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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
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Overview
Professional Development – what do we know?
A Model for Rural Professional Development
Teacher Algebra Network: Developing the Project Structure
Group Discussion
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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
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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
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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.
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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.
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A Model for Professional Development
Define desired outcomes and impact
Assess context
Develop content and processes
Evaluate Impact
Evaluate Outcomes
Mitchem, Wells, & Wells, 2003
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Teacher Algebra Network: Who are we?
A collaboration of
•Alleghany County
•Ashe County
•Avery County
•Appalachian State University
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Teacher Algebra Network:Teacher Needs
Enhanced understanding of algebra contentExperience in analyzing students’ algebraic reasoningTechniques for developing students’ algebraic reasoningConversations with colleagues at middle/high schoolsOpportunities to address new curriculum and graduation requirements proposed by state
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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
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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
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Assessing the Context
Active lines of communication with University
Ties to rural education
Excited teachers and administrators
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Developing the Content and Processes
In the Classroom
In the School
In the District
In the Region
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Developing the Content and Processes
In the Classroom
In the School
In the District
In the RegionWorking across districts – Summer Institute
Working across schools – Individualized Professional Development Days
Working across grades and courses – Building Study Teams
Opportunities for Implementation and Reflection
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Schedule for Professional Development
Fall 2007 Professional development days individualized for each county
Study teams meetings
Spring 2008 Professional development days individualized for each county
Study teams meetings
Summer 2008
Rural Leadership Day
Summer professional development institute
Fall 2008 Study teams meetings
Dependent on continued funding
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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
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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?
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Copies of slides or resources are available by request. Please feel free to contact:
Katie J. Mawhinney [email protected]
Tracie McLemore Salinas [email protected]
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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.