professional development schools national conference march 12-14, 2009 daytona beach

Professional Development Professional Development Schools National ConferenceSchools National ConferenceMarch 12-14, 2009March 12-14, 2009Daytona BeachDaytona Beach

ROUNDSROUNDS

An innovative Way to Provide An innovative Way to Provide Pre-Service Teachers with Pre-Service Teachers with

Meaningful Opportunities for Meaningful Opportunities for Observation and MentorshipObservation and Mentorship

Jane F. Zenger & Beth-Powers Costello Jane F. Zenger & Beth-Powers Costello University of South CarolinaUniversity of South Carolina

Traditional Pre-service Traditional Pre-service Teacher PreparationTeacher Preparation

• Observational learning experiencesObservational learning experiences

• Practicum & student teaching Practicum & student teaching experiencesexperiences

• Mentoring opportunities for first-year Mentoring opportunities for first-year teachersteachers

• Focus on “highly qualified teachers” Focus on “highly qualified teachers” (NCLB)(NCLB)

To Better Meet Their NeedsTo Better Meet Their Needs

• Need for more in-Need for more in-depth reflection with depth reflection with Master teachers Master teachers (individual & group)(individual & group)

• Need for observations Need for observations at different phases of at different phases of the teacher education the teacher education programprogram

• Need for exposure to a Need for exposure to a variety of teaching variety of teaching settings and settings and pedagogical practicespedagogical practices

Project BackgroundProject Background

• Teacher Quality Partnership Enhancement ProjectsTeacher Quality Partnership Enhancement Projects• Between 2002 & 2008, project staff looked at Between 2002 & 2008, project staff looked at

programs aimed at improving clinical experiences programs aimed at improving clinical experiences for pre-service & first-year teachers.for pre-service & first-year teachers.

• Staff studied successful programs in other parts of Staff studied successful programs in other parts of the countrythe country

• Training at Montclair State University on RoundsTraining at Montclair State University on Rounds• ““Rounds” pilot was implemented in 7 PDS schoolsRounds” pilot was implemented in 7 PDS schools

Educational “Rounds” Educational “Rounds” Involve:Involve:• Classroom observations of a master teacher Classroom observations of a master teacher

with selected group of pre-service teacherswith selected group of pre-service teachers• Debriefing session with teacher & university Debriefing session with teacher & university

supervisor immediately follows the supervisor immediately follows the observationobservation

• Reflective discourse between teachers, Reflective discourse between teachers, students, & university facultystudents, & university faculty

• Second tier (Master/Ph. D. level) rounds Second tier (Master/Ph. D. level) rounds may involve training & use of ethnographic may involve training & use of ethnographic methodologymethodology

* Based on Thomas Del Prete’s model of * Based on Thomas Del Prete’s model of adapting adapting “medical rounds” into teacher ed. “medical rounds” into teacher ed. programsprograms

The U.S.C. “Rounds” The U.S.C. “Rounds” ProcessProcess

• Rounds conducted in Rounds conducted in established PDS and established PDS and potential PDS sitespotential PDS sites

• Identified Partners & Identified Partners & Scheduled RoundsScheduled Rounds

• Rounds Observation Rounds Observation Session (45-60 min)Session (45-60 min)

• Rounds Debriefing Rounds Debriefing Session (30-45 min)Session (30-45 min)

Demographics & Demographics & MethodologyMethodology

• Conducted over 8-Conducted over 8-year periodyear period

• Approximately 120 Approximately 120 pre-service teachers pre-service teachers completed Rounds in completed Rounds in P-12P-12thth grade classes grade classes

MethodologyMethodology• Participants were asked to complete Participants were asked to complete

a “Rounds” questionnairea “Rounds” questionnaire

• Completed questionnaires were Completed questionnaires were analyzed for themes (Boyatzis, 1998) analyzed for themes (Boyatzis, 1998) such as motivation & groupingsuch as motivation & grouping

• Thematic analysis allowed researcher Thematic analysis allowed researcher to identify saliency among themes to identify saliency among themes and to quantify themesand to quantify themes

Types of RoundsTypes of Rounds1.1. Secondary education master-level studentsSecondary education master-level students

2.2. Middle school master-level studentsMiddle school master-level students

3.3. Undergraduate elementary education majorsUndergraduate elementary education majors

4.4. Undergraduate early childhood majorsUndergraduate early childhood majors

5.5. Special Education majorsSpecial Education majors

6.6. Business education majorsBusiness education majors

7.7. Community/Technical college students who have Community/Technical college students who have indicated a desire to matriculate to a four-year indicated a desire to matriculate to a four-year college and major in educationcollege and major in education

8.8. Whole class groups making school-teacher Whole class groups making school-teacher comparisonscomparisons

Rounds Evolution( 2002-2005)

Secondary Content Classes

MAT

Cross Disciplinary( with Arts & Sci. Faculty)

Middle School Special groupsMAT and Undergrads

( AAP, Resource, ESL)

ElementaryMAT and Undergrads

(Master/NBC teachersResource and multi-age)

Rounds Evolution( 2005-2009)

Practicum Experiences(all levels)

Course cultural experiencesEmbedded in courses

Career EducationSpecial groups

MAT Business Education

(Resource & Special Ed.)

Technical College StudentsPre-Professional Program

(Induction Year Teacher & Science Lab)

Secondary Content Classes

MAT Cross Disciplinary

( with Arts & Science Faculty)

ElementaryMAT and Undergrads

(Master/NBC teachers, resource and multi-age)

Technical College StudentsPre-Professional Program

(Induction Year Teacher & Science Lab)

Classroom Classroom Management/StructureManagement/Structure

ThemeTheme NNPercentaPercenta

gege

The learning environmentThe learning environment 1919 22.35%22.35%

The teacher was engaging and/or encouraged participationThe teacher was engaging and/or encouraged participation 1919 22.35%22.35%

Moving around/attentive to students, active classroomMoving around/attentive to students, active classroom 1212 14.12%14.12%

Modeling, giving examples, demonstrating behaviorModeling, giving examples, demonstrating behavior 1111 12.94%12.94%

Specific pedagogical practiceSpecific pedagogical practice 99 10.59%10.59%

Being positive/positive reinforcementBeing positive/positive reinforcement 88 9.41%9.41%

Grouping studentsGrouping students 55 5.88%5.88%

Needs improvement/no controlNeeds improvement/no control 22 2.35%2.35%

TOTALTOTAL 8585 100.00%100.00%

Comments/ConcernsComments/Concerns


gege

Pedagogy issues (repeating, modeling, boys & girls, Pedagogy issues (repeating, modeling, boys & girls, disabilities)disabilities) 2121 27.63%27.63%

Disciplining techniques, students' behaviorDisciplining techniques, students' behavior 1717 22.37%22.37%

Engaging students, being positive, creating communityEngaging students, being positive, creating community 1717 22.37%22.37%

Organization, preparation, and lessonsOrganization, preparation, and lessons 88 10.53%10.53%

Learning environmentLearning environment 66 7.89%7.89%

Content issuesContent issues 66 7.89%7.89%

Not impressedNot impressed 11 1.32%1.32%

TOTALTOTAL 7676 100.00%100.00%

Biggest ImpressionBiggest Impression


gege

Pedagogical practicePedagogical practice 1818 28.13%28.13%

Teacher's personality, personal traitsTeacher's personality, personal traits 1616 25.00%25.00%

Students' behavior, disciplineStudents' behavior, discipline 1313 20.31%20.31%

Students' work, involvement, engagementStudents' work, involvement, engagement 1212 18.75%18.75%

Content ability/practiceContent ability/practice 44 6.25%6.25%

Not impressedNot impressed 11 1.56%1.56%

TOTALTOTAL 6464 100.00%100.00%

Perception of Rounds’ valuePerception of Rounds’ value

ThemeTheme NNPercentagPercentag

ee

YesYes 7373 94.81%94.81%

PartiallyPartially 33 3.90%3.90%

NoNo 11 1.30%1.30%

TOTALTOTAL 7777 100.00%100.00%

Why Rounds are beneficialWhy Rounds are beneficial

ThemeTheme NNPercentagPercentag

ee

See diversity of teachers and pedagogical See diversity of teachers and pedagogical practicespractices 3434 47.22%47.22%

Good idea but change timingGood idea but change timing 1717 23.61%23.61%

Classroom management techniquesClassroom management techniques 77 9.72%9.72%

Good for career changersGood for career changers 55 6.94%6.94%

Did not specifyDid not specify 55 6.94%6.94%

Good exposure to ESOL, special ed studentsGood exposure to ESOL, special ed students 44 5.56%5.56%

TOTALTOTAL 7272 100.00%100.00%

Elementary Rounds Elementary Rounds ExemplarsExemplars1.1. ““They allow students to observe a variety of They allow students to observe a variety of

instructional styles/strategies that allow future instructional styles/strategies that allow future educators to examine strengths and weaknesses of educators to examine strengths and weaknesses of differing areas within a classroom. These areas differing areas within a classroom. These areas include: behavior management, teaching strategies, include: behavior management, teaching strategies, lesson plans, classroom presence, and lesson plans, classroom presence, and accommodations for children with special needs.”accommodations for children with special needs.”

2.2. ““There is no one way to be an effective teacher. It is There is no one way to be an effective teacher. It is beneficial to see a variety of teachers at work in beneficial to see a variety of teachers at work in their classrooms. Individual personalities play a role their classrooms. Individual personalities play a role in teaching style.”in teaching style.”

3.3. ““Rounds allows for the opportunity to see other Rounds allows for the opportunity to see other grades and settings that interns might not normally grades and settings that interns might not normally see (i.e., Resource, Arts, and P.E.).”see (i.e., Resource, Arts, and P.E.).”

4.4. ““Debriefing sessions are beneficial because insight is Debriefing sessions are beneficial because insight is gained as to why things are done they way they are gained as to why things are done they way they are (behavior management, teaching techniques, etc.).”(behavior management, teaching techniques, etc.).”

Secondary Rounds Secondary Rounds ExemplarsExemplars1.1. ““Rounds can enhance the required seminar Rounds can enhance the required seminar

because interns are allowed to interact with because interns are allowed to interact with more teachers in different settings.” more teachers in different settings.”

2.2. ““It allows interns to ask teachers about It allows interns to ask teachers about their teaching experiences and how they their teaching experiences and how they deal with various conflicts.”deal with various conflicts.”

3.3. ““Rounds allow students to observe different Rounds allow students to observe different teaching methods other than their coaching teaching methods other than their coaching teacher’s methods.”teacher’s methods.”

4.4. ““It is important to see how teachers of It is important to see how teachers of other content areas conduct their other content areas conduct their classrooms.”classrooms.”

S.W.O.T. Analysis FindingsS.W.O.T. Analysis Findings(Strengths-Weaknesses-Opportunities-Threats)(Strengths-Weaknesses-Opportunities-Threats)

• Created opportunities to engage more Created opportunities to engage more master teachers at PDS schools who master teachers at PDS schools who otherwise might not participate in pre-otherwise might not participate in pre-service teacher preparation.service teacher preparation.

• Allowed master teachers to reflect and Allowed master teachers to reflect and discuss their pedagogical practices.discuss their pedagogical practices.

• Permitted opportunities for students, Permitted opportunities for students, teachers, & university faculty to collaborate teachers, & university faculty to collaborate in a learning environment.in a learning environment.

• Follow-up conversations with new teachers Follow-up conversations with new teachers indicated Rounds could continue to be indicated Rounds could continue to be beneficial.beneficial.

ConclusionsConclusions• Pre-service teachers overwhelming found rounds to Pre-service teachers overwhelming found rounds to

be a beneficial component of their classroom be a beneficial component of their classroom experiences & gave them diversity of classroom experiences & gave them diversity of classroom experiences not always gained with one or two experiences not always gained with one or two cooperating teachers.cooperating teachers.

• Adds to research suggesting pre-service teacher Adds to research suggesting pre-service teacher interns who observe a variety of experienced interns who observe a variety of experienced master teachers benefit greatly and have enhanced master teachers benefit greatly and have enhanced teaching skills by observing and debriefing about teaching skills by observing and debriefing about better teaching and learning experiences. better teaching and learning experiences.

• Is an inexpensive way to foster learning & Is an inexpensive way to foster learning & professional development.professional development.

• Can be used for induction year teachers as well as Can be used for induction year teachers as well as other professionals within the school context.other professionals within the school context.

Induction Year TeachersInduction Year Teachers

• Teaching students who speak English as a Teaching students who speak English as a second languagesecond language

• Working with students in special education Working with students in special education

• Focusing on a method of implementing curriculaFocusing on a method of implementing curricula

• Understanding a learning style, process or a Understanding a learning style, process or a particular teaching practiceparticular teaching practice

• Building knowledge in a content areaBuilding knowledge in a content area

• Observing classes across grades and disciplinesObserving classes across grades and disciplines

Other ProfessionalsOther Professionals

• Teachers who have transferred into a Teachers who have transferred into a school from another communityschool from another community

• School Board membersSchool Board members

• New administratorsNew administrators

• Other experienced teachers observing Other experienced teachers observing particular pedagogical practices of particular pedagogical practices of their colleagues thereby fostering their colleagues thereby fostering hands-on professional developmenthands-on professional development

Rounds embedded into a Rounds embedded into a coursecourse

AdvantagesAdvantages

• Comparison of two school settingsComparison of two school settings

• Helps students develop schema for Helps students develop schema for teacher’s management and teaching stylesteacher’s management and teaching styles

• Gives professor a “springboard” for ongoing Gives professor a “springboard” for ongoing discussion throughout the semesterdiscussion throughout the semester

• Shows that good teaching can take many Shows that good teaching can take many formsforms

• Helps develop important skill of reflectionHelps develop important skill of reflection

Rounds embedded into a Rounds embedded into a coursecourse

AdvantagesAdvantages• Gives students preview for action Gives students preview for action

research conducting ethnographic research conducting ethnographic observations ( Frank, Carolyn) observations ( Frank, Carolyn)

• Helps students focus on ways diversity Helps students focus on ways diversity and culture are approached in different and culture are approached in different settingssettings

• Builds community within the class as Builds community within the class as students compare observations and students compare observations and ideasideas

Examples from different Examples from different schoolsschools(Student #11 Management Q (Student #11 Management Q #2)#2)

School GreenSchool Green

• ““She never once She never once raised her voice. raised her voice.

• If a child said If a child said something rude to something rude to another child, “she another child, “she taught them to say,' taught them to say,' I like you but I don’t I like you but I don’t like what you just like what you just said’”.said’”.

School YellowSchool Yellow

• ““The classroom The classroom management was a management was a very strict very strict environment. The environment. The children were to do children were to do each little thing the each little thing the teacher said and teacher said and nothing on their nothing on their own.”own.”

Examples from different Examples from different schoolsschools(Student #10 Management Q (Student #10 Management Q #2)#2) School GreenSchool Green• “…“…she used a timer when she used a timer when

they were independently they were independently working which gave them working which gave them control over how much control over how much time they had left to work time they had left to work on the assignment.”on the assignment.”

• “…“…she used a yardstick as she used a yardstick as a behavior stick. She puts a behavior stick. She puts clothespins on in and if a clothespins on in and if a child was misbehaving she child was misbehaving she would move his or her would move his or her clothespin down to a clothespin down to a different color.”different color.”

School YellowSchool Yellow• ““It got a little noisy, so Dr. It got a little noisy, so Dr.

Gray rang her bell. She told Gray rang her bell. She told them they needed to quiet them they needed to quiet down and they did.”down and they did.”

• ““After about ten minutes, she After about ten minutes, she rang the bell and told that it rang the bell and told that it was time to wrap up.”was time to wrap up.”

• ““She then brought them back She then brought them back to the circle, so that they to the circle, so that they could all share their work.”could all share their work.”

Examples from different Examples from different schoolsschools(Student #9 Management Q (Student #9 Management Q #2)#2)


• ““Throughout the Throughout the lesson the teachers lesson the teachers walk around the walk around the room and help room and help students who need students who need assistance.”assistance.”

School YellowSchool Yellow• ““When first entering the When first entering the

classroom it seemed very classroom it seemed very hectic but after walking hectic but after walking around the room I realized around the room I realized the students were in the students were in different centers.”different centers.”

• “…“…she frequently made she frequently made comments like, ‘I like the comments like, ‘I like the way the rest of you are way the rest of you are working’.”working’.”

• “…“…had a CD playing.”had a CD playing.”

Examples from different Examples from different schoolsschools(Student #9 Comments Q #3)(Student #9 Comments Q #3)

School GreenSchool Green• “…“…the teacher used a the teacher used a

behavior stick. I asked behavior stick. I asked what the punishment what the punishment was and she said she was and she said she took away recess time.”took away recess time.”

• “…“…when the whole table when the whole table was doing something was doing something good they got a penny good they got a penny in their jar and in their jar and whatever table had the whatever table had the most received a prize at most received a prize at the end of the week.”the end of the week.”

School YellowSchool Yellow• ““I was curious about I was curious about

the strategies the the strategies the teacher used to tell teacher used to tell the students how to the students how to sound out words….she sound out words….she said she got the said she got the strategies from her strategies from her methods courses and methods courses and textbooks.”textbooks.”

Examples from different Examples from different schoolsschools(Student #2 Comment Q #3) (Student #2 Comment Q #3)

School GreenSchool Green• ““I really loved her I really loved her

classroom. It was so cozy classroom. It was so cozy and I felt comfortable in and I felt comfortable in there.there.

• The classroom was huge The classroom was huge and the children had and the children had plenty (of) room to move plenty (of) room to move around.around.

• She had the children She had the children divided by higher and divided by higher and lower.”lower.”

School YellowSchool Yellow• ““She starts off by doing a She starts off by doing a

large groups lesson…large groups lesson…then they are split into then they are split into small groups based on small groups based on their needs.their needs.

• ……she did not have many she did not have many discipline problems in discipline problems in her class, which is her class, which is unusual.unusual.

• I think that it is great I think that it is great that she is able to get that she is able to get through to the children in through to the children in a way that they look up a way that they look up to her and respect her.” to her and respect her.”

Examples from different Examples from different schoolsschools(Student #3 Comment Q #3)(Student #3 Comment Q #3)

School GreenSchool Green• ““I was so impressed with I was so impressed with

the way the children were the way the children were so excited about math! I so excited about math! I thought the teacher did thought the teacher did such a good job at getting such a good job at getting their interest!their interest!

• ““In the room there were In the room there were signs that say…’Why do I signs that say…’Why do I need to know the days of need to know the days of the week and the months of the week and the months of the year?’…it explains to the year?’…it explains to kids what they learn is kids what they learn is purposeful and meaningful purposeful and meaningful in their lives.”in their lives.”

School YellowSchool Yellow• ““The sign in book was a list The sign in book was a list

of the students names and of the students names and to sign in that day they to sign in that day they had to write words ending had to write words ending in –ack and –ock. I asked…in –ack and –ock. I asked…if this was a form of if this was a form of assessment and she said it assessment and she said it was.”was.”

Examples from different Examples from different schoolsschools(Student #10 Impressions (Student #10 Impressions Q#4) Q#4) School GreenSchool Green

• ““I loved the teacher’s I loved the teacher’s positive attitude and positive attitude and energy. The children energy. The children were so well behaved, were so well behaved, and I could tell that and I could tell that they adored her.”they adored her.”


• ““I really enjoyed (the I really enjoyed (the teacher’s) teacher’s) temperament and the temperament and the way she interacts with way she interacts with the children. I could the children. I could see that she respected see that she respected each and every one of each and every one of them, and made them them, and made them feel like they were so feel like they were so important to her.”important to her.”

Examples from different Examples from different schoolsschools(Student #8 Impressions Q#4)(Student #8 Impressions Q#4)


• ““I was very impressed I was very impressed with how the teacher with how the teacher never raised her voice. never raised her voice. She told us later that She told us later that she thinks the children she thinks the children react better when she react better when she stays calm rather than stays calm rather than when she raises their when she raises their voice to them.”voice to them.”


• ““What impressed me What impressed me the most in during my the most in during my time in the classroom time in the classroom was the way the was the way the children worked children worked together. The desks together. The desks were placed in groups, were placed in groups, which I think gave the which I think gave the children a chance to children a chance to learn from each other.”learn from each other.”

Examples from different Examples from different schoolsschools(Student #3 Impressions Q#4)(Student #3 Impressions Q#4)


• ““I was so impressed I was so impressed with the way the with the way the children were so children were so excited about math!”excited about math!”


• ““The entire classroom The entire classroom impressed me! It was impressed me! It was amazing how much I amazing how much I saw, observed, and saw, observed, and learned in 30 learned in 30 minutes…I feel so minutes…I feel so lucky that I was able to lucky that I was able to view her teaching view her teaching methods, even if it was methods, even if it was for only 30 minutes!”for only 30 minutes!”

Ethnographic Eyes: A Teacher’s Ethnographic Eyes: A Teacher’s Guide to Classroom ObservationGuide to Classroom ObservationFrank, CarolynFrank, Carolyn• Develop lenses for seeing patterns and Develop lenses for seeing patterns and

practices of life within classrooms p. xipractices of life within classrooms p. xi• Create a base for informed action, not Create a base for informed action, not

based on personal views but on real based on personal views but on real observations…p. 2observations…p. 2

• Underlying belief systems ( “table Underlying belief systems ( “table leaders” used to collect/pass out papers leaders” used to collect/pass out papers indicates student responsibility…p.3indicates student responsibility…p.3

Ethnographic Eyes cont.Ethnographic Eyes cont.• Learning to describe details and Learning to describe details and

characteristics, not to interpret, characteristics, not to interpret, evaluate and prejudge.. P. 3evaluate and prejudge.. P. 3

• Field notes as facts or attitudes ( use Field notes as facts or attitudes ( use of cultural phases)of cultural phases)

• Side by side note-taking and note-Side by side note-taking and note-makingmaking

Ethnographic Eyes cont.Ethnographic Eyes cont.

Specific detailsSpecific details

• A child is working A child is working at the computer at the computer and 14 students at and 14 students at their deskstheir desks

InterpretationInterpretation

• The class is self The class is self directed and each directed and each is working on their is working on their own schedule.own schedule.


Inquiry into Observation:Inquiry into Observation:

• Observe from different perspectivesObserve from different perspectives

try taking notes as a parent or principaltry taking notes as a parent or principal

• Observe the same time ( class) several Observe the same time ( class) several times- look for differencestimes- look for differences

• Observe the same kind of class ( HS Observe the same kind of class ( HS history or 3history or 3rdrd grade)- Different teachers grade)- Different teachers


Advanced ethnographic observationsAdvanced ethnographic observations• Visiting neighborhoods and making mapsVisiting neighborhoods and making maps• Learning “teacher talk” such as “I need Learning “teacher talk” such as “I need

your listening ears” p.27your listening ears” p.27• Having teachers start with a “grand Having teachers start with a “grand

tour”tour”– An overview of the class, day, year, staffing An overview of the class, day, year, staffing

p.33p.33-Making a list of classroom patterns-Making a list of classroom patterns

Moving Observations Moving Observations

Observing a single student or small Observing a single student or small groupgroup

Examples:Examples:

• follow a group of students from an ESL follow a group of students from an ESL class or resource class into a regular class or resource class into a regular class setting ( inclusion methods)class setting ( inclusion methods)

• Observe a student who has difficulty in Observe a student who has difficulty in math but excels at chorus or dramamath but excels at chorus or drama

REFLECTIONSREFLECTIONS

• Knowing what you know (Zenger)Knowing what you know (Zenger)• Knowing when you have a shift ( Zenger)Knowing when you have a shift ( Zenger)• Learning to think from different:Learning to think from different:

– Cultural PerspectivesCultural Perspectives– Multiple perspectivesMultiple perspectives– Member’s perspectiveMember’s perspective– Over time perspectiveOver time perspective– Language PerspectiveLanguage Perspective– Teaching PerspectiveTeaching Perspective– Learning perspcetive ( Frank, C. pp.94-99)Learning perspcetive ( Frank, C. pp.94-99)

Additional ReadingCrews, Tena B. & Zenger, Jane F. (2006). A Well “Rounded” Internship.

Business Education Digest, Issue XV, 13-29.

Frank, Carolyn. (1999). Ethnographic Eyes: A Teacher’s Guide to Classroom Observation. Portsmouth, NH: Heinemann

Reiman, Alan J. & Thies-Sprinthall, Lois. (1998). Mentoring and Supervision for Teacher Development. N York: Longman.

McEntee, Grace Hall, et al. (2003). At the Heart of Teaching: A Guide to Reflective Practice. New York: Teacher’s College.

For more information please For more information please contactcontact

Dr. Jane F. Zenger Dr. Jane F. Zenger [email protected]@mailbox.sc.edu

Dr. Beth Powers-Costello Dr. Beth Powers-Costello [email protected]@mailbox.sc.edu

College of Education – ITECollege of Education – ITEUniversity of South Carolina University of South Carolina

Columbia, South Carolina 29208Columbia, South Carolina 29208

• Materials, References & Literature Reviews are Materials, References & Literature Reviews are available & can be emailedavailable & can be emailed!!

mailto:[email protected]

mailto:[email protected]

professional development schools national conference march 12-14, 2009 daytona beach

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