FieldAR2023OnlineAll11.13 - Magazine - Page 5
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impa
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Inspiring Faculty Through Professional Development
$124,000 invested in faculty professional development during the 2022-23 academic year
Sustained, contextual, and collaborative professional learning for our faculty leads to substantive
opportunities to enhance our classroom practices and evolve our curriculum. When teachers engage in
meaningful professional development to share best practices and reflect, they infuse a lifelong love of
learning in their students and open doors to increase student engagement.
Our faculty members attend an average of 44 professional development courses, seminars, and
conferences on an annual basis. The School also supports faculty in pursuing advanced degrees related
to the coursework they teach. This past year, one faculty member engaged in project research at Harvard
University to enhance our science curriculum.
Others took courses at Hopkins and Hood, and
one spent the summer in Granada, Spain,
completing an advanced degree. Several faculty
members participated in leadership development
seminars across the country to hone their skills
in the areas of diversity, equity, and inclusion
(DEI); experiential and project-based learning;
and building knowledge from experts in the field
about the latest trends, tools, risks, and
strategies for using artificial intelligence (AI) in
education.
English teacher Jake Philbin-Cross participated in a highly
selective fellowship of 70 educators that provides intensive, graduate-level learning for teachers. Hosted by
the Klingenstein Center Summer Institute (KSI) at
Columbia
University,
Jake
explored
curriculum,
pedagogy, and assessment design in three areas—all
to better understand pathways for student growth.
"It reminded me why I love teaching and helped open my eyes to new
approaches from educators around the country. The program provided
space for reßection on my practice, which both buoyed my self-conÞdence
and helped me see opportunities to improve my students' experiences.
I'm returning with a renewed commitment to be intentional in planning and
understanding my relationships with students."
~Jake Philbin-Cross, Upper School English Teacher