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 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

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 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

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

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. Mawhinney mawhinneykj@appstate.edu

Tracie McLemore Salinas salinastm@appstate.edu

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.