Nov. 6, 2013: The impact of globalization and technology on teaching and learning, as well as the adoption of the Common Core Learning Standards by New York State, is prompting Bronxville School faculty members to review and refine the school's definition of "academic rigor."

During a professional development conference on October 11, high school teachers worked with a consultant from Project Zero to craft inquiry questions that will guide a portion of this review.

Project Zero, a research group at the Harvard Graduate School of Education, conducts research on critical and creative thinking, teaching for deep understanding within each of the academic disciplines, and creating communities of reflective, independent learners.

Middle and elementary school teachers have been working since the beginning of the year with consultants in mathematics and English language arts to embed Common Core requirements within their unit designs and lesson plans.

The consultant work in all three schools is being funded by a grant from The Bronxville School Foundation; the grant is enabling the school to contract with highly qualified consultants as it addresses these important issues. The district's mathematics consultants include an expert in the Singapore Mathematics curriculum that is being introduced this year in the elementary school and a consultant who has received specialized training in the new mathematics Common Core requirements.

Representatives from the well-regarded LitLife community are working with the entire staff to identify ways of fostering Common Core connections across the curriculum. "Our ultimate goal is for students to learn to use their knowledge to address multidimensional issues and to understand and solve problems in a global and complex society. We want them to develop a genuine sense of purpose for learning," stated Dr. Denise Lutter, professional development coordinator for The Bronxville School.

This Friday, November 8, two consultants will visit the school. The first consultant will give a presentation to the elementary school teachers on developing local assessments that are linked to the school's revised goals for English language arts and will then work with two grade-level teams. The second consultant will speak to the middle and high school faculties on interdisciplinary connections across the Common Core Learning Standards and will then work with the foreign language department on instructional strategies and the middle school faculty on creating a common rubric for guiding students as they complete writing assignments.

Denise Flood, professional development policy board chairperson for The Bronxville School, has already begun to incorporate new instructional strategy in the Latin IV curriculum. In her class, students studied the myths of Ovid in the original Latin and then traced how these myths have transformed over time in various media. "The goal is for students to understand that the themes of classical mythology are universal and have enduring relevance in today's society. The project allows students to make meaningful connections across disciplines," stated Flood.

In addition to providing funding for consultants, the foundation grant monies will be used to offer a summer symposium during which educators in the tristate area can explore, share, and refine their instructional strategies and definitions of "academic rigor." Funding curriculum development and professional learning is becoming increasingly difficult given current economic conditions.

"I am grateful to The Bronxville School Foundation," said Dr. Lutter, "for its efforts to ensure that faculty members have the opportunity to engage in the research and development work which underpins the district's high standards for academic rigor."

Pictured here (L to R): Dr. Denise Lutter and Denise Flood, who are leading the "redefining rigor" initiative at The Bronxville School.

Photo courtesy Helena McSherry, Member, PR Committee, The Bronxville School Foundation