has been very active in the past week, thanks to the great work of student and staff authors and the Communications team. Check out these recent titles, including one by yours truly.
The Engineering Intensive Teacher will join two UPrep teachers to deliver a three-week, full-time, hands-on, introductory engineering course to high school students who have signed up for this January elective course. This is a fantastic opportunity for an engineer interested in working with youth or an aspiring teacher seeking classroom experience.
[I am trying a new, compact format for blog posts so that I share here more often. Let me know what you think.]
I just finished serving for on a NWAIS Accreditation visiting team for four days. These teams perform a vital function in supporting the long-term viability of independent schools. They provide every school with an outside perspective and targeted feedback to help improve their programs. They also represent powerful professional development for visiting team members. Over three and a half days, one dives deeply into the values and functions of a school, touring the campus, interviewing community members, reading the school’s self-study, and poring over supporting documents. The school is asked to provide full transparency into all of its processes, so conversations go deeply quickly.
A Visiting Team is comprised of professionals from peer schools that cover the diverse functions of an independent school. This team included two heads of schools plus experts in academic program, student life, technology, enrollment management, teaching, and experiential programs. NWAIS designs the teams to cover the breadth of school functions and provide the school with feedback targeted to its particular character. Collaboration is strong, as team members work closely to share observations, discuss findings, and review each others’ writing.
Serving this year was intentional, as I am leading our self-study process starting later this year. The new NWAIS Demonstrations of Success and Generative Questions focus much more on values and practices than the old format. This is much improved over the old format, in which the school documented all aspects of its programs, a time-consuming process of questionable, long-term value. Principles and practices are easier to capture and review and arguably better support the long-term success of a school. Since this is a big change from the old format, it is quite helpful to live the new process on a visiting team before leading it at one’s own school.
If you would like to serve on an accreditation visiting team, tell your head of school, who will recommend you to the NWAIS director of accreditation.