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Profile ’01: Curriculum and Teaching in North American Division Schools From AIMS to OUTCOMES: Quality Cycles in Adventist Education. Paul Brantley, Alfredo Ruiz, and Glynis Bradfield School of Education, Andrews University 2001. Larson’s

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Profile ’01: Curriculum and Teaching in North American Division SchoolsFrom AIMS to OUTCOMES:Quality Cyclesin Adventist Education

Paul Brantley, Alfredo Ruiz, and Glynis Bradfield School of Education, Andrews University

2001


Larson’s

Four Basic Temperament Types


Is the glass half full or half empty in Seventh-day Adventist education in the North American Division?

You be the judge!


What is a quality cycle
What is a Quality Cycle?

  • It’s when an organization has determined that its purposes are met in its plans, practices, and its products (results).

  • To what extent has the NADCC completed the cycle?


Purposes

Unfortunately, many educational systems fail to document a completed quality cycle. They plan and practice without sufficiently examining their purposes and products.

Products

Plans

  • “For which of you intending to build a tower, does not sit down first and count the cost, whether he has enough to finish it?” --Jesus, in Luke 14:28

Practices


Some findings regarding nad

Some findings regarding NAD

Purposes

We asked 725 NAD educators if:

(1) our system had a clearly articulated philosophy and

(2) schools were putting it into practice


Purposes: % who ‘strongly agree’ that our NAD system has articulated aclear philosophy to guide practice


Purposes points to ponder
Purposes: Points to Ponder

  • Prior Profiles indicated that the vast majority of Adventist educators want a guiding philosophy

  • A third of respondents said they lack easy access to NAD’s philosophy statement. Many said they never received the FACT21 document.

  • Most respondents marked “Yes, somewhat” to items about philosophy and practice.


Purposes: % who ‘strongly agree’ that Adventist schools are putting their philosophy into practice


Purposes more points to ponder
Purposes: More Points to Ponder

To what extent are WE as an NADCC clear as to the relationship between—

  • NAD mission statement (Strategic plan)

  • NAD ten goals (FACT21)

  • NAD ten core values (Strategic plan)

  • NAD essential learnings (FACT21)

  • ITBS assessment objectives

  • Objectives of the Potentials assessment project

  • Approved textbook objectives

  • Et cetera?


Some findings regarding nad1

Some findings regarding NAD

Plans

Once our purposes are clear, what plans and resources should we prepare?


What can be done to help more Adventist youth attend Adventist schools?Strategic suggestions from NAD Educators


What do you feel is the best way for our system to produce curriculum for teachers
What do you feel is the Adventist schools?best way for our system to produce curriculum for teachers?


Plans and resources excellent ratings for elementary and academy bible series
Plans and Resources Adventist schools?: % “Excellent” ratings for Elementary and Academy Bible series


% Respondents Who Reported Using the Web Adventist schools?

1995 & 2001


Resources software for classroom use self ratings of elementary and academy teachers
Resources Adventist schools?: Software for Classroom UseSelf-ratings of Elementary and Academy teachers


Plans and resources points to ponder
Plans and Resources Adventist schools?: Points to Ponder

  • Could genuine spiritual reform according to inspired counsel hold the key to such qualities as excellence, climate, and lowered cost?

  • Can we identify still more creative, responsible curriculum development options?

  • 95% of all SDA teachers in the NAD now have computers--but half of all academy teachers and a third of elementary teachers fail to use them for classroom learning.


Some findings regarding nad2

Some findings regarding NAD Adventist schools?

Practices

What are the realities teachers experienced in relation to curriculum and teaching during the 2000-2001 school year?


Preferred practices implemented school or conference wide
Preferred Practices Adventist schools?: % ImplementedSchool or Conference-Wide


Teachers self ratings of proficiency in recommended fact21 practices
Teachers Self-ratings of Adventist schools? Proficiency in Recommended FACT21 Practices


Practices how many times this year has someone visited your classroom observed and coached teaching
Practices Adventist schools?: How many times this year has someone visited your classroom, observed, and coached teaching?


Practices points to ponder
Practices Adventist schools?: Points to Ponder

  • Are there systemic changes that would encourage the Preferred Practices? Will we monitor this implementation over time?

  • Although many teachers have begun implementing recommended instructional practices, few teachers (and their supervising conference personnel) feel proficient.

  • Hardly will teachers attain proficiency without a vibrant network of coaching with conference and college people and with their peers.


Some findings regarding nad3

Some findings regarding NAD Adventist schools?

Products (results)

What evidence do we have that students are actually accomplishing the purposes that NAD set in the beginning?


Products do schools did faculty use iowa test scores to improve instruction yes
Products Adventist schools?: Do schools (Did faculty) use Iowa Test scores to improve instruction?* % Yes


Products value of sda school accreditation rating excellent
Products Adventist schools?: Value of SDA school accreditation? % rating “Excellent”


Products should there be a test like itbs to assess bible knowledge yes
Products Adventist schools?: Should there be a test like ITBS to assess Bible knowledge?* % Yes


Products should we as a group assess student outcomes related to character development yes
Products Adventist schools?: Should we as a group assess student outcomes related to character development? % Yes


Products should adventist education consider adopting standards like states provinces
Products Adventist schools?: Should Adventist education consider adopting standards like states/provinces?


Products points to ponder
Products Adventist schools?: Points to Ponder

  • Do we have a system in place to determine clearly how well FACT21/NAD purposes are being attained?

  • Academic goals are assessed (to an extent) by the ITBS, but applying ITBS results in system-wide improvement of instruction appears to be limited.

  • Some of the most important system goals for our SDA system are non-academic. How are they being measured? What gets measured gets done!

  • To what extent are we examining the character development outcomes of SDA education including research by Roger Dudley, Valuegenesis, etc.?

  • All categories except NADCC appear to favor considering the adoption of system-wide Standards.


Is the glass Adventist schools?half full or half empty in Seventh-day Adventist education in the North American Division?

You be the judge!


Is the glass half full or half empty
Is the glass Adventist schools?half full or half empty?

Our thoughts? We should--

  • Feelgrateful to God for the excellent work our NAD educational system has accomplished to date

    AND

  • Feel sobered by the challenges documented in part by this report--along with the resolve, by God’s grace, to reach His ideal

    Thank you, NADCC!

    Dr Paul Brantley, Alfredo Ruiz, & Glynis Bradfield,

    with special appreciation to Dr Randy Siebold and the NADOE staff


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