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submitter:
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TAPESTRIES
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published:
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11/19/1999
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posted to site:
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11/19/1999
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The Toledo Area Partnership in Education: Support Teachers as Resources to
Improve Elementary Science (TAPESTRIES) is a collaborative project between
The University of Toledo, Bowling Green State University, Toledo Public
Schools (TPS), and Springfield Local Schools (SLS). TAPESTRIES has five
major goals and objectives:
- To develop, support, and utilize a cadre of Support Teachers along
with other sufficient support structures in order to provide
local leadership for the implementation of effective science
programs within their districts.
- To provide effective and sustained professional development for all
K-6 teachers of science in the participating school
districts.
- To implement quality inquiry-based science curriculum and
instruction in classrooms that are consistent with local, state,
and national recommendations so that all students may receive
opportunities to become scientifically literate.
- To coordinate curriculum, classroom practice, and student
assessment with the district adopted science courses of study
and statewide assessments.
- To enhance the science content knowledge of elementary teachers
The purpose of this five-year project is to develop comprehensive school
science programs through the sustained professional development of all K-6
teachers in the Toledo Public Schools (TPS) and Springfield Local Schools
(SLS). The project is designed help prepare scientifically literate
students who can comprehend and use science while being successful on
high-stakes statewide science assessments. Sixteen Support Teachers, who
are given full time release from teaching responsibilities this year,
receive over 200 hours of training in the form of a two week Summer
Institute, two three-semester-hour courses, a staff retreat, and a winter
conference. The Support Teachers provide assistance for classroom teachers,
help teachers with district assessments, and execute their district action
plans for improving science literacy. xx classroom teachers from the
participating districts will receive during this second year over 104 hours
of staff development in science content, pedagogy, and student assessment
as they implement their district adopted curriculum materials. These
classroom teachers participated in two-week Summer Institutes (70 contact
hours) and are now participating in regular district/building level
sessions during the academic year (2-3 hours per month). Xx teachers who
attended the 1998 Summer Institutes will complete xx hours of academic year
professional development in the form of monthly, academic year meetings. A
winter institute (7 contact hours) is planned for April 1, 2000, and
additional follow-up sessions will occur in the second and third academic
year. Undergraduate students at The University of Toledo and Bowling Green
State University also work with teachers, science educators, and classroom
teachers who are TAPESTRIES participants. This partnership is being
researched with regard to its effect on undergraduate education.
The project evaluator outlined several key strengths and challenges of this
project:
Key Strengths:
- Summer Institutes
- Scientist/Educator teaming at the Summer Institute
- Support Teachers
- Quality of the instructional materials (other than Scholastic)
- The use of the 5E learning cycle to organize the Summer Institute
- The strong emphasis on integrating content with pedagogy during the
Summer Institutes
Mid-Course Corrections Made by the Project:
- Development of assessments aligned with the state proficiency test and
instructional materials
- Programs to integrate language arts with science
Key Challenges:
- Lack of closure during the Summer Institute sessions
- Parents and community members don't appear to be involved in the reform
efforts
- Some teacher science misconceptions still exist after professional
development sessions
- A wide range of principal support exists at the building level
Recommendations for Modifying the Design:
- Target the recruitment of new teachers in the districts
- Develop building-wide strategies to include teachers who have not yet
attended the Summer Institute but who have the instructional materials in
their classrooms
- Increase number of teachers at the Summer Institutes
- Develop and implement a community involvement strategy
- Develop an implement a strategy to involve more building principals
- Increase communication in Toledo Public Schools
- Develop and implement a public relations strategy to disseminate
information about the project to the learning community
- Replace Scholastic with high quality instructional materials
- Assess and address teachers' science misconceptions
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