The plan for this project in year one is to have the lead teacher, the professor from I.U., the corporation curriculum coordinator for math and the principals involved meet and discuss implementation. After the plan has been finalized, it would be presented to the teachers at the three schools. These teachers would be invited to participate in a summer workshop led by the I.U. professor who would be assisted by the lead teacher. Before school starts in the fall of 2005, feedback from the summer workshop would be examined, and follow- up would be designed. Also the Indiana Math Initiative representative would present and explain ACT (Advancing Children’s Thinking) Framework for classroom observation to the lead teacher. During the school year, the lead teacher would model lessons, engage in peer dialogue and coaching, maintain online accessibility, keep a reflective log and meet with principals and the curriculum coordinator to discuss observations, progress, concerns and revisions. At least three times during the school year, the principals, the Deputy Superintendent, curriculum coordinator and independent evaluators will meet to plan leadership development sessions. Principals will evaluate the summer workshop participants using the ACT framework during the school year. I.M.I. will provide intensive training in content, pedagogy and leadership for the lead teacher in the fall of 2005. The lead teacher, principals and curriculum coordinator will evaluate fall 2005 ISTEP+ results as well as norm-referenced scores to determine areas of need within those three buildings. Middle school teachers will meet with the lead teacher and the I.U. professor on at least four Saturdays during the school year as follow up to the summer session. Finally, evaluators will examine the program in May of 2006 to judge effectiveness and offer revisions for year two. |
1. Students will increase mathematics achievement resulting in a yearly increase in the percentage of students passing ISTEP+ in grade eight mathematics in three high-need middle schools.
2. Teachers of middle school mathematics in three high-need middle schools will deepen their understanding of both content and research-based instructional strategies in mathematics.
3. One highly-qualified, well-trained lead teacher will model exemplary lessons aligned to Indiana Academic Standards of Mathematics for teachers of middle school mathematics in three high-need schools. |
Vigo County School – coordination/participation
Indiana Math Initiative – Training
Indiana University – Training
Indiana State University – Evaluation |
