Re: Teacher Enhancement: Present and as a Legacy -Reply
Karen Hollweg (khollweg@smtp.aed.org <khollweg@smtp.aed.org>)
Fri, 08 Mar 1996 09:10:24 -0500
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TEECH "LEAVING A LEGACY: Sustaining a Project After the Funding Ends"
Sent by: Karen Hollweg <khollweg@smtp.aed.org <khollweg@smtp.aed.org>>
_______________________________________________________________________
Faye - The idea of using industry volunteers to replace
teachers in their classrooms sounds like a wonderful
idea --- releasing teachers for professional
development at no additional cost! But the states
we've worked in require a certificated teacher to be in
the class with students at all times. How do you
legally deal with the industry people not having a
teacher's certificate? ... or do you not have that
requirement?
Karen Hollweg
North American Assn. for Environmental Education
>>> <FayeR@ccmail.edc.org <FayeR@ccmail.edc.org>> 02/22/96 05:09pm
>>>
_______________________________________________________________________
TEECH "LEAVING A LEGACY: Sustaining a Project
After the Funding Ends"
Sent by: FayeR@ccmail.edc.org <FayeR@ccmail.edc.org>
_______________________________________________________________________
One cost effective way of providing coverage for
teachers during the day is an industry replacement
model which has been in use for the past five years in
mathematics professional development projects I
direct at EDC. As part of the most recent project,
Teachers, Time and Transformations, we developed a
manual entitled, "Industry Volunteers in the
Classroom: Freeing Teachers' Time for Professional
Development" which describes in detail the
components necessary to establish a program where
volunteers from local industries regularly replace
teachers in their classrooms. We have found it highly
successful, with the added benefit of creating support
for the hard work that teachers do. (Comments such
as, "I never knew how hard it was to teach!" were not
uncommon from volunteers...) I would be happy to
share any of this information with you.
Faye Ruopp
Education Development Center
FayeR@EDC.Org___________________________________________________________________ <FayeR@EDC.Org___________________________________________________________________>
____
TEECH "LEAVING A LEGACY: Sustaining a Project
After the Funding Ends"
Sent by: glieber@sdcoe.k12.ca.us <glieber@sdcoe.k12.ca.us> (Grace Lieberman)
_______________________________________________________________________
Hi! I am new to your group. I am working on a 3 year
NSF Teacher
Enhancement Grant with the Poway Unified School
District in southern
California. I have several questions to address to the
group concerning e-mails that I have received.
However, I would like to briefly outline our
NSF project so that you know where my questions and
comments are coming from. Please feel free to
comment or ask questions. I look forward to learning
from all of you about how to continue the efforts,
successes and changes that have been occurring in
our Project over the past year and a half.
" Making Science Real" is a 3 year middle school
interdisciplinary team project designed to improve the
scientific literacy of teachers and student through
teacher enhancement. Our main goal is to design an
implement a site-based process to integrate
instruction, technology and assessment to improve
both teacher and student scientific literacy. A
secondary goal is to develop 12 interdisciplinary
thematic units that will improve teacher and student
scientific literacy. (Not so much as a product but as a
process.) Now in Year 1 1/2, we have 45 sixth,
seventh and eight grade teachers in areas of Science,
Social Studies, Language Arts and Math working
together on 14 Teams in 5 middle schools. The Team
make-up (i.e., with or without a math component)
varies depending on the school. The student grouping
[pure-all students go through same Team teachers] or
mixed
[some but not all students are on same team] also
varies among the schools.
We have about 12 thematic units in varying degrees of
completion. We are seeing growth/change in
scientific literacy (qualitatively and hopefully
quantitatively in the next 1 1/2 years) both on the part
of the teachers and students. We have 1 1/2 years to
strengthen what we have, zero in on a process(es)
and motivate and assess change.
Questions/Problems we would like to address re:
"Life after NSF."
1. NSF Team Development/NSF Team Identity after
Year 3. We have been successful in having groups
that have come together and work well within their own
teams. Where we are having problems is in getting
them to communicate among other teams both at their
Sites and across the District.
2. Site Administrators. How to motivate their "buy-in."
We are spending significant funds for Team Days (1
per month) during which Teachers can meet, design,
develop, assess and build a relationship and a
process for continuing teacher enhancement which
benefits teachers and students after the grant is over.
We also provide sub-days for additional teacher
enhancement and peer coaching. In addition, funds
are available for purchase of resources for use with
Team Member's classes. This translates into
significant funding. Any ideas for the future?
3. How to continue teacher commitment after Year 3?
4. How to continue my role as facilitator among the:
Teams, Sites and
District Office after the grant is over?
I will gladly answer any questions and look forward to
your responses.
Grace M. Lieberman
Poway Unified School District
13626 Twin Peaks Road
Poway, CA 92064
(619) 748-0010 ext 2234
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Date: Wed, 21 Feb 1996 14:55:10 -0800
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From: glieber@sdcoe.k12.ca.us <glieber@sdcoe.k12.ca.us> (Grace Lieberman)
Subject: Teacher Enhancement: Present and as a
Legacy
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