At the middle school, four to six week units at the 6th and
8th grade introduced both students and teachers to an enriched
curriculum. Units used included Factors andMultiples (Addison-Wesley,
Menlo Park, CA, 1986), Telling Someone Where to Go (Equals
Publications, Lawrence Hall of Science, Berkeley CA, 1994),
and Used Numbers (Dale Seymour, White Plains NY, 1990). Middle
school teachers attended locally sponsored workshops which
focused on these .replacement units" or met with the
on-site coordinator to receive detailed instruction about
the units. Two high school teachers attended a one- week summer
institute for College Preparatory Math I (CPM 1), an alternative
Extensive training occurred during the summer prior to the
beginning of year 2. Middle school teachers accepted an offer
from the University of Wisconsin to field test Math in Context
(MIQ and attended a rwo-week institute in Wisconsin where
the program was introduced. High school teachers attended
one-week institutes for CPM I (Algebra 1) or CPM 2 (Geometry).
During the year, two high school teachers received replacement
unit training in Fantasy Baseba/11 (Giant Step Press, Solving
CA, 1994), sponsored by CSUDH, and the unit became part of
the non-college prep math courses.
Extensive summer training continued. Two middle school teachers
were invited to receive advanced training in MICand went to
the Netherlands (yes Europe!!). Four middle school teachers
attended three to five day training sessions for CPM 1. All
high school teachers attended CPM 1, CPM2, or CPM3 training
sessions as well.
Curriculum staff development, which targeted specific grade
levels or courses, provided additional information and support
for teachers throughout the year. For example, teachers involved
in CPM attended three to six scheduled follow-up sessions
facilitated by CPM experts. Teachers involved in MIC met monthly
with the on-site consultant and/or an expert from MICto work
with the units they would be teaching. A high school teacher
who was piloting Investigating Mathematics (Glencoe, Blacklick
OH, 1994) for a Math A course worked with the on-site consultant
monthly to better understand and develop these materials.
From time to time, teachers requested collaborative meetings
to work on specific curricular concerns. These meetings were
arranged and facilitated by the on-site consultants.
Staff Development (Instruction and Assessment)
The need for effective instruction and assessment strategies
led to a comprehensive staff development program which focused
on these issues. Because of their general nature, both middle
school and high school teachers participated in these sessions.
Topics were introduced during the September institutes and
follow-ups continued throughout the year.
Cooperative learning strategies were introduced in September
and follow-up workshops occurred throughout the year. On-
site presenters, an expert from CSUDH, and teachers experienced
with cooperative learning provided the Culver City staff with
information and strategies. On-site consultants coached teacher-
Teachers were introduced to "Problems of the Week"
in September, which provided a practical first step for curricular
change through problem solving. Most middle school teachers
implemented a "Problem of the Week" program. Some
high school teachers utilized problems of the week, while
others integrated the problem solving strategies into their
existing curriculum. On-site consultants provided support
for teachers involved in the program by helping to select
problems, duplicating materials and assisting with assessment
of student work.
Assessment, the primary staff development goal during year
2, was approached on many levels. On-site consultants presented
workshops focusing on the match between instruction and assessment,
and appropriate uses of open-ended questions, portfolios,
writing, and rubrics. Outside speakers shared non-traditional,
yet practical, methods of assessing students. CAPP teachers
who used CPM in other schools joined the Culver City teachers
to hear Judy Kysh, director of CPM1 speak about assessment
in CTM. Teachers joined together to write exams and grade
papers as a way of better understanding each others' practices
and maintaining quality control within courses.
Another second-year focus was teacher collaboration. This
goal was particularly important because it was believed that
teachers who experienced the power of collaboration as professionals
would better understand its benefits in the classroom. Five
of the middle school teachers enrolled in a three-year summer
institute at CSUDH. Their collaborative efforts in the summer
extended into the school setting, providing a model for everyone.
Common preparation times for pairs of high school teachers
teaching the same course encouraged collaboration. Each week
the on-site consultant met with partners to discuss progress
and concerns related to their classes. Obstacles of scheduling
were overcome with no fiscal impact.
At both the middle and high school, collaborative planning
meetings, facilitated by the on-site consultants, were encouraged.
As a result, many classes benefited from greater consistency
between teachers, and teachers benefited from sharing ideas
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