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The Wisconsin Academy, a non-profit membership organization, has been involved in staff development for over twenty years. Staff development activities of the Wisconsin Academy are characterized by:
Teacher/Student model
Field Investigations: Research by Science Teachers (FIRST).
FIRST, now in its seventh year, involves 35 to 40 teachers and their students each year in field research under the overall guidance of field research scientists. The concept is not new. Early studies indicated that teachers without research experience perceived research differently than practicing scientists. NSF initiated the Research Participation Program (RPP) in 1958 in an effort to provide teachers with research experience. Evaluations of the NSF RPP programs indicated a high percentage of participants could do quality research and did change their perception about the process of science.
FIRST has also found that active engagement in solving real research questions has made a difference in teacher content knowledge and their teaching practices as well as their perception about the process of science. It differs from other RPP projects by actively engaging the participant and his or her students as a research learning community. FIRST also differs in that the field scientists involved represent a wide array of agencies and research institutions as well as academic specialties.
While the external evaluations have documented success, including the increased professional involvement of participants, there is no long term study of to determine if there is sustained change in teaching behavior. Equally important, there is no long term study to determine the impact upon participating students. The new NSF ESIE program, Teacher and Student Development Through Research Experience Projects, may provide some data over time. FIRST, like the newly established NSF program, is a one teacher at a time model and would be difficult to scale to a significant number of teachers or schools.
School Team model (teachers/principal)
Field Experiences for Science Teachers (FEST).
FEST has three primary goals: increased knowledge of geology and ecology; developing a positive attitudes towards science teaching and learning; and implementation of science standards. Teams from six elementary schools are selected. Each team consists of the principal and from four to six teachers self selected across grade levels. Field geology and ecology concepts are developed through a constructivist approach as teams visit Wisconsin sites that exemplify the concept. Teams are guided through a standards-based review of their current earth and environmental science curriculum and work to supplement curriculum to meet standards not addressed.
External evaluations have documented increased content knowledge. Pre-post results of an efficacy belief instrument are nothing less than amazing according to the evaluator. Teacher evaluations have placed standards development as a major highlight of the project. Evaluations have also shown that it is extremely important to have the principal involved on equal status as a participant with the other team members. It is also important to have a team that represents a critical mass from the school, as well as involvement of more than one grade level
While successful in causing school change, FEST represents a one school at a time model that would be difficult to scale to a level that would involve a significant number of schools. There is no long term study in place to determine if change is sustained. While the efficacy instrument has indicated dramatic change, it is not clear what factors were involved in causing the change.
Large scale, bottom-up staff development:
Wisconsin Academy Staff Development Initiative (WASDI).
WASDI is a coordinated, state-wide dissemination of a K-12 staff development program to improve science, mathematics and technology education. WASDI consists primarily of two components: Establishment of ten academies geographically located throughout Wisconsin, and a Lead Teacher Institute to prepare change agents and facilitators for the summer programs.
The model is based on the successful Cray Academy. The Cray conducts two, one week sessions each summer, each of which provides participants a choice of 30 hour hands-on workshops in science, mathematics or technology. The Cray developed over 7 years based on teachers needs and concerns:
Collaboration in program development is an important part of the state-wide model. Site directors meet regularly to share experiences and directions. They are also electronically linked. As part of the model, each academy site also develops a local board of directors consisting of representatives from business, education and agencies, to provide guidance and oversight.
In 1996 over 1,800 teachers participated at eight different Wisconsin sites. To conduct the large scale program involved in kind and cash support from fifteen universities and colleges; over 200 business, several foundations, and over ten associations and agencies.
Internal and external evaluations have been positive. Questions, however, remain. While the project knows what will draw teachers, it is not known why most teachers elect not to participate. Answers could lead to better designed opportunities. Business and funding agencies desire data relating to student performance. Since Wisconsin does not have a state curriculum or test, it is difficult to show systemic effect as determined by improved student performance.
The second phase of the WASDI project involves working with 60 K-12th grade teachers selected each year to become change agents in their school and the state. They also serve as primary instructors for the summer academies. The Lead Teacher Institute provides seven weeks of activities relating to areas such as curricula, national standards, the change process, and presentation skills. The approach is collaborative and reflective with the participants proactively involved in the staff development process and program.
A significant part of the Lead teacher Institute is the on-line learning community using conferencing software. Nine Lead Teachers were selected to facilitate on-line focused discussions. Primary conference sessions include mathematics, science and technology education. Present conferences on constructivism, leadership, technology and politics may change as interests or action research questions develop. A private mailbox is also available for each participant. In the course of one year participants have been on line more than 25,000 hours.
The external Institute evaluation found that the Lend Teacher experience "appears to have been particularly good at helping the leaders crystallize their conception of the role they will play as a leader and to provide the confidence and authorization/recognition necessary to implement that role."