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Postulates

  1. The World Language Department has five curriculum standards and assessment rubrics for
    each of these standards. These standards are further developed in essential understandings
    and essential questions. The department has used these standards and rubrics in developing
    benchmark assessments and curriculum maps. At this time there are benchmark assessments
    and curriculum maps in place for the first department standard at the first two levels of instruction.
    Starting with the end in mind, we have also used the Advanced Placement rubrics and benchmark
    assessments as models for the development of department assessments. The common assessments
    and curriculum maps of the communication standard were designed to enhance articulation from the
    middle school to the high school.
  2. The department has implemented technology standards in the curriculum and instruction, limited only
    by availability. Research projects have been developed in collaboration with the school library media specialists.
  3. The “Pillars of Character” are displayed in the World Language classrooms and are reinforced through the
    posting of classroom rules/expectations, which support character development. The student of the month
    program and the honor society recognition offer students an opportunity to be singled out for demonstrations
    of good character. Community service project opportunities are offered within the Department at most
    schools to give students experience in community service. Character education is also highlighted.
  4. Communication is one of the five World Language standards and speaking, listening, reading,
    and writing are skills which are emphasized on a daily basis in all World Language classes.
    In order to assess student’s performance and to inform instruction, common benchmark assessments
    and rubrics for oral proficiency and writing skills have been developed and implemented in French
    and Spanish at the first two levels of instruction.
  5. Students are encouraged to examine their own work and to critique their performance. Self-assessment
    components are utilized for a variety of assignments in order to guide students in refining their work.
  6. All World Language courses include short term and long term projects. Students use print and technology
    resources to gather information about language, culture and literature. Through the Problem Based Learning
    lens, staff emphasizes the authenticity and importance of language study.
  7. The Culture and Communities standards of the World Language department infuse the curriculum with
    experiences that enhance the students’ understanding of their role as global citizens. The exploration
    of other ways of life, values and beliefs is often a springboard for comparison with our own democratic society.
  8. World Language teachers, as all other teachers in the district, promote a safe, clean, drug free,
    smoke free, and secure environment, free of harassment and bullying, and conducive to learning.
  9. The World Language department has developed strategies to assist students in forming good work
    habits and a work ethic. The department supports the building homework policies, holds students
    responsible for their work through assessment lists and rubrics, posts classroom rules/expectations
    and consequences for failure to comply and develops behavior contracts. In addition, the
    department continues to develop and promote World Language study and organizational skills at all levels.
  10. Students of World Language classes are engaged in independent and collaborative work settings.
    Cooperative learning groups are often employed.
  11. Creative expression is evidenced in all World Language courses as students develop
    and present projects (auditory and visual) designed to demonstrate knowledge of the language,
    culture and literature as well as speaking and writing skills. Original dialogs and dramatizations of
    linguistic and cultural concepts are part of the curriculum and used at all levels of instruction.
  12. The development of World Language skills inherently challenges students to solve the “real world”
    problems of effective communication. Students build skills and knowledge through a scope and sequence of
    linguistic constructs that lead to fluency. Problem based learning activities are employed at all levels.