Integrating Reading / Science into the Core-Areas for Grades 4-8 teachers*

SCHEV@ODUNo Child Left Behind, Title II, Part A Grant

July 14, 2006

Dr. Abha Gupta, Dr. Steve Myran, Dr. Helen Taylor (PPCS), Mrs. Laura Nelson (PPCS), Dr. Bill Williams (NASA), Dr. Ray Morgan, Dr. Ravi

Mukkamala (Computer Science), Mrs. Carla Bell

*Funds for this project are being provided by a grant from the federal Improving Teacher Quality State Grants (Title II, Part A) Professional Development Program administered by the State Council of Higher Education for Virginia.

Project Goal

Build teacher capacity in middle and elementary schools to increase achievement of students from high need schools in Reading and Science.

Project partners

O.D.U.PortsmouthPublic Schools

NASA

Darden College of Education

College of Sciences

Project Activity Modules

Professional Development

MentorshipMentorship

Evaluation

Characteristics of the program

• University based program involving partnership with NASA, College of Sciences, local school district.

• Title I, “high-need” schools, more than 90% children on free and reduced lunch programs.

• In-service teachers and resource specialists form the teacher cohort.

• Sustained ‘Customized’ Professional Development

Professional Development

PedagogyKnowledge

Reading Science

Effective Professional Development

• is integrated with district goals to improve education;

• is designed according to teacher-identified needs;

• is informed by research on teaching and learning;

• provides a strong foundation in subject content and methods of teaching;

Effective Professional Development

• enables teachers to work with colleagues, in and beyond their school building;

• is driven by disaggregated data on student outcomes;

• is continuous and ongoing, providing follow-up support for further learning;

• provides sufficient time and other resources;

• is evaluated on the basis of its impact on teacher effectiveness and student learning.

Teacher Mentors

Identify Mentors in schools

Identify Mentors in schools

Meetings withTeacher mentees

Meetings withTeacher mentees

Communication / Discussion / Reflection

Communication / Discussion / Reflection

Mentor TrainingMentor Training

Mentor Training Follow-ups

Mentor Training Follow-ups

Student mentor

Graduate Computer Science Student @ ODU

Graduate Computer Science Student @ ODU

Elementary School StudentsElementary School Students

Evaluation

Impact on teachersImpact on teachers

Impact on instruction(as evident by student

Achievement)

Impact on instruction(as evident by student

Achievement)

Research Questions

1. How did the professional development training workshops impact teachers’ knowledge-base and pedagogy in the classroom?

2. How did SCHEV cohort teachers impact student learning?

3. Did SCHEV mentorship affect teacher retention?

Current Research in Progress

• Impact of SCHEV Professional Development training on student achievement

• Impact of SCHEV mentors on teacher retention

• Impact of professional development training on teachers’ knowledge and pedagogy

Observed Outcomes

• Teachers were afforded multiple experiences (inquiry, reflection, open ended questions, hands-on activities, group work, simulated activities)

• Teachers constructed knowledge through interactive learning experience

• Teachers challenged their own thinking

Observed Outcomes (contd.)

• Teachers developed strategic planning

• Awareness of additional standards besides SOLs, NSES and ITEA Standards

• Dialoguing (mentors – mentees)