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ϡȱ ( Vertically Integrated Partnerships K-16 B
A National Science Foundation Mathematics and Science Partnership & C # B 1 " VIP K-16 Scope and Purpose n Partnership:
5 ϡȱ universities and a large school district.
A targeted MSP:
Just science, just grades 9-16.
Its scope is large:
By 2007, VIP K-16 will involve:
350 high school science teachers who teach over 39,000 MCPS high school students; and
100 college/university faculty, graduate students, undergraduate students, and prospective science teachers.
Main purpose of VIP K-16:
Improve science instruction in ϡȱ high schools and universities by creating communities of teachers and faculty in which they develop their inquiry pedagogy skills and science content knowledge by learning from each other.
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U n i v e r s i t y S y s t e m o f M a r y l a n d ( l e a d p a r t n e r )
C o l l e g e s a n d U n i v e r s i t i e s :
M o n t g o m e r y C o l l e g e ( 2 - y e a r c o m m u n i t y c o l l e g e ; 2 1 , 0 0 0 s t u d e n t s )
T o w s o n U n i v e r s i t y ( 4 - y e a r M a s t e r s I U n i v e r s i t y ; 1 7 , 0 0 0 s t u d e n t s )
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U n i v e r s i t y o f M a r y l a n d , C o l l e g e P a r k ( 4 - y e a r D o c t o r a l / R e s e a r c h U n i v e r s i t y - E x t e n s i v e ; 3 3 , 0 0 0 s t u d e n t s )
R e s e a r c h I n s t i t u t e :
U n i v e r s i t y o f M a r y l a n d B i o t e c h n o l o g y I n s t i t u t e . R / / S / Goals $ Develop a sustainable Professional Learning Community model for high school science teachers, pre-service science teachers, and college/university science faculty.
Enrich science teacher knowledge in order to improve instruction to better enable students for success on the ϡȱ Science High School Assessments (HSAs).
Engage college faculty in enriching their teaching and pedagogy in order to improve the quality of undergraduate science courses and increase student retention in the sciences. = C All 350 high school science teachers are expected to participate; college faculty must be recruited.
Different cultures among schools, universities.
Geography: Universities are 15, 40, 70 miles away from Montgomery County.
Little knowledge of educational research.
Systemic barriers to changing instructional practices. D 2 Our Program: Learning Communities in Cohort Cycles 3 2 $ Cohorts are structured by discipline:
Four staggered 2-year cohort cycles will participate over the course of the project:
Master Science Teachers and VIP Faculty Fellows,
Biology,
Matter & Energy and Earth Space Systems,
Chemistry and Physics
Master Science Teachers (MSTs) and Faculty Fellows:
Experienced and/or interested teachers and faculty get paid extra to help envision, design, and implement professional development activities for their colleagues. & U y " 4 % U 1 3
: & Our program for the high schools A f u l l r a n g e o f p r o f e s s i o n a l d e v e l o p m e n t a c t i v i t i e s a r e p r o v i d e d , a i m e d a t t h e h i g h s c h o o l t e a c h e r s :
C o h o r t e l e m e n t s i n c l u d e a n n u a l 1 - w e e k s u m m e r i n s t i t u t e , 4 s c h o o l - y e a r c o n f e r e n c e s , 3 p r o f e s s i o n a l d a y s , c u r r i c u l u m w o r k s h o p s , m o n t h l y w o r k i n g s e m i n a r s , v i r t u a l o n l i n e m e n t o r i n g , p r a c t i t i o n e r r e s e a r c h , P r o f e s s i o n a l D e v e l o p m e n t P l a n o p t i o n s , a n d a S t u d e n t I n q u i r y C o n f e r e n c e
A d d i t i o n a l s u p p o r t s i n c l u d e c u r r i c u l u m a n d a s s e s s m e n t d e v e l o p m e n t t e a m s , c u r r i c u l u m a d v i s o r y c o m m i t t e e s , f i n a n c i a l s u p p o r t f o r i n s t r u c t i o n a l m a t e r i a l s , i n v o l v e m e n t o f s c i e n t i s t s f r o m p a r t n e r r e s e a r c h i n s t i t u t e s , a n d u s e o f U S M a n d S h a d y G r o v e C e n t e r f a c i l i t i e s a s t r a i n i n g s i t e s
C o m p r e h e n s i v e p r o j e c t W e b s i t e , w w w . S c i e n c e I n q u i r y . o r g : e a e ` * " A Partnerships: project activities to strengthen K-16 relationships ! ~ Undergraduates in high school classrooms:
We have created a mentoring/internship program that matches university biology majors with MCPS high school teachers. This project began at UMCP and is being extended to UMBC.
High school teachers as science researchers:
The ExPERT program* has provided summer internships for MCPS high school teachers in biology research labs at UMBI. The teachers learn how to bring real science inquiry into their instructional practice. (* Extended Professional Experiences in Research for Teachers)
Faculty designing science curricula:
Our very successful faculty learning community at Towson has created or redesigned six inquiry-based science courses and is sharing them with MCPS teachers.
Additional learning communities are being created among Montgomery College science faculty and UMBC biology teaching assistants, in partnership with high school teachers. * Z Z - Z Z % Z H Z ) , % ( s !
Evidence-Based Outcomes } Teacher/Faculty Outcomes
Enhance content knowledge in science
Develop skills in best practices of pedagogy and assessment
Acquire strategies to promote reading and writing in science
Conduct practitioner research to inform instruction
Integrate HSA strategies into instruction
Expand curricula to include direct experiences with methods and processes of inquiry in science courses 2 e f b $ ; < 3 x Benchmarks
Close gaps in student achievement
Increase degree of inquiry pedagogy
Increase student enrollment in advanced science courses
Increase county-wide science final exam scores and HSA performance
Increase student achievement and retention in science courses and majors
Increase number of science teachers graduating from participating higher education institutions
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Adoption of new curriculum/instructional guides and semester exams by the MCPS Board of Education and their integration into the instructional program
Development of highly skilled high school science teaching staff with extended content knowledge and increased strategies in best practices of science pedagogy, assessment, and reading/writing in science
Establishment of partnerships with research scientists who will continue to serve on curriculum and instructional advisory committees
Incorporation of findings and understandings into K-12 teacher preparation programs and undergraduate science courses
Increased awareness among science faculty, graduate students, and undergraduate students of the importance of linkages to K-12 schools
Increased understanding and utilization by college/university faculty of effective learning-centered pedagogies used in K-12 science education
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ϡȱ ( Vertically Integrated Partnerships K-16 B
A National Science Foundation Mathematics and Science Partnership & C # B 1 " VIP K-16 Scope and Purpose n Partnership:
5 ϡȱ universities and a large school district.
A targeted MSP:
Just science, just grades 9-16.
Its scope is large:
By 2007, VIP K-16 will involve:
350 high school science teachers who teach over 39,000 MCPS high school students; and
100 college/university faculty, graduate students, undergraduate students, and prospective science teachers.
Main purpose of VIP K-16:
Improve science instruction in ϡȱ high schools and universities by creating communities of teachers and faculty in which they develop their inquiry pedagogy skills and science content knowledge by learning from each other.
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T o w s o n U n i v e r s i t y ( 4 - y e a r M a s t e r s I U n i v e r s i t y ; 1 7 , 0 0 0 s t u d e n t s )
U n i v e r s i t y o f M a r y l a n d , B a l t i m o r e C o u n t y ( 4 - y e a r D o c t o r a l / R e s e a r c h U n i v e r s i t y - E x t e n s i v e ; 1 1 , 0 0 0 s t u d e n t s )
U n i v e r s i t y o f M a r y l a n d , C o l l e g e P a r k ( 4 - y e a r D o c t o r a l / R e s e a r c h U n i v e r s i t y - E x t e n s i v e ; 3 3 , 0 0 0 s t u d e n t s )
R e s e a r c h I n s t i t u t e :
U n i v e r s i t y o f M a r y l a n d B i o t e c h n o l o g y I n s t i t u t e . R / / S / Goals $ Develop a sustainable Professional Learning Community model for high school science teachers, pre-service science teachers, and college/university science faculty.
Enrich science teacher knowledge in order to improve instruction to better enable students for success on the ϡȱ Science High School Assessments (HSAs).
Engage college faculty in enriching their teaching and pedagogy in order to improve the quality of undergraduate science courses and increase student retention in the sciences. = ; '
Challenges A l l 3 5 0 h i g h s c h o o l s c i e n c e t e a c h e r s a r e e x p e c t e d t o p a r t i c i p a t e ; c o l l e g e f a c u l t y m u s t b e r e c r u i t e d .
D i f f e r e n t c u l t u r e s a m o n g s c h o o l s , u n i v e r s i t i e s .
G e o g r a p h y : U n i v e r s i t i e s a r e 1 5 , 4 0 , 7 0 m i l e s a w a y f r o m M o n t g o m e r y C o u n t y .
L i t t l e k n o w l e d g e o f e d u c a t i o n a l r e s e a r c h .
S y s t e m i c b a r r i e r s t o c h a n g i n g i n s t r u c t i o n a l p r a c t i c e s .
P u b l i s h o r p e r i s h . 8 Z 2 Our Program: Learning Communities in Cohort Cycles 3 2 $ Cohorts are structured by discipline:
Four staggered 2-year cohort cycles will participate over the course of the project:
Master Science Teachers and VIP Faculty Fellows,
Biology,
Matter & Energy and Earth Space Systems,
Chemistry and Physics
Master Science Teachers (MSTs) and Faculty Fellows:
Experienced and/or interested teachers and faculty get paid extra to help envision, design, and implement professional development activities for their colleagues. & U y " 4 % U 1 3
: & Our program for the high schools A f u l l r a n g e o f p r o f e s s i o n a l d e v e l o p m e n t a c t i v i t i e s a r e p r o v i d e d , a i m e d a t t h e h i g h s c h o o l t e a c h e r s :
C o h o r t e l e m e n t s i n c l u d e a n n u a l 1 - w e e k s u m m e r i n s t i t u t e , 4 s c h o o l - y e a r c o n f e r e n c e s , 3 p r o f e s s i o n a l d a y s , c u r r i c u l u m w o r k s h o p s , m o n t h l y w o r k i n g s e m i n a r s , v i r t u a l o n l i n e m e n t o r i n g , p r a c t i t i o n e r r e s e a r c h , P r o f e s s i o n a l D e v e l o p m e n t P l a n o p t i o n s , a n d a S t u d e n t I n q u i r y C o n f e r e n c e
A d d i t i o n a l s u p p o r t s i n c l u d e c u r r i c u l u m a n d a s s e s s m e n t d e v e l o p m e n t t e a m s , c u r r i c u l u m a d v i s o r y c o m m i t t e e s , f i n a n c i a l s u p p o r t f o r i n s t r u c t i o n a l m a t e r i a l s , i n v o l v e m e n t o f s c i e n t i s t s f r o m p a r t n e r r e s e a r c h i n s t i t u t e s , a n d u s e o f U S M a n d S h a d y G r o v e C e n t e r f a c i l i t i e s a s t r a i n i n g s i t e s
C o m p r e h e n s i v e p r o j e c t W e b s i t e , w w w . S c i e n c e I n q u i r y . o r g : e a e ` * " A Partnerships: project activities to strengthen K-16 relationships ! ~ Undergraduates in high school classrooms:
We have created a mentoring/internship program that matches university biology majors with MCPS high school teachers. This project began at UMCP and is being extended to UMBC.
High school teachers as science researchers:
The ExPERT program* has provided summer internships for MCPS high school teachers in biology research labs at UMBI. The teachers learn how to bring real science inquiry into their instructional practice. (* Extended Professional Experiences in Research for Teachers)
Faculty designing science curricula:
Our very successful faculty learning community at Towson has created or redesigned six inquiry-based science courses and is sharing them with MCPS teachers.
Additional learning communities are being created among Montgomery College science faculty and UMBC biology teaching assistants, in partnership with high school teachers. * Z Z - Z Z % Z H Z ) , % ( s !
Evidence-Based Outcomes } Teacher/Faculty Outcomes
Enhance content knowledge in science
Develop skills in best practices of pedagogy and assessment
Acquire strategies to promote reading and writing in science
Conduct practitioner research to inform instruction
Integrate HSA strategies into instruction
Expand curricula to include direct experiences with methods and processes of inquiry in science courses 2 e f b $ ; < 3 x Benchmarks
Close gaps in student achievement
Increase degree of inquiry pedagogy
Increase student enrollment in advanced science courses
Increase county-wide science final exam scores and HSA performance
Increase student achievement and retention in science courses and majors
Increase number of science teachers graduating from participating higher education institutions
Z n Z
! # 7 C $ $ I ( ( , , ` 0 0 4 4 8 8 $ 0 Institutional Change and Project Sustainability $ 1 0 $ Expansion of Professional Learning Communities that will continue to support improved student achievement and professional development
Adoption of new curriculum/instructional guides and semester exams by the MCPS Board of Education and their integration into the instructional program
Development of highly skilled high school science teaching staff with extended content knowledge and increased strategies in best practices of science pedagogy, assessment, and reading/writing in science
Establishment of partnerships with research scientists who will continue to serve on curriculum and instructional advisory committees
Incorporation of findings and understandings into K-12 teacher preparation programs and undergraduate science courses
Increased awareness among science faculty, graduate students, and undergraduate students of the importance of linkages to K-12 schools
Increased understanding and utilization by college/university faculty of effective learning-centered pedagogies used in K-12 science education
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A r i a l & M o n o t y p e T y p o g r a p h y hnamd `
A r i a l & M o n o t y p e T y p o g r a p h y hnamd `
A r i a l & M o n o t y p e T y p o g r a p h y hnamd `
A r i a l & M o n o t y p e T y p o g r a p h y | 0 hnamd `
A r i a l & M o n o t y p e T y p o g r a p h y hnamd `
A r i a l & M o n o t y p e T y p o g r a p h y hnamd `
A r i a l & M o n o t y p e T y p o g r a p h y hnamd `
A r i a l & M o n o t y p e T y p o g r a p h y hnamd `
A r i a l & M o n o t y p e T y p o g r a p h y hnamd `
A r i a l & M o n o t y p e T y p o g r a p h y hnamd `
A r i a l & M o n o t y p e T y p o g r a p h y hnamd `
A r i a l & M o n o t y p e T y p o g r a p h y hnamd `
A r i a l & M o n o t y p e T y p o g r a p h y hnamd `
A r i a l & M o n o t y p e T y p o g r a p h y hnamd `
A r i a l & M o n o t y p e T y p o g r a p h y hnamd `
A r i a l & M o n o t y p e T y p o g r a p h y hnamd `
A r i a l & M o n o t y p e T y p o g r a p h y hnamd `
A r i a l & M o n o t y p e T y p o g r a p h y hnamd `
A r i a l & M o n o t y p e T y p o g r a p h y V _ _ _ P P T 9 8 0 " 0 8 |
h _ _ _ P P T 2 0 0 1 D < 4 X ? % O = 1 8 % f Science teacher professional development through a large-scale, high-school and university partnership $ g ) = ' David May
ϡȱ ( Vertically Integrated Partnerships K-16 B
A National Science Foundation Mathematics and Science Partnership & C # B 1 " VIP K-16 Scope and Purpose n Partnership:
5 ϡȱ universities and a large school district.
A targeted MSP:
Just science, just grades 9-16.
Its scope is large:
By 2007, VIP K-16 will involve:
350 high school science teachers who teach over 39,000 MCPS high school students; and
100 college/university faculty, graduate students, undergraduate students, and prospective science teachers.
Main purpose of VIP K-16:
Improve science instruction in ϡȱ high schools and universities by creating communities of teachers and faculty in which they develop their inquiry pedagogy skills and science content knowledge by learning from each other.
Z 0
" Z 2 0
" Z 2 Z 7 ! 7 # q 5 K-12 Partner: Montgomery County Public Schools (MCPS) 6 5 $ L M C P S s e r v e s M a r y l a n d s m o s t p o p u l o u s j u r i s d i c t i o n w i t h 8 7 3 , 3 4 1 r e s i d e n t s ( c o u n t y s i z e : 4 9 7 s q u a r e m i l e s )
1 3 9 , 0 0 0 P r e K - 1 2 s t u d e n t e n r o l l m e n t s
1 0 , 5 0 0 P r e K - 1 2 t e a c h e r s
1 9 1 s c h o o l s ( 2 9 N a t i o n a l B l u e R i b b o n S c h o o l s 1 9 8 3 - 2 0 0 2 )
M C P S S t u d e n t D e m o g r a p h i c a n d S o c i o e c o n o m i c D a t a :
R a c e / E t h n i c i t y : A m e r i c a n I n d i a n 0 . 3 % , A f r i c a n A m e r i c a n 2 1 % , A s i a n A m e r i c a n 1 4 % , H i s p a n i c , 1 7 % , W h i t e 4 8 %
S t u d e n t s R e c e i v i n g F r e e a n d R e d u c e d P r i c e M e a l s ( F A R M S ) : 2 2 %
E n g l i s h f o r S p e a k e r s o f O t h e r L a n g u a g e s ( E S O L ) : 1 0 , 6 7 3 s t u d e n t s ; i n t e r n a t i o n a l s t u d e n t s f r o m o v e r 1 6 0 c o u n t r i e s l j Z v Z 1 Z Z h x 0 Higher Education Partners $ U n i v e r s i t y S y s t e m :
U n i v e r s i t y S y s t e m o f M a r y l a n d ( l e a d p a r t n e r )
C o l l e g e s a n d U n i v e r s i t i e s :
M o n t g o m e r y C o l l e g e ( 2 - y e a r c o m m u n i t y c o l l e g e ; 2 1 , 0 0 0 s t u d e n t s )
T o w s o n U n i v e r s i t y ( 4 - y e a r M a s t e r s I U n i v e r s i t y ; 1 7 , 0 0 0 s t u d e n t s )
U n i v e r s i t y o f M a r y l a n d , B a l t i m o r e C o u n t y ( 4 - y e a r D o c t o r a l / R e s e a r c h U n i v e r s i t y - E x t e n s i v e ; 1 1 , 0 0 0 s t u d e n t s )
U n i v e r s i t y o f M a r y l a n d , C o l l e g e P a r k ( 4 - y e a r D o c t o r a l / R e s e a r c h U n i v e r s i t y - E x t e n s i v e ; 3 3 , 0 0 0 s t u d e n t s )
R e s e a r c h I n s t i t u t e :
U n i v e r s i t y o f M a r y l a n d B i o t e c h n o l o g y I n s t i t u t e . R / / S / Goals $ Develop a sustainable Professional Learning Community model for high school science teachers, pre-service science teachers, and college/university science faculty.
Enrich science teacher knowledge in order to improve instruction to better enable students for success on the ϡȱ Science High School Assessments (HSAs).
Engage college faculty in enriching their teaching and pedagogy in order to improve the quality of undergraduate science courses and increase student retention in the sciences. = ; '
Challenges A l l 3 5 0 h i g h s c h o o l s c i e n c e t e a c h e r s a r e e x p e c t e d t o p a r t i c i p a t e ; c o l l e g e f a c u l t y m u s t b e r e c r u i t e d .
D i f f e r e n t c u l t u r e s a m o n g s c h o o l s , u n i v e r s i t i e s .
G e o g r a p h y : U n i v e r s i t i e s a r e 1 5 , 4 0 , 7 0 m i l e s a w a y f r o m M o n t g o m e r y C o u n t y .
L i t t l e k n o w l e d g e o f e d u c a t i o n a l r e s e a r c h a m o n g M S T s , f a c u l t y f e l l o w s , a n d p r o j e c t s t a f f .
S y s t e m i c b a r r i e r s t o c h a n g i n g i n s t r u c t i o n a l p r a c t i c e s .
P u b l i s h o r p e r i s h . P Z s 0 9 t 2 Our Program: Learning Communities in Cohort Cycles 3 2 $ Cohorts are structured by discipline:
Four staggered 2-year cohort cycles will participate over the course of the project:
Master Science Teachers and VIP Faculty Fellows,
Biology,
Matter & Energy and Earth Space Systems,
Chemistry and Physics
Master Science Teachers (MSTs) and Faculty Fellows:
Experienced and/or interested teachers and faculty get paid extra to help envision, design, and implement professional development activities for their colleagues. & U y " 4 % U 1 n Template
Slide Titles 8 @ _PID_HLINKS ' A x h t t p : / / w w w . S c i e n c e I n q u i r y . o r g / y . o r g / ) _q Danielle Susskind D a n i e l l e S u s s k i n d 3
: & Our program for the high schools A f u l l r a n g e o f p r o f e s s i o n a l d e v e l o p m e n t a c t i v i t i e s a r e p r o v i d e d , a i m e d a t t h e h i g h s c h o o l t e a c h e r s :
C o h o r t e l e m e n t s i n c l u d e a n n u a l 1 - w e e k s u m m e r i n s t i t u t e , 4 s c h o o l - y e a r c o n f e r e n c e s , 3 p r o f e s s i o n a l d a y s , c u r r i c u l u m w o r k s h o p s , m o n t h l y w o r k i n g s e m i n a r s , v i r t u a l o n l i n e m e n t o r i n g , p r a c t i t i o n e r r e s e a r c h , P r o f e s s i o n a l D e v e l o p m e n t P l a n o p t i o n s , a n d a S t u d e n t I n q u i r y C o n f e r e n c e
A d d i t i o n a l s u p p o r t s i n c l u d e c u r r i c u l u m a n d a s s e s s m e n t d e v e l o p m e n t t e a m s , c u r r i c u l u m a d v i s o r y c o m m i t t e e s , f i n a n c i a l s u p p o r t f o r i n s t r u c t i o n a l m a t e r i a l s , i n v o l v e m e n t o f s c i e n t i s t s f r o m p a r t n e r r e s e a r c h i n s t i t u t e s , a n d u s e o f U S M a n d S h a d y G r o v e C e n t e r f a c i l i t i e s a s t r a i n i n g s i t e s
C o m p r e h e n s i v e p r o j e c t W e b s i t e , w w w . S c i e n c e I n q u i r y . o r g < e a e ` * " A Partnerships: project activities to strengthen K-16 relationships ! ~ Undergraduates in high school classrooms:
We have created a mentoring/internship program that matches university biology majors with MCPS high school teachers. This project began at UMCP and is being extended to UMBC.
High school teachers as science researchers:
The ExPERT program* has provided summer internships for MCPS high school teachers in biology research labs at UMBI. The teachers learn how to bring real science inquiry into their instructional practice. (* Extended Professional Experiences in Research for Teachers)
Faculty designing science curricula:
Our very successful faculty learning community at Towson has created or redesigned six inquiry-based science courses and is sharing them with MCPS teachers.
Additional learning communities are being created among Montgomery College science faculty and UMBC biology teaching assistants, in partnership with high school teachers. * Z Z - Z Z % Z H Z ) , % ( s !
Evidence-Based Outcomes } Teacher/Faculty Outcomes
Enhance content knowledge in science
Develop skills in best practices of pedagogy and assessment
Acquire strategies to promote reading and writing in science
Conduct practitioner research to inform instruction
Integrate HSA strategies into instruction
Expand curricula to include direct experiences with methods and processes of inquiry in science courses 2 e f b $ ; < 3 x Benchmarks
Close gaps in student achievement
Increase degree of inquiry pedagogy
Increase student enrollment in advanced science courses
Increase county-wide science final exam scores and HSA performance
Increase student achievement and retention in science courses and majors
Increase number of science teachers graduating from participating higher education institutions
Z n Z
! # 7 C $ $ I ( ( , , ` 0 0 4 4 8 8 $ 0 Institutional Change and Project Sustainability $ 1 0 $ Expansion of Professional Learning Communities that will continue to support improved student achievement and professional development
Adoption of new curriculum/instructional guides and semester exams by the MCPS Board of Education and their integration into the instructional program
Development of highly skilled high school science teaching staff with extended content knowledge and increased strategies in best practices of science pedagogy, assessment, and reading/writing in science
Establishment of partnerships with research scientists who will continue to serve on curriculum and instructional advisory committees
Incorporation of findings and understandings into K-12 teacher preparation programs and undergraduate science courses
Increased awareness among science faculty, graduate students, and undergraduate students of the importance of linkages to K-12 schools
Increased understanding and utilization by college/university faculty of effective learning-centered pedagogies used in K-12 science education
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A r i a l & M o n o t y p e T y p o g r a p h y hnamd `
A r i a l & M o n o t y p e T y p o g r a p h y hnamd `
A r i a l & M o n o t y p e T y p o g r a p h y hnamd `
A r i a l & M o n o t y p e T y p o g r a p h y hnamd `
A r i a l & M o n o t y p e T y p o g r a p h y | 0 hnamd `
A r i a l & M o n o t y p e T y p o g r a p h y hnamd `
A r i a l & M o n o t y p e T y p o g r a p h y hnamd `
A r i a l & M o n o t y p e T y p o g r a p h y hnamd `
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A r i a l & M o n o t y p e T y p o g r a p h y hnamd `
A r i a l & M o n o t y p e T y p o g r a p h y hnamd `
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A r i a l & M o n o t y p e T y p o g r a p h y hnamd `
A r i a l & M o n o t y p e T y p o g r a p h y hnamd `
A r i a l & M o n o t y p e T y p o g r a p h y hnamd `
A r i a l & M o n o t y p e T y p o g r a p h y hnamd `
A r i a l & M o n o t y p e T y p o g r a p h y hnamd `
A r i a l & M o n o t y p e T y p o g r a p h y hnamd `
A r i a l & M o n o t y p e T y p o g r a p h y R _ _ _ P P T 9 4 , " 0 8 | h _ _ _ P P T 2 0 0 1 D < 4 X ? % O = m, 8 % f Science teacher professional development through a large-scale, high-school and university partnership $ g ) = ' David May
ϡȱ ( Vertically Integrated Partnerships K-16 B
A National Science Foundation Mathematics and Science Partnership & C # B 1 " VIP K-16 Scope and Purpose n Partnership:
5 ϡȱ universities and a large school district.
A targeted MSP:
Just science, just grades 9-16.
Its scope is large:
By 2007, VIP K-16 will involve:
350 high school science teachers who teach over 39,000 MCPS high school students; and
100 college/university faculty, graduate students, undergraduate students, and prospective science teachers.
Main purpose of VIP K-16:
Improve science instruction in ϡȱ high schools and universities by creating communities of teachers and faculty in which they develop their inquiry pedagogy skills and science content knowledge by learning from each other.
Z 0
" Z 2 0
" Z 2 Z 7 ! 7 # q 5 K-12 Partner: Montgomery County Public Schools (MCPS) 6 5 $ L M C P S s e r v e s M a r y l a n d s m o s t p o p u l o u s j u r i s d i c t i o n w i t h 8 7 3 , 3 4 1 r e s i d e n t s ( c o u n t y s i z e : 4 9 7 s q u a r e m i l e s )
1 3 9 , 0 0 0 P r e K - 1 2 s t u d e n t e n r o l l m e n t s
1 0 , 5 0 0 P r e K - 1 2 t e a c h e r s
1 9 1 s c h o o l s ( 2 9 N a t i o n a l B l u e R i b b o n S c h o o l s 1 9 8 3 - 2 0 0 2 )
M C P S S t u d e n t D e m o g r a p h i c a n d S o c i o e c o n o m i c D a t a :
R a c e / E t h n i c i t y : A m e r i c a n I n d i a n 0 . 3 % , A f r i c a n A m e r i c a n 2 1 % , A s i a n A m e r i c a n 1 4 % , H i s p a n i c , 1 7 % , W h i t e 4 8 %
S t u d e n t s R e c e i v i n g F r e e a n d R e d u c e d P r i c e M e a l s ( F A R M S ) : 2 2 %
E n g l i s h f o r S p e a k e r s o f O t h e r L a n g u a g e s ( E S O L ) : 1 0 , 6 7 3 s t u d e n t s ; i n t e r n a t i o n a l s t u d e n t s f r o m o v e r 1 6 0 c o u n t r i e s l j Z v Z 1 Z Z h x 0 Higher Education Partners $ U n i v e r s i t y S y s t e m :
U n i v e r s i t y S y s t e m o f M a r y l a n d ( l e a d p a r t n e r )
C o l l e g e s a n d U n i v e r s i t i e s :
M o n t g o m e r y C o l l e g e ( 2 - y e a r c o m m u n i t y c o l l e g e ; 2 1 , 0 0 0 s t u d e n t s )
T o w s o n U n i v e r s i t y ( 4 - y e a r M a s t e r s I U n i v e r s i t y ; 1 7 , 0 0 0 s t u d e n t s )
U n i v e r s i t y o f M a r y l a n d , B a l t i m o r e C o u n t y ( 4 - y e a r D o c t o r a l / R e s e a r c h U n i v e r s i t y - E x t e n s i v e ; 1 1 , 0 0 0 s t u d e n t s )
U n i v e r s i t y o f M a r y l a n d , C o l l e g e P a r k ( 4 - y e a r D o c t o r a l / R e s e a r c h U n i v e r s i t y - E x t e n s i v e ; 3 3 , 0 0 0 s t u d e n t s )
R e s e a r c h I n s t i t u t e :
U n i v e r s i t y o f M a r y l a n d B i o t e c h n o l o g y I n s t i t u t e . R / / S / Goals $ Develop a sustainable Professional Learning Community model for high school science teachers, pre-service science teachers, and college/university science faculty.
Enrich science teacher knowledge in order to improve instruction to better enable students for success on the ϡȱ Science High School Assessments (HSAs).
Engage college faculty in enriching their teaching and pedagogy in order to improve the quality of undergraduate science courses and increase student retention in the sciences. R ; j ? r = ; '
Challenges A l l 3 5 0 h i g h s c h o o l s c i e n c e t e a c h e r s a r e e x p e c t e d t o p a r t i c i p a t e ; c o l l e g e f a c u l t y m u s t b e r e c r u i t e d .
D i f f e r e n t c u l t u r e s a m o n g s c h o o l s , u n i v e r s i t i e s .
G e o g r a p h y : U n i v e r s i t i e s a r e 1 5 , 4 0 , 7 0 m i l e s a w a y f r o m M o n t g o m e r y C o u n t y .
L i t t l e k n o w l e d g e o f e d u c a t i o n a l r e s e a r c h a m o n g M S T s , f a c u l t y f e l l o w s , a n d p r o j e c t s t a f f .
S y s t e m i c b a r r i e r s t o c h a n g i n g i n s t r u c t i o n a l p r a c t i c e s .
P u b l i s h o r p e r i s h . P Z s 0 9 t 2 Our Program: Learning Communities in Cohort Cycles 3 2 $ Cohorts are structured by discipline:
Four staggered 2-year cohort cycles will participate over the course of the project:
Master Science Teachers and VIP Faculty Fellows,
Biology,
Matter & Energy and Earth Space Systems,
Chemistry and Physics
Master Science Teachers (MSTs) and Faculty Fellows:
Experienced and/or interested teachers and faculty get paid extra to help envision, design, and implement professional development activities for their colleagues. & U y " 4 % U 1 3
: & Our program for the high schools A f u l l r a n g e o f p r o f e s s i o n a l d e v e l o p m e n t a c t i v i t i e s a r e p r o v i d e d , a i m e d a t t h e h i g h s c h o o l t e a c h e r s :
C o h o r t e l e m e n t s i n c l u d e a n n u a l 1 - w e e k s u m m e r i n s t i t u t e , 4 s c h o o l - y e a r c o n f e r e n c e s , 3 p r o f e s s i o n a l d a y s , c u r r i c u l u m w o r k s h o p s , m o n t h l y w o r k i n g s e m i n a r s , v i r t u a l o n l i n e m e n t o r i n g , p r a c t i t i o n e r r e s e a r c h , P r o f e s s i o n a l D e v e l o p m e n t P l a n o p t i o n s , a n d a S t u d e n t I n q u i r y C o n f e r e n c e
A d d i t i o n a l s u p p o r t s i n c l u d e c u r r i c u l u m a n d a s s e s s m e n t d e v e l o p m e n t t e a m s , c u r r i c u l u m a d v i s o r y c o m m i t t e e s , f i n a n c i a l s u p p o r t f o r i n s t r u c t i o n a l m a t e r i a l s , i n v o l v e m e n t o f s c i e n t i s t s f r o m p a r t n e r r e s e a r c h i n s t i t u t e s , a n d u s e o f U S M a n d S h a d y G r o v e C e n t e r f a c i l i t i e s a s t r a i n i n g s i t e s
C o m p r e h e n s i v e p r o j e c t W e b s i t e , w w w . S c i e n c e I n q u i r y . o r g < e a e ` * " A Partnerships: project activities to strengthen K-16 relationships ! ~ Undergraduates in high school classrooms:
We have created a mentoring/internship program that matches university biology majors with MCPS high school teachers. This project began at UMCP and is being extended to UMBC.
High school teachers as science researchers:
The ExPERT program* has provided summer internships for MCPS high school teachers in biology research labs at UMBI. The teachers learn how to bring real science inquiry into their instructional practice. (* Extended Professional Experiences in Research for Teachers)
Faculty designing science curricula:
Our very successful faculty learning community at Towson has created or redesigned six inquiry-based science courses and is sharing them with MCPS teachers.
Additional learning communities are being created among Montgomery College science faculty and UMBC biology teaching assistants, in partnership with high school teachers. * Z Z - Z Z % Z H Z ) , % ( s !
$ 0 Institutional Change and Project Sustainability $ 1 0 $ Expansion of Professional Learning Communities that will continue to support improved student achievement and professional development
Adoption of new curriculum/instructional guides and semester exams by the MCPS Board of Education and their integration into the instructional program
Development of highly skilled high school science teaching staff with extended content knowledge and increased strategies in best practices of science pedagogy, assessment, and reading/writing in science
Establishment of partnerships with research scientists who will continue to serve on curriculum and instructional advisory committees
Incorporation of findings and understandings into K-12 teacher preparation programs and undergraduate science courses
Increased awareness among science faculty, graduate students, and undergraduate students of the importance of linkages to K-12 schools
Increased understanding and utilization by college/university faculty of effective learning-centered pedagogies used in K-12 science education
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