Professional Development at ISY
ISY is committed to providing its faculty with comprehensive, quality professional development opportunities. We deem professional growth as integral to the success of our programs and to what it means to be a lifelong learner.
To that end, each faculty member receives a generous yearly allotment to spend on approved professional development experiences that are tied to school, division-level or professional goals that directly benefit student learning.
Additionally, ISY provides onsite professional development and hosts some of the world’s leading educational experts to train our faculty on sound curriculum, instruction, and assessment practices.
The following are consultants who have worked with teachers at ISY in the recent past:
Modern Learning: A Blueprint for Vision-Drive Schools with Jay McTighe (Solution Tree, 2015);
Learning Personalized: The Evolution of the Contemporary Classroom with Allison Zmuda and Diane Ullman (Jossey-Bass, 2015)
Lead writer on the ACTFL Performance Guidelines for K-12 (American Council on the Teaching of Foreign Languages, 2012)
Creating a Chinese Language Program in Your School (Asia Society, 2006)
How to Grade for Learning, K-12 (Corwin Press, 2009) and A Repair Kit for Grading: 15 Fixes for Broken Grades (Pearson, 2010)
Grading from the Inside Out: Bringing Accuracy to Student Assessment Through a Standards-Based Mindset (Solution Tree, 2016) [ISY is featured in this latest book from Tom.]
Ten Things that Matter from Assessment to Grading (Pearson, 2014)
Nicole Dimich Vagle
Design in Five: Essential Phases to Create Engaging Assessment Practice (Solution Tree, 2014)
ISY deems collaboration as a vital component of professional development and is proud of its strong culture of collaboration where teachers assemble regularly to discuss and analyze student work, plan for learning, and design curriculum. Teachers collaborate during shared preparation periods and throughout the year during established collaboration times. Additional collaboration occurs through a subject’s review process where subject-area teachers, in cycles, analyze student learning data and current educational research in the subject area in order to recommend changes to the existing curriculum.
Finally, teachers are engaged in professional development through professional book studies. Titles that teachers have engaged in reading either in groups, or as a staff include:
A Repair Kit for Grading: 15 Fixes for Broken Grades by Ken O’Connor
Classroom Assessment for Student Learning by Jan Chappuis, Rick Stiggins, Steve Chappuis, and Judith Arter
Design in Five: Essential Phases to Create Engaging Assessment Practice by Nicole Dimich Vagle
Making Thinking Visible by Ron Ritchhart, Mark Church, and Karin Morrison
Pathways to the Core by Lucy Calkins, Mary Ehrenworth, and Christopher Lehman
Developing Assessments for the Next Generation Science Standards by the National Research Council of the National Academies