1. Project P.O.S.T. Preparing Outstanding Science Teachers A Partnership of GCS & UNCG A Partnership of GCS & UNCG

2. Project P.O.S.T. Preparing Outstanding Science Teachers Why did GCS need the MSP grant? What is the structure of the partnership? What is the vision and structure of the POST project? What now?

3. GCS Racial Breakdown

4. High School Performance Science EOCs

5. Middle School Math Performance

6. Industrial Model R & D, Production & Distribution to client all done by company Invest in research & development Research guides work

7. Schools School Improvement Universities Educational Model: Incomplete Relationships Research & Theory Development

8. Traditional Model for Preparing Teachers Schools Universities Staff Development Teacher Candidates

9. Ideal Relationship School Improvement UniversitiesSchools

10. Ideal Relationships Universities Schools Job Embedded Staff Development & Preparation of Teacher Candidates

11. Inform & Shape Theory Learning & Improved Practice Problems of Practice Context of a Partnership

12. Project P.O.S.T. Preparing Outstanding Science Teachers Why did GCS need the MSP grant? What is the structure of the partnership? What is the vision and structure of the POST project? What now?

13. Structure of Partnership Partnership Steering Committee POST Management Team NC QUEST Middle School Math, Science & Social Studies Cohorts

14. Strategy for Accomplishing Goals of Partnership: Provide intensive, ongoing professional development for teachers in content area Create structure that will promote learning communities (lesson study)

15. Strategies (cont) Provide support & leadership Training to school-based coordinators so they can help sustain effort Training to school-based coordinators so they can help sustain effort Orient principals to project & quality science instruction Orient principals to project & quality science instruction

16. Project P.O.S.T. Preparing Outstanding Science Teachers Why did GCS need the MSP grant? What is the structure of the partnership? What is the vision and structure of the POST project? What now?

17. The Vision Provide relevant and engaging professional development for our middle school science teachers Purchase resources to assist our team leaders with reflection on their personal growth in the areas of inquiry and content knowledge Establish Professional Learning Communities in each school fostering collaboration among the science staff Ensure our teachers model safe lab procedures with our students P.O.S.T.

18. Project Goals Provide relevant training in content and pedagogy Establish POST Team Leaders to facilitate Science PLC Increase student achievement in science Preparing Outstanding Science Teachers

19. Management Team   Serves in an advisory capacity to the project coordinator   Meets monthly to review the activities sponsored by the project  Provides guidance for future action

20. Management Team Members  Guilford County Schools Staff  Staff from Center for Educational Research and Evaluation  School of Education Faculty  College of Arts and Sciences Faculty

21. POST Participants   Middle School Teachers from 11 schools in Guilford County

22. Recruitment Meeting with Administrators Purpose of the grant Timeline Opportunities for professional development of the staff Inquiry Based Instruction

23. Recruitment PPOST Website http://professional_development.gcsnc.com/ POST.html OOnline Teacher Application

24. Teacher Leader Training John Maxwell’s The 360 Degree Leader: Developing your Influence From Anywhere in the Organization

25. Summer Courses Cohort 1   Physical science2007   Biology2007   Earth/Environmental2008

26. Summer Courses Cohort 2   Chemistry2008   Biology2008   Earth/Environmental2009   Physics2009

27. Curriculum Topic Study  Two day session  Systematic professional development strategy that brings together science standards and research with curriculum, instruction, and assessment

28. Quarterly Academies  Training in Inquiry based instruction

29. Quarterly Academies  Content instruction  Training with science equipment

30. Bi-weekly Meetings  Develop Professional Learning Communities  Lesson Study

31. Why a learning community … EEffective staff development AAssociated with student achievement EExcellent model for novices PPromotes school reform

32. What is lesson study? An ongoing, collaborative, professional development process An ongoing, collaborative, professional development process It involves a group of teachers working together to develop lesson plans, teach the same lesson, and share lessons learned It involves a group of teachers working together to develop lesson plans, teach the same lesson, and share lessons learned The lessons being taught are observed and analyzed, and revised The lessons being taught are observed and analyzed, and revised The focus throughout the process is on improving student thinking and making lessons more effective The focus throughout the process is on improving student thinking and making lessons more effective

33. Lesson Study Cycle Analyze and Plan Teach & Observe Discuss & Revise Revise Teach & Observe Discuss & Revise Report on Goals Goals Set Goals

34. POST Plan Form 3 (more if wanted) work groups – one for 6 th grade, one for 7 th grade & one for 8 th grade Form 3 (more if wanted) work groups – one for 6 th grade, one for 7 th grade & one for 8 th grade Identify topic & resources needed (including faculty) Identify topic & resources needed (including faculty) Share with school administrator to obtain support & develop plan Share with school administrator to obtain support & develop plan Schedule activities, make arrangements for subs etc. Schedule activities, make arrangements for subs etc.

35. Emerging Benefits Recognition of the shifting and fluid role of expertise Recognition of the shifting and fluid role of expertise Response to district and university priorities Response to district and university priorities Fostering teacher leadership Fostering teacher leadership Systemic change in both university and school settings Systemic change in both university and school settings

36. Project P.O.S.T. Preparing Outstanding Science Teachers Why did GCS need the MSP grant? What is the structure of the partnership? What is the vision and structure of the POST project? What now?

37. Collect Data Student benchmark scores student EOG and EOC scores teacher assessments Recruit Cohort 2 teachers Leadership seminars Lesson study research lesson #2

38. What now? Identify Schools with the greatest need Developed ideas for courses, workshops, learning communities, and other activities aligned with best practices designed to improve teacher content knowledge and pedagogy

39. What now? Despite the best laid plans…

40. Contact info Christopher Bronson bbbb rrrr oooo nnnn ssss oooo cccc @@@@ gggg cccc ssss nnnn cccc.... cccc oooo mmmm(336) 312-4096

41. Disclaimer The instructional practices and assessments discussed or shown in these presentations are not intended as an endorsement by the U.S. Department of Education".