Pioneer Plan for Progress

 2012 – 2015
Our goal: To be the model school for teacher education in the United States

Our vision: To pursue our goal of being the model school for teacher education in the United States, the University High School Leadership team believes clinical experience students should be able to observe the best practices in the following areas, which will prepare them for student teaching and beyond:

  •  Curriculum: Alignment of current curriculum and assessment with Essential Qualities of a UHigh graduate; Alignment of department standards with national common core standards
  •  Instruction: Continuation of goal to increase student engagement through the continuation of the ULearn digital initiative
  •  Assessment: Further development and analysis of assessment practices and grades
  •  Student Support: Continue to formalize and expand our current student support system to parallel RtI model

1. Alignment of current curriculum and assessments with the Essential Qualities of a UHigh student
Committees responsible: Department Chairs and departments, School Development Committee, Clinical Experiences Committee
Results:

  1.  An evaluation process to track student progress and their demonstration of the Essential Qualities
  2.  Interventions for students who are not consistently demonstrating the Essential Qualities
  3.  Communication system between all stakeholders to share student progress toward Essential Qualities and interventions
  4.  Coordination of work between Essential Qualities committee and the Clinical Experiences Committee as theywork to realize the ISU Democratic Ideals

2. Alignment of department standards with national Common Core Standards
Committees responsible: Department Chairs and Departments
Results:

  1. Alignment of department standards with national Common Core Standards
  2. Data collection showing evidence that students have met all Common Core standards before graduation

3. Effective and responsible use technology to increase student engagement in the learning process.
Committees responsible: Department Chairs and departments, Technology Committee, School Development Committee
Results:

  1. Increased student satisfaction in the learning environment
  2. Students thinking critically about information resources
  3. Students identifying their own technology deficits and obtaining the support to overcome those deficits
  4. Increased student self-awareness of appropriate ways to use technology

4.  Identify and/or develop standards-based common assessment and grading practices that improve teaching and learning
Committees responsible: School Development Committee
Results:

  1. Common standards-based assessment practices that lead to students mastery
  2. Grades convey level of mastery of each standard

5. Formalize current system of student support to parallel RtI model
Committees responsible: School Development Committee, Student Support Team
Results:

  1. Clearly identified classroom, group and individual interventions across departments and grade levels
  2. A method of communication between student support and all faculty members
  3. Students in need of support are identified early in their high school careers and appropriate interventions are given in a timely manner
  4. Faculty members, students and parents are aware of services available to students