eMINTS PD That Works Ten years of experience in developing high quality professional development for teachers. Cathie Loesing Program Coordinator

eWHAT?

eMINTS was a grass-roots program designed by teachers St. Louis Schools 2003 Utah 2008 Australia

Today eMINTS teachers are in over 4000 classrooms in the U.S. and Australia

The eMINTS model is not traditional teaching. Skill Mastery Comprehension Text-basedStandards-based SeparateIntegrated Tests Variety of Projects Focus Scope Subjects Assessment

eMINTS professional development is based on active learning.

eMINTS Partners

Happy Anniversary! Happy Tenth Anniversary The lessons and how to use them.

2. Effective professional development experiences are sustained and ongoing. Disimone, 2001 = more than 200 hours over a two year period.

3. Support and modeling are necessary for teaching strategies to be successfully integrated into practice. Joyce and Showers, 2002 = purposeful in-classroom support and coaching are provided by eIS.

4. Effective staff development is deeply embedded in teachers’ classroom work with children. Russo, 2004 = closely related to daily teaching with the teacher as the decision-maker.

5. Schools with successful professional development initiatives have strong administrative support. Joyce and Showers, 2002 = 4Admin program

6. Professional development is more successful when teachers participate as a school, grade, or department. Porter, 2000 = whole school implementations

Prepare students to work in cooperative groups Collaborate to prepare instructional materials Spend less time “teaching” technology than you might think Align strategies to the curriculum and standards Plan very different teaching strategies Commit to PD What do eMINTS teachers do?

What do eMINTS students do? Prepare for the future Direct Personal Learning Become Responsible Get excited about learning Read/Scan information Work Together

1. Students enrolled in eMINTS classrooms scored higher on state tests than students in traditional classrooms. Up to ½ year additional growth in CA and Math. The Results:

2. eMINTS classrooms show reduced deficits for low-income and SpEd students. In fact, the effect of eMINTS was greatest for these students. The Results:

3. High-quality professional development can change teaching practice. The Results: eMINTS professional development has been shown to maintain an effect up through three years following completion.

4. Program fidelity contributes to successful professional development eMINTS Instructional Specialists exhibit a great degree of fidelity to the core program. There is a significant positive correlation between PD Fidelity and student achievement on state tests. The Results:

In Race to the Top 1.Delaware 2.Tennessee What’s Next?

Investing In Innovation Validation Randomized Control 62 Missouri schools Rural and low-income Poor academic performance 7 th and 8 th grade What Else?

Contact for more information Cathie Loesing