Teacher Algebra Network: Our Model for Professional Development in Three Rural North Carolina Counties Presented by Katie J. Mawhinney and Tracie McLemore Salinas Appalachian State University

Overview Professional Development – what do we know? A Model for Rural Professional Development Teacher Algebra Network: Developing the Project Structure Group Discussion

Professional Development Three key components of successful professional development: Focus on content knowledge Active learning Coherence with other learning Garet, Porter, Desimone, Birman, & Suk Yoon, 2001

Professional Development Essential elements of design: Form of activity Participants (by school, grade, subject, etc.) Duration of activity Garet, Porter, Desimone, Birman, & Suk Yoon, 2001

Professional Development for the Rural Context Smaller faculty sizes may mean less money for focused professional development. Teachers often teach multiple subjects and/or grades. Teachers are often less experienced or may not be certified in area of instruction.

Professional Development for the Rural Context Too few qualified substitutes for covering large numbers of classes. Lack of connection to colleagues in higher education and other school districts. Inadequate time for collaboration with colleagues.

A Model for Professional Development Define desired outcomes and impact Assess context Develop content and processes Evaluate Impact Evaluate Outcomes Mitchem, Wells, & Wells, 2003

Teacher Algebra Network: Who are we? A collaboration of Alleghany County Ashe County Avery County Appalachian State University

Teacher Algebra Network: Teacher Needs Enhanced understanding of algebra content Experience in analyzing students’ algebraic reasoning Techniques for developing students’ algebraic reasoning Conversations with colleagues at middle/high schools Opportunities to address new curriculum and graduation requirements proposed by state

Assessing the Context Mountainous, longtime isolated communities Economies of tourism and agriculture Growing separation between upper middle class and working class Tensions over economic disparity and self-determination

Assessing the Context Mix of experienced and inexperienced teachers Informal communication structures Small faculty sizes Little real teacher communication across counties Little vertical alignment within counties

Assessing the Context Active lines of communication with University Ties to rural education Excited teachers and administrators

Developing the Content and Processes In the Classroom In the School In the District In the Region

Developing the Content and Processes In the Classroom In the School In the District In the Region Working across districts – Summer Institute Working across schools – Individualized Professional Development Days Working across grades and courses – Building Study Teams Opportunities for Implementation and Reflection

Schedule for Professional Development Fall 2007Professional development days individualized for each county Study teams meetings Spring 2008Professional development days individualized for each county Study teams meetings Summer 2008 Rural Leadership Day Summer professional development institute Fall 2008Study teams meetings Dependent on continued funding

Promoting Change on an Individual Level Journal prompts following professional development Text to support ongoing discussions and study Assistance in implementation of new ideas and techniques Peer observations

Questions for Group Discussion What contextual issues affect mathematics teaching and learning in your project? What contextual issues affect the effectiveness of project structure? Of delivery of professional development? What contextual assessment can be done to assist in strengthening projects? How can blends of professional development delivery methods be most effectively implemented and evaluated?

Copies of slides or resources are available by request. Please feel free to contact: Katie J. Tracie McLemore

Disclaimer The instructional practices and assessments discussed or shown in these presentations are not intended as an endorsement by the U.S. Department of Education.