| Figure 2: Culver City CAPP Staff
Development
Year 3
Teachers selected technology as a third-year staff development
goal, choosing the TI-82 as the target for their training.
This hand-held graphing calculator was chosen over computers
for the technology focus because of its accessibility to teachers
and students. Teachers received classroom sets of TI-82's
for student use as well as an overhead model for demonstration
use. Workshops led by on-site consultants and outside experts
provided teachers with hands-on experiences using the graphing
calculator.
The on-site consultants decided that transferring leadership
and responsibility to teachers and administrators should be
the second goal in the final year of the project. By working
less directly with teachers and more directly through the
department chairs and administrators, consultants helped develop
leadership within the departments. In addition, efforts were
made to insure that the district would assume responsibility
for maintaining the program. Teachers received financial assistance
from the district to attend the National Council of Teachers
of Mathematics annual conference in San Diego. The high school
used other grant money to pay for the overhead TI-82 calculators
and one technology staff development day. Middle school administrators
were periodicafly reminded that funding would be needed to
maintain the tutoring program.
Other
Teachers participated in many other professional development
activities during the project. For example, Five middle school
teachers participated in the Math Teacher Institute at CSUDH.
This three-year NSF-funded program provided intensive training
in both mathematics and mathematics education, with an option
to earn a masters degree. By participating in this program,
these teachers accelerated their own professional growth and
have become valued professionals within the district. Grant
money as well as district funds made it possible for teachers
to attend professional mathematics conferences each year.
On-site consultants visited classrooms on a regular basis,
providing support and coaching as needed.
What We Learned About Staff Development
The staff development program evolved as a response to needs
Of the participants. However, several principles were followed
carefully.
It was decided that each teacher should be involved in,
at most, one new curricular course per year. This required
administrative support by those involved in developing schedules,
and for the most part, this was done. Focusing attention on
one new course at a time gave each teacher maximum opportunity
to be successful with it.
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