Social+Studies+Department

1/24/2011 Valley Forge Freedoms Foundation P.D. Learned of Standards Aligned System (SAS) which is a comprehensive approach to student objectives in all subjects for the state of Pennsylvania []

In curriculum standards, IE= example, EG= people/things/ideas that every student must know > > > >
 * Gathered that the Keystone exam will deal with the "Common Core" sections of the SAS which include cross-subject matters
 * These are items that every American student should know from the year 1850-present day
 * Is projected to be 1/3rd of the graduation requirement for students
 * The history exam will be floated to select schools next school year and are projected be given in 2013
 * All Keystone subject exams are projected to be ready by 2015

Cicero was introduced [] It is an all comprehensive website for teachers which includes lesson plans, objectives, projects, videos, primary source documents (certified), rubrics, material that aligns with PA Educational/Assessment/SAS standards. It can also be used by students in class by expanding content outside of the standards/textbook. Cicero is a wonderful resource to prepare students for the future Keystone exam!

Other topics touched upon were differentiated instruction tips, how to keep students excited and engaged, and another professional development opportunity by the American Institute for History Education on Wednesday March 15th or Wednesday May 18th in Philadelphia for $215 per person. This new Professional Development is meant to prepare teachers for the Keystone Exams and familiarize us more with the SAS system ﻿ DEPARTMENT MEETINGS ESSENTIAL DISCUSSION/QUESTIONS There are 5 essential supports for reform to organize and improve schools, leadership, parent communities, professional capacity; student centered learning climate, and instructional climate. As a department team begin to discuss and list your ideas and strategies to improve in these areas and to strengthen our instructional core (culture, structure, systems, resources, stakeholders)

LEADERSHIP: (i.e. vision, distributive leadership) Use the wiki to distribute info/notes from leadership team meetings. Grade group meeting involvement with administrative goals: communication of goals and group responsibilities to contribute to achievement. Delegate responsibilities among departments and groups to achieve broader goals. Increased visibility of administrators in hallways.

PARENT COMMUNITIES: (i.e. family engagement/supports learning) Use of websites, engrade, email to communicate with parents. Improving website to increase availability to parents. Improved back to school nights, with parent friendly amendments. Parent "shadows" with current parents on welcome freshman night. Parent blog(s) on website.

PROFESSIONAL CAPACITY: (i.e. right people on the right bus/skills in the right seat) Teaching American History Grant Program (recently renewed) Diversity of experiences and help of partnerships (student teachers this year!) improve professional capacity within our department.

STUDENT CENTER ACTIVITIES:(i.e. give and take in the classroom, relationships) National History Day, a student centered year long project through the National Archives and Constitution Center. History Week; teachers/students dress up as historical figures, daily trivia, prizes! Unit Projects, Choice Boards Marshall Brennan Constitutional Literacy Program (Penn Law Project); Mock Trial Urban Ventures Program (entrepreneurial program)

INSTRUCTIONAL CLIMATE: (i.e. teacher support, mentors, PD, active demand teaching/culture of accountability, relationships) Improve problem based learning opportunities and opportunities for higher order thinking skills (HOTS). HOTS reflected in lesson plans. Professional development for teachers reflects teachers' needs and desires. Improved access to textbooks and online resources.