EduStat

Jay McTighe brings a wealth of experience developed during a rich and varied career in education. He served as Director of the Maryland Assessment Consortium, a state collaboration of school districts working together to develop and share formative performance assessments. Prior to this position, Jay was involved with school improvement projects at The Maryland State Department of Education where he directed the development of the Instructional Framework, a multi-media database on teaching. Jay is well known for his work with “thinking skills,” having coordinated statewide efforts to develop instructional strategies, curriculum models, and assessment procedures for improving the quality of student thinking. In addition to his work at the state level, Jay has experience at the district level in Prince George’s County, Maryland as a classroom teacher, resource specialist, and program coordinator. He also served as director of a state residential enrichment program for Gifted and Talented students.

Jay is an accomplished author, having co-authored ten books, including the best-selling Understanding by Design series with Grant Wiggins. He has written more than thirty articles and book chapters, published in a number of leading journals, including Educational Leadership (ASCD) and The Developer (National Staff Development Council).

Jay has an extensive background in professional development and is a regular speaker at national, state, and district conferences and workshops. He has made presentations in fourty-five states in the U.S., six provinces in Canada, and fourteen countries outside of North America.

Jay received his undergraduate degree from The College of William and Mary, earned a Masters degree from The University of Maryland and has completed post-graduate studies at The Johns Hopkins University. He was selected to participate in The Educational Policy Fellowship Program through the Institute for Educational Leadership in Washington, DC. He served as a member of the National Assessment Forum, a coalition of education and civil rights organizations advocating reforms in national, state and local assessment policies and practices.

Keynote Address

This session will provide an overview of the book, Schooling by Design (ASCD, 2007), and explore the following essential questions:

What is the Mission of Schooling and how should a school’s mission guide its work?
How should principles of learning influence educational practice?
What are the components of a curriculum and assessment system aimed at student understanding, transfer and 21st Century Skills?
How might we use a “photo album” of evidence (not simply a snapshot) to guide our school/district-improvement efforts?

Building an Understanding-based Curriculum and Assessment System

In the recent book, Schooling by Design (ASCD 2007), Grant Wiggins and I propose that a robust, understanding-based curriculum includes 10 key components. In this session, we will examine these components and view practical examples. The following questions will frame the session.

To what extent do we have a coherent curriculum from the learners’ perspective?
How does “backward design” apply to district curriculum development?
Why should content standards and accountability test scores be considered a means to an end (not the end in themselves)?
Why should “cornerstone assessments anchor our curriculum?
How can we promote greater consistency in assessment and grading?
Why do we need “trouble shooting” guides as part of our curriculum?


About the Summit Overview Agenda Speakers Tourism Archives Join Us Registration Lodging Transportation Contact Us	Jay McTighe, Author, Schooling by Design Jay McTighe brings a wealth of experience developed during a rich and varied career in education. He served as Director of the Maryland Assessment Consortium, a state collaboration of school districts working together to develop and share formative performance assessments. Prior to this position, Jay was involved with school improvement projects at The Maryland State Department of Education where he directed the development of the Instructional Framework, a multi-media database on teaching. Jay is well known for his work with “thinking skills,” having coordinated statewide efforts to develop instructional strategies, curriculum models, and assessment procedures for improving the quality of student thinking. In addition to his work at the state level, Jay has experience at the district level in Prince George’s County, Maryland as a classroom teacher, resource specialist, and program coordinator. He also served as director of a state residential enrichment program for Gifted and Talented students. Jay is an accomplished author, having co-authored ten books, including the best-selling Understanding by Design series with Grant Wiggins. He has written more than thirty articles and book chapters, published in a number of leading journals, including Educational Leadership (ASCD) and The Developer (National Staff Development Council). Jay has an extensive background in professional development and is a regular speaker at national, state, and district conferences and workshops. He has made presentations in fourty-five states in the U.S., six provinces in Canada, and fourteen countries outside of North America. Jay received his undergraduate degree from The College of William and Mary, earned a Masters degree from The University of Maryland and has completed post-graduate studies at The Johns Hopkins University. He was selected to participate in The Educational Policy Fellowship Program through the Institute for Educational Leadership in Washington, DC. He served as a member of the National Assessment Forum, a coalition of education and civil rights organizations advocating reforms in national, state and local assessment policies and practices. Keynote Address This session will provide an overview of the book, Schooling by Design (ASCD, 2007), and explore the following essential questions: What is the Mission of Schooling and how should a school’s mission guide its work? How should principles of learning influence educational practice? What are the components of a curriculum and assessment system aimed at student understanding, transfer and 21st Century Skills? How might we use a “photo album” of evidence (not simply a snapshot) to guide our school/district-improvement efforts? Building an Understanding-based Curriculum and Assessment System In the recent book, Schooling by Design (ASCD 2007), Grant Wiggins and I propose that a robust, understanding-based curriculum includes 10 key components. In this session, we will examine these components and view practical examples. The following questions will frame the session. To what extent do we have a coherent curriculum from the learners’ perspective? How does “backward design” apply to district curriculum development? Why should content standards and accountability test scores be considered a means to an end (not the end in themselves)? Why should “cornerstone assessments anchor our curriculum? How can we promote greater consistency in assessment and grading? Why do we need “trouble shooting” guides as part of our curriculum?