enhancing Missouri’s Instructional Networked Teaching Strategies (eMINTS)

eMINTS National Center

Columbia, MO
 

Introduction/Overview
Organizational Change
Budget & Finance
Professional Development
Technology Infrastructure
Outcomes
Contact Information
 

Introduction/Overview

eMINTS stands for enhancing Missouri’s Instructional Networked Teaching Strategies. The eMINTS National Center is a collaborative education program sponsored by the Missouri Department of Elementary and Secondary Education and the University of Missouri System Office of Academic Affairs. The eMINTS National Center serves as a resource base for Missouri schools and districts as well as for educators from across the United States who wish to collaborate with eMINTS staff and with one another to replicate the eMINTS instructional model (high-quality teaching powered by technology) within their educational systems. eMINTS transforms schools into places for learning where teachers and students use multimedia tools to better understand the world, work together, and achieve at new and higher levels. Goals of the eMINTS program include:

· Improved student performance (academically and socially)
· Increased quality parental involvement
· Enhanced instructional effectiveness

The eMINTS instructional model is a set of research-based strategies grounded in constructivist theory. The model supports educators in integrating technology and best teaching practices to create a learning community where teachers and students explore and create knowledge together using a variety of resources. Teachers facilitate student learning through the use of essential questions that stimulate thinking, build curiosity, create connections, and generate long lasting knowledge through issues that matter to students. In schools that fully implement the eMINTS instructional model, observers will see students working collaboratively to solve real-world problems through teamwork and hands-on activities. Teachers guide and coach students in the creation of unique products that show deep student understanding of complex concepts. The eMINTS instructional model requires conscious alignment of curriculum, professional development initiatives, technology acquisitions, and school vision. Collaborative leadership practices and school structures that support the school’s professional learning community in the implementation of the eMINTS instructional model are required for success. Critical elements of the eMINTS instructional model include:

· A. A carefully selected suite of hardware and software
· B. Constructivist, inquiry-based instructional practices
· C. Sustained, intensive professional development and classroom visits
· D. Implementation by school-based teams
· E. Rigorous external formative and summative evaluation

Key stakeholders who have guided the development and continued growth of the program through the eMINTS Advisory Board include representatives from the following entities:

· Missouri District superintendents, building principals, teachers, technology coordinators, and library media specialists
· Out-of-state participants
· Non-public school participants
· Missouri Department of Elementary and Secondary Education (DESE)
· Missouri Department of Higher Education (DHE)
· University of Missouri System Office of Academic Affairs
· National educational technology leaders or consultants

Demographics for the program include:

· 218 (of 524) Missouri districts and 5 (of 40) Utah districts, eMINTS Sampler in Minnesota
· 850 eMINTS classrooms affecting 17,500 students
· Grades 3–8, with high school implementation beginning fall 2004
· 35% of Missouri eMINTS classrooms are district-funded

Program timeline:

1997–1999: Pilot project in 13 classrooms in St. Louis area
1999: Statewide implementation began with 88 classrooms in 44 districts using state and local funds
2001: Title IID. Competitive grant funds earmarked for eMINTS implementations
2003: First out-of-state classrooms established in Utah using competitive Title IID grant funds
2004: eMINTS National Center established

Organizational Change

The goals of eMINTS National Center programs grew from a desire on the part of the key stakeholders to use the power of technology in new ways to improve the learning outcomes for students regardless of their social, cognitive, or academic circumstances. Technology and connectivity along with high-quality teaching based on constructivism were seen as powerful tools for engaging learners in ways that would make a difference for them throughout their lives. An infrastructure was created in 1999 as the program became a statewide initiative. Personnel and operating costs are funded from a variety of sources, including state grants, contracts, and participation fees paid by schools, districts, and other educational organizations. The eMINTS National Center central office is located in Columbia, Missouri, at 3212 LeMone Industrial Blvd., where the Director, Program Coordinator, Administrative Assistant, and four of the 18 field staff are officed. The remaining field staff work from their homes in the geographic areas of the state where the program has been implemented. Scaling the program statewide and nationally has required the development of a “train-the-trainer” program, which has increased the number of certified eMINTS Instructional Specialists employed by districts and other educational entities in Missouri and Utah who can deliver eMINTS Professional Development programs using eMINTS-approved materials. This program is called Professional Development for Educational Technology Specialists (PD4ETS). The eMINTS National Center offers many other professional development programs for teachers, library media specialists, administrators, and technology coordinators so that the eMINTS implementation involves all of the key implementers in schools and districts.

Budget & Finance

The cost of implementing the eMINTS instructional model in a school is dependent on many factors, including the age of the building, the availability of electrical service, and equipment that may already be available. An average cost per classroom is approximately $22,000. The costs to provide the Comprehensive eMINTS Professional Development program (2 years of intensive PD with 250 contact hours and classroom visits) costs approximately $8,000 per teacher (includes costs for stipends for out-of-contract time, mileage, meals, materials, etc.). The eMINTS National Center staff provided over 32,000 hours of professional development in 2003–2004 to the following groups:

· 210 Missouri eMINTS teachers
· 17 Missouri PD4ETS candidates
· 10 Utah PD4ETS candidates
· Over 300 Missouri non-eMINTS teachers
· 50 eMINTS principals and tech coordinators
· 25 university faculty members

Certified eMINTS specialists trained by eMINTS staff provided professional development to another 150 teachers in Missouri and Utah. The annual budget for the eMINTS National Center is approximately $2.3 million.

Professional Development

With the exception of short-term introductory or customized program options, professional development services provided by eMINTS are intended to bring about change to an entire school; therefore, all educators in the school—including the principal, subject-area specialists, and the library media specialist—should expect to participate in eMINTS professional development programs. eMINTS National Center professional development programs include the following options. Except for short-term introductory programs, applicants are asked to describe how the options will be combined to create a schoolwide professional learning community dedicated to a successful implementation of the eMINTS instructional model.

1. The eMINTS Comprehensive Professional Development Program (eMINTS PD) for official eMINTS teachers who have the full suite of required hardware and software. This is a 2-year program comprised of over 250 contact hours delivered face-to-face and online by eMINTS staff members and by certified eMINTS Instructional Specialists who have successfully completed the Professional Development for Education Technology Specialists (PD4ETS) program (see #4 below). eMINTS PD includes 10–12 classroom visits per participant per year. A clearly defined set of professional development experiences with a specific scope and sequence is provided in eMINTS PD. Participating teachers and instructional specialists (eMINTS staff, PD4ETS trainers, certified Instructional Specialists) use the same set of materials that are maintained in a Web-access controlled environment.

2. In schools implementing the eMINTS instructional model for schoolwide improvement, a subset of eMINTS PD called eMINTS4All is available to teachers assigned to classrooms above and below the grade levels where teachers involved in eMINTS PD are assigned. eMINTS4All includes 80 contact hours over a 2-year period. eMINTS4All is delivered face-to-face and online by eMINTS staff members and by certified eMINTS Instructional Specialists. eMINTS4All includes 5–6 classroom visits per participant per year.

3. eMINTS Replacement Teacher Professional Development (eMINTS Replacement PD) is a 2-year program (250 contact hours) with 10–12 classroom visits per year for teachers replacing eMINTS teachers. It is required for official eMINTS teachers grades 3–12 and available only to established eMINTS districts replacing teachers in existing official eMINTS classrooms. The program is provided by eMINTS staff or certified Instructional Specialists.

4. eMINTS Professional Development for Educational Technology Specialists (PD4ETS) program component is a 2-year “train-the-trainer” program designed to prepare individuals to deliver eMINTS PD and eMINTS4All to educators in their settings. PD4ETS includes a rigorous certification process with significant levels of support from eMINTS staff both on- and off-site. PD4ETS is delivered through a combination of face-to-face, online, e-conferencing, and video teleconferencing experiences by eMINTS staff members. PD4ETS includes multiple site visits over the 2-year period. Participants who successfully complete the certification process included in the program are designated as eMINTS Instructional Specialists. Payment of annual access fees is required to ensure continued access to eMINTS materials following certification.

5. ISTE-eMINTS Leadership Institute, in partnership with the International Society for Technology in Education (ISTE) is a professional development opportunity for teams implementing the eMINTS instructional model school or districtwide in Missouri. It is a yearlong professional development experience providing school or district teams with the knowledge and skills needed to plan, implement and evaluate their school’s or district’s eMINTS implementation. A total of 4 full days of professional development with continual online support for teams is provided.

6. eMINTS Summer Sampler (SS) is a 5-day intensive institute for teachers, library media specialists, and other educators to acquaint them with the eMINTS instructional model and basic technology integration skills using a constructivist, inquiry-based pedagogical approach to teaching. It may also be provided for subject-area teachers, special education teachers, and other education professionals in the school. Open registration is available at Summer Samplers offered annually in central locations across Missouri during June and July. Schools or districts may request a Summer Sampler with closed registration for their school or district only with a minimum of 20 participants.

7. eMINTS Sampler offers five eMINTS PD sessions (up to 15 contact hours). Intended for schools, districts, or other organizations interested in learning about eMINTS. It is a mini version of PD4ETS—where trainers learn to deliver five eMINTS professional development modules. National version requires a minimum of 10 participants for onsite training of trainers. It is generally not recommended for Comprehensive School Reform implementations.

8. eMINTS Professional Development for Teacher Education Faculty (PD4TEF) is a 2-year professional development program for faculty and instructors in colleges of education that wish to incorporate eMINTS PD content into their preservice teacher preparation programs. Field experiences in eMINTS classrooms (including student teaching) complement the content provided to preservice teachers. An online induction year program is available to graduates. eMINTS schools with higher education partners or eMINTS schools affiliated with colleges of education may include this program for teacher education faculty members who are on staff or who serve as faculty in a “Professional Development School” arrangement involving the school.

9. eMINTS My eCoach Online Professional Development for Veteran eMINTS Teachers (eMINTS My eCoach) provides online support and collaboration opportunities for teachers who have completed eMINTS PD. The Online Veteran program continues the learning experiences that eMINTS teachers need, to sustain the instructional strategies and technology skills gained in eMINTS PD.

10. Collaboration4Success is a professional development program available to library media specialists and teachers in schools that have completed at least 1 year eMINTS PD. Collaboration4Success features six full days of professional development sessions attended by the library media specialists (LMS) and participating eMINTS teachers. The intent of Collaboration4Success is to create units of study that take advantage of the LMS’s research skills and the eMINTS teachers’ knowledge of inquiry-based lesson planning. The units of study include shared teaching responsibility and use all school resources (print, video, Web-based, etc.) to engage students in higher order thinking skills related to the school’s or district’s curriculum standards. The program is delivered by eMINTS staff members or certified eMINTS Instructional Specialists who have completed additional training in the content of Collaboration4Success materials.

11. eMINTS4Administrators seminars provide principals and other school or district administrators involved in the implementation of the eMINTS instructional model with the knowledge, skills, and support needed for a successful schoolwide implementation of the model. eMINTS4Administrators begins with a day-long, face-to-face session and continues throughout the year with a series of four online learning experiences that take approximately 3–4 hours per experience to complete. eMINTS4Administrators includes an option to attend eMINTS4All if available in the district.

12. eMINTS4Techs sessions provide technology coordinators and other technical staff involved in the implementation of the eMINTS instructional model with the knowledge, skills, and support needed for a successful schoolwide implementation of the model. eMINTS4Techs begins with a day-long, face-to-face session and continues throughout the year with a discussion list specific to technical aspects of the eMINTS implementation. eMINTS4Techs includes an option to attend selected eMINTS4All sessions if available in the district.

13. eMINTS in Special Education sessions provide special educators and general classroom teachers working with students who have disabilities in settings involving the eMINTS instructional model with the knowledge and skills needed to adapt the model for student success. Two 1-hour interactive online sessions and a live 1-hour “ask the expert” session via e-conferencing provide participants with support in the inclusion of students with special needs in eMINTS classrooms and in schools implementing the eMINTS instructional model.

14. Customized Professional Development Workshops and Consultation (eMINTS Custom PD) includes a variety of full or partial day workshops for educators. See eMINTS Web site for more information. Consultation on eMINTS program implementation also available.

Technology Infrastructure

The following technology (meeting eMINTS specifications) is required for classrooms that are designated as official eMINTS classrooms:

· Teacher laptop and workstation
· Interactive whiteboard and projector
· Scanner, printer, and digital camera
· One computer for every two students (elementary grades) or one computer (laptop) for every student (middle and secondary grades), software limited to Office (productivity tools) and SMART Ideas or Inspiration (concept mapping tool)

**Classrooms in the grades above and below the official eMINTS classrooms may have portions of the required equipment and software as deemed necessary by the implementation team. Schools are required to provide plans for equipment maintenance, refresh, and upgrades. Additional technology requirements for official eMINTS classrooms include:

· eMINTS building connectivity—a reliable 1–2 mbps connection. Wireless networking is an option as long as it is at least 11 mbps
· Networking (bandwidth, switches, cabling for teacher workstation, networked printer, and student computers)
· Any electrical service in the official eMINTS classrooms to support the computers, interactive whiteboard, and projector. (As with the network cabling, electrical installation should be flexible to allow teachers to rearrange furniture placement as much as possible)
· Air conditioning
· Telephone with outside access (options allowed with the requirement that teachers in eMINTS classrooms have adequate access to telephone technical support) is highly recommended
· Filtering software needed to meet federal and state requirements

Outcomes

Program evaluation research completed by an external contractor, the Office of Social and Economic Data Analysis (OSEDA), over 7 years supports the effectiveness of the eMINTS instructional model for students in grades 3 and 4, the grade levels for which statewide assessment data is available in Missouri. (All program evaluation reports may be accessed at http://www.emints.org/evaluation/.) Statistical analyses of the support links between the eMINTS instructional model (constructivist teaching practices in technology-rich environments) and improved student performance are available in the reports noted above. Students in subgroups (e.g., poverty, special education, Title I) have demonstrated significant levels of growth in eMINTS classrooms. Focus group reports that include teacher and parent reactions to the eMINTS program are also positive. Informal assessments written by eMINTS staff regarding the model’s application to middle school grades are available upon request from the eMINTS National Center Office.

Contact Information

Monica Beglau
begalum@emints.org
573-884-7202