BMF Planning

Links

New Business Curriculum Resource Folders
Innovation Grant Tracking Documents (Accessible by Korbin, Norm, Kristine, & Julie)
Grant (Accessible by Korbin, Norm, Kristine, & Julie)
Teachers need to submit day/time-in/time-out on this form: SIGN-IN TIMESHEET PAYROLL SY21 INNOVATION GRANT; Julie will pull this data immediately after the timesheet period on the 16^th (for days worked 1^st-15^th) and on the 1^st (for days worked 16^th-30/31) to transfer to payroll.
- - Because we are using grant funds, we save these sheets for the auditors; this timestamped information will be used to pay teachers and as documentation for work completed outside the school day. Teachers cannot submit data for dates outside the current timesheet period (ie – submit it on a regular basis as soon as you work your hours, please) and it cannot conflict with any other time sheet they are submitting during the same pay period.
- Skills needed - Pear Deck, Screencast-o-matic, Schoology Assessments, Schoology overall, and numerous other tools.

Vision

Revamp the Business pathways courses developed by the state and transform them into a flexible Virtual Learning, Hybrid, or Face To Face platform that will lead to an increase number of CTE BMF Completers.

Mission

Utilize our business curriculum architects to implement strategies into the foundation provided by MSDE that will provide human connections to students working remotely or face to face focusing on being a creative communicator, innovative designer, and an Empowered Learner. To provide a consistent look and foundation to our curriculum to enhance collaboration and improve engagement and instruction.

Enable an increase of collaboration and use of resources across the state & our county. (County Partners)
Develop Curriculum Resources for an On-Demand Learning environment where students gains access and the teachers can provide knowledge based content in real time, anywhere, and at anytime.
- - Focus will be on 21(Synchronous)/79(Asynchronous), create a Schoology blueprint, & create a blackboard course.
Increase Equity vs Equality (Equity - resources based on the needs of the recipients)

BMF Team Survey

Survey Results

Curriculum Team: (Phase 1)

Principles of Finance & Accounting (Kaelyn)

Melanie Kalmar
Jonathan Churchill
- - P F&A Team Guide

Principles of Business Management & Entrepreneurship (John)

Judi
Katie
- - P BM & E Team guide

(Phase 2)

Principles of Marketing (John)

Roger
Amanda

Advanced Business Management (Kaelyn)

Judy
Gina
- ABM Team Guide

Office Systems Management 1

MOS Numbers
- 489 (1)
- 100 (2)

BMF Curriculum Development Review

Phase 1 - Revamp teacher and student facing resources using open education resources (OER): (December/January)

Principles of Business Management & Entrepreneurship -(Unit 1 Complete)
Principles of Finance & Accounting - (Unit 1 Complete)

Phase 2 (Feb/March/April)

Revamp Advanced Business Management
Develop a course - Principles of Marketing

Phase 3 (May/June)

Develop Schoology Blueprints utilizing the student facing resources
- Face to Face / Hybrid / Virtual

Phase 4 (June)

Transfer Courses to Blackboard to Share with the state

Focus on Danielson Domain 3

- - 3A Communicating with Students Effective and Consistently
    - - Consistent language and layout regardless of course
      - Reduction in onboarding for teachers and students
      - Explanations of content and content (Screencasts)
  - 3B Questioning and Discussion Techniques
    - - Quality of questions/prompts
      - Discussion techniques
      - Student participation Indicators
        Questions of high cognitive challenge, formulated by both students and teacher
        Questions with multiple correct answers, or multiple approaches even when there is a single correct response
        Effective use of student responses and ideas
        Discussion with the teacher stepping out of the central, mediating role
        High levels of student participation in discussion
  - 3C Engaging Students in Learning
    - - Activities and assignments
      - Grouping of students
      - Instructional materials and resources
        Structure and pacing Indicators include:
        Activities aligned with the goals of the lesson
        Student enthusiasm, interest, thinking, problem-solving, etc
        Learning tasks that require high-level student thinking and are aligned with lesson objectives
        Students highly motivated to work on all tasks and are persistent even when the tasks are challenging
        Students actively “working,” rather than watching while their teacher “works.”
        Suitable pacing of the lesson: neither dragging nor rushed, with time for closure and student reflection
  - 3D Using Assessment in Instruction
    - Assessment Criteria
    - Monitoring of student learning
    - Feedback to students
    - Student self-assessment and monitoring of progress

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