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FOR RELEASE News Media Contact: Anna Erdreich December 12, 1996 (202) 401-3027 Program Contact: Margaret O'Keefe (202) 401-1576
"A surgeon would not attempt to operate on a patient without sufficient knowledge of technique and careful preparation for surgery," Riley said. "Teachers, too, like other professionals, need time to update their skills, add to their knowledge of subject matter, and learn effective strategies to impart that knowledge -- if they are to teach to challenging academic standards."
The exemplary programs are being recognized under the U.S. Department of Education's new National Awards Program for Model Professional Development. The model programs offer solid evidence about the effectiveness of on going teacher development and can serve as prototypes for school administrators, teachers and colleges as they develop programs to improve teachers' skills and knowledge of subject matter.
Schools and districts selected include: Samuel Mason School in Roxbury, Mass.; San Francisco Unified School District; Wilton School District in Connecticut; and two schools in Kansas, Woodrow Wilson Elementary School in Manhattan and Lawrence Public Schools.
"The recent National Commission on Teaching and America's Future report urges a renewed focus on the quality of teaching, and the Third International Mathematics and Science Study makes clear that teachers must be given support and the opportunity to continuously learn and grow to teach to tougher academic standards," said Riley. "The new National Awards Program for Model Professional Development offers timely examples of real results that schools and districts can use."
The department worked with more than 60 professional organizations to establish the awards program. Applicants provided evidence of improved student learning and increased teacher effectiveness and were asked to show how their approach is consistent with a set of principles for professional development that are based on the best available research and exemplary practice.
Eligibility was open to public and private schools and districts that make professional development part of the school culture and improve teachers' skills to help address the needs of all students. The department coordinated a rigorous review process that included a first round of evaluation by a non federal panel of experts, comprehensive site visits of the most promising applicants, and final review by a five member blue ribbon panel. Members of the panel include the 1996 Teacher of the Year, a school superintendent, a business representative, a college education dean, and the executive director of the National Staff Development Council. The panel made recommendations to the secretary, who selected the final honorees.
Each of the recognized programs will receive a privately funded monetary award to be used to support professional development activities and to help share strategies and lessons learned with others. Nortel, Inc., Glaxo Wellcome Inc., and the Kenan Charitable Trust are funding the monetary awards. The department is planning a national recognition ceremony for early 1997.
In September President Clinton joined the National Commission on Teaching and America's Future in calling for action to help communities and states promote excellence and accountability in teaching. The President directed Riley to notify state and local education officials about department resources available to help them invest in quality teaching. Clinton asked Riley to acquaint states and districts with federal programs that can be used to help them: recruit talented people into teaching; set high standards for teachers; help teachers meet high standards through quality teacher preparation and development; reward and retain good teachers; provide intensive assistance for teachers who need it, and counsel out of the profession, or remove -- fairly quickly and cost effectively -- incompetent or "burnt out" teachers.
The listing of resources for teacher development will be sent to school districts and states and will also be available on the department's home page at www.ed.gov. Descriptions of formula and competitive grant programs that can support teacher excellence and accountability are included.
"A critical part of the President's school improvement agenda is vigorous support for community and state efforts to set very high standards in education," Riley said. "There is nothing more important in American education than setting and achieving the highest standards for our students, teachers and schools. Quality teaching is the cornerstone of efforts to improve schools."
NOTE TO EDITORS: Following are descriptions of each exemplary program.
Woodrow Wilson Elementary School, Manhattan, Kan.
In 1990, the Woodrow Wilson Elementary School in Manhattan, was established as a "professional development school" where the state's teachers could go for assistance in expanding and improving their skills and knowledge. Their program, which has focused on the teaching of mathematics, science and technology, has changed the course of teaching and learning throughout the state, resulting in improved student performance and innovative and effective teaching initiatives.
With action plans for staff development required by the district, the school has been able to identify and address goals that need greater focus. Teachers have begun to use more hands on instructional activities; are learning to collaborate and network with each other; and, perhaps most importantly, are teaching in ways that raise the expectations of their students. The primary result: students are learning to higher standards.
Though the program is still young, there is strong evidence of real progress and increased student achievement. Teachers are learning how to implement the NCTM math standards, and test scores on the Kansas Mathematics Assessment Test improved over the last three years for boys and girls, with girls posting a significant gain.
The program encourages teachers to stay involved in local, state and national professional development activities, and involvement in these activities is high. For instance, all teachers participate in at least four days of professional development each year. Additionally, teachers are enthusiastically involved in development of the program and in helping to change the preservice program at Kansas State University. Communication has increased not only among teachers, but between the school and parents, helping to support these exciting developments in and out of the classroom.
Samuel Mason School, Roxbury, Mass.
At the Samuel Mason School in Roxbury, the school's challenging professional development program has helped to increase student achievement in core subjects, especially reading. It has increased the use of technology in this inner city school and has helped improve attendance and enrollment.
The diverse assortment of professional development activities is based on specific classroom needs, is directly applicable to teaching, and takes place all day long, including in the classroom. With ongoing needs assessments, goals are quickly and efficiently adjusted. And because staff communicate with each other and draw on their own strengths, teacher talents are fully applied and shared, with outside consultants and experts brought in when needed -- for instance, to help integrate technology into the curriculum. Since the program has been in place over the past five years, the entire teaching staff has become dual certified in regular and special education, and participation in professional development has increased tenfold. Teachers devote one of every 10 days to professional development activities, and they frequently apply for, and receive grants for these activities.
The comprehensive approach of the Samuel Mason Professional Development program incorporates a set of principles that reflect the best available research and exemplary practice. It involves teachers, students and parents, but is designed to include anyone who will have an effect on, or interest in, the students.
The results are significant: students are learning to higher standards, while developing academically, physically and socially, with an increased focus on working together. Student performance over the past three years has noticeably improved, with second through fifth graders showing a greater gain on the Metropolitan Achievement Test in reading and mathematics than students in the Boston Public School System at large.
Wilton School District, Wilton, Conn.
At Wilton School District, professional development is a priority of the board of education, and the result has been significant student success in mathematics and science -- core subjects targeted for improved teaching and more focused professional development activities. The district adopted the University of Chicago Math Project, and last year SAT math scores were the highest in Connecticut and eighth grade math students ranked first in their section of the Connecticut Mastery Test.
Virtually all of the faculty and staff within the district participate in a wide variety of professional development activities, and individual teachers have the opportunity to design their own activities based on their own needs. As the result of a renegotiated labor contract, teachers are able to work an 8 hour workday that ensures the opportunity for additional and consistent professional development time every school day. Plans and decisions for professional development activities are directly connected to district goals, curricular needs, student assessment results and individual teacher performance needs.
Although the school is fortunate to have many of the necessary resources available so that the staff can take advantage of these professional development activities, the program's success is also the result of consistent communication and cooperation among teachers, parents and the school and community, which not only work to inform the teachers of opportunities, but also allows parents and others to know about these activities and changes in teaching as they are initiated. It also invites and encourages parents and community members to participate in some district level programs, many of which are developed specifically for parents. As a result, community members understand the benefits for students and support teacher professional development.
Lawrence Public Schools, Lawrence, Kan.
Under the professional development program in the Lawrence Public Schools in Lawrence, the schools are their own judges for how well the program is working. The school district gives credit for professional development activities that provide evidence of actual changes in teacher behavior in the classroom, and individual school councils review student assessment data and proficiency tests to determine the areas of strength and weakness. Most important, these changes must be tied to improved student achievement targets.
The Lawrence professional development program is a comprehensive effort that includes action plans written by teachers, and monitoring of these plans by videotape, journals and portfolios that are kept by the teacher. The activities also include study groups, peer coaching and a growing staff development and resource center. Other effective training methods include weekly early release days so the teachers can attend professional development programs.
Communication within the community is essential to the program's success, and parents are brought into the process whenever possible. Written materials describing some of the professional development activities and a curriculum guide are distributed regularly to local parents, private school teachers and also parents who provide home schooling for their children. All are invited to attend the seminars and other activities. Additionally, local businesses provide financial support as well as some business products and educational programs.
After 11 years, the program is running smoothly and productively. A district wide focus on math and writing instruction has been reflected in improved test scores by the Lawrence students.
San Francisco Unified School District, San Francisco, Calif.
In the San Francisco Unified School district, the city has created a professional development program that is designed to address individual school needs based on an analysis of student data and desired student learning results. The school system has already demonstrated significantly increased student achievement in mathematics and reading, as measured by standardized tests, student work, and other observations over a three year period. The program is designed to customize individual professional development to each teacher, the school site and district priorities with an overarching goal of high expectation and rigorous teaching and learning standards. Professional development opportunities include workshops, study groups, action research, conferences, demonstration teaching, coaching, modeling, master practitioners, and opportunities for discussion, reflection, and communication. The district provides eight days of professional development throughout the year, and school sites also have scheduled additional time through block and flexible scheduling such as early release and late start.
As with other successful professional development programs, communication between teachers and with students and parents is essential. An assortment of printed materials, e mail, and personal contact with staff is part of the process to keep teachers and parents informed about professional development activities. In addition, a district office for parent involvement provides extra access and opportunity for parents to get involved in this aspect of the schools.
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