Integrating Reading / Science into the Core-Areas for Grades 4-8 teachers* No 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. Portsmouth Public Schools NASA Darden College of Education College of Sciences

Project Activity Modules Professional Development Mentorship 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 with Teacher mentees Meetings with Teacher mentees Communication / Discussion / Reflection Communication / Discussion / Reflection Mentor Training Follow-ups Mentor Training Follow-ups

Student mentor Graduate Computer Science ODU Graduate Computer Science ODU Elementary School Students

Evaluation Impact 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)