 | Overview |
| Summer Institutes |
| Teacher Survey |
| Teacher Survey Narrative Responses |
| Technology Usage |
| Curriculum Lesson Plan Template |
| Lesson Plan Rubric |
| Professional Development Narratives |
Urban Dream’s principal activity is to promote student achievement through ongoing professional development. Substantial progress has been made in meeting the professional development objectives in accordance with the original proposal. The three goals of the program’s professional development are:
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Curriculum development with emphasis on technology integration |
|
Content knowledge enhancement |
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Pedagogy with emphasis on integration of content, literacy and technology |
Each year, approximately 50 secondary social science and English teachers participate in the Summer Institute for ten days. The participating teachers were drawn from members of the second cohort of teachers as well as from members of earlier cohorts who were unable to attend the previous Summer Institutes. During this time teachers are presented with a focus on content, pedagogy and technology integration. During the summer of 2001, teachers interacted with nationally recognized human and civil rights experts such as Dr. Clay Carson, Director of the Martin Luther King, Jr. Papers Project at Stanford University, Dr. Patricia Liggins Hill, Editor of Call and Response: The Riverside Anthology of African American Literature and Dr. Julianne Cartwright Traylor, President of Amnesty, International. The Summer Institute also provided time for preparing for the school year. The time was used to collaborate, plan and learn in an authentic context that allowed for individual differences.
Continuing Cohort 1 teachers participated in an
expository writing week during the summer of 2001.
Teachers used this time to reflect and to develop lesson plans that in
some cases have been posted on the project’s website.
The second fundamental block in the staff development process continues throughout the school year as teachers implement new and enhanced technologies, content, pedagogy to support the core English and history curriculum. Individual coaching, on site staff development and the partner projects all contribute to the ongoing support for the teachers. Technology integration classes that focused on the combination of technology skill building with an emphasis on classroom application were also offered throughout the year.
The following figure provides an overview of the interaction among the different activities supported by project’s professional development model:
© Copyright 2002 Center for Evaluation and Research, LL