Redefine a Liberal Arts Education:


Articulate and broaden the curriculum in terms of competencies and experiences to meet the needs of tomorrow’s learners and citizens.


Orient the Hackley program towards enduring competencies in areas of “character, scholarship, and accomplishment.”  

  1. Identify and ensure the continuation of enduring skills (e.g. oral and written communication, critical thinking) throughout the curriculum.

  2. Develop emerging competencies (e.g. creative expression, systems thinking, data fluency, scientific and mathematical literacies) stemming from the Portrait of a Graduate.

  3. Develop and implement a K-12 competency mapping process with gap analysis.

  4. Identify and enlist professional development experts and thought leaders to share best practices and assist or advise with implementation.

  5. Develop implementation plans for curriculum and graduation requirements based around competencies.

  6. Create an internal and external communications plan and feedback loop.


Create opportunities for interdisciplinary and multidisciplinary teaching and learning.

  1. Review the current curriculum to identify courses that present opportunities for interdisciplinary and multidisciplinary approaches.

  2. Research national and international programs to identify best practices.

  3. Explore real world project-based learning in all three divisions to create formative interdisciplinary experiences throughout the curriculum.

  4. Prioritize development of interdisciplinary and multidisciplinary offerings as courses in the Upper School.

  5. Identify time and resources needed for additional interdisciplinary and multidisciplinary collaborations, including distinctive course models (e.g. trimester, pass/fail, “J-Term,” etc).

  6. Determine proactive measures to support faculty professional growth related to interdisciplinary and multidisciplinary teaching and learning.

Develop research centers within and across disciplinary boundaries, based on the multi-year model of Hackley’s Independent Research Program.

  1. Analyze the Independent Research Program to distill a reproducible framework (e.g. structure, goals) that expands the program beyond the Science Department to other disciplines.

  2. Establish a consistent process for leveraging community resources to identify experts in a variety of disciplines to engage and support classroom learning.

  3. Develop network of mentors/experts to help students see research projects to fruition.

  4. Identify opportunities to create research centers driven by student interest.

  5. Identify faculty resources required to support independent research.

Deepen Hackley’s focus on student’s local, national, and international responsibilities.

  1. Create a comprehensive approach devoted to civic understanding, including service learning and community service, global education, civic responsibility in a democracy, and the integration of these into curricula.

  2. Engage K-12 students in community outreach in a meaningful and lasting way akin to the Hudson Scholars program.

  3. Enhance K-12 engagement in political and social discourse via teacher training to help students learn and practice communication skills across differing viewpoints and perspectives.


Examine and reframe assessment practices to best support desired learning competencies and experiences.

  1. Study current assessment practices K-12 in light of the Portrait of the Graduate and the competency-based approach.

  2. Gather feedback from students, teachers, and parents about assessment practices.

  3. Identify in-house best practices and create dedicated time for colleagues to learn from each other.

  4. Research best practices and trends in assessment, examining the link between mastery, depth, wellness, and assessment.

  5. Create long-term professional development programming with teacher-leaders to share best practices in effective assessment.

  6. Study Hackley’s relationship to standardized testing, school exams, the Advanced Placement program.

  7. Develop models of effective assessments that evaluate students’ demonstration of competencies and measure success of models at regular intervals .