For the 2012-2013 school year, the State Council of Higher Education for Virginia awarded eight competitive awards. The professional development grants will be used to increase the academic achievement of all students by helping Virginia schools and school districts improve teacher and principal quality and to ensure that all teachers are highly qualified in the core subjects they teach.
- SURN Visible Teaching, Assessment, Learning, and Leading (SURN VTALL 2.0)
- ESTEEM: 21st Century Literacy in the Middle Grades
- River Stewards:Strategies for Literacy in Place-Based Learning
- Hollins Inquiry, Integration and Differentiation Professional Development
- Virginia Initiative for Robotics in STEM Education IV (VIRSE 4)
- Engaged Learning Experiences in History and Social Science
- Leading in Reading: Instructional Leadership for Student Achievement
- Science and Math Links: Research-Based Teaching Institute
Programs
College of William and Mary - SURN Visible Teaching, Assessment, Learning, and Leading (SURN VTALL 2.0)
Project Director: Dr. Jan RozzelleAmount: $ 183,693.00
Abstract: SURN Visible Teaching, Assessment, Learning, and Leading (SURN VTALL)
Abstract: SURN Leadership Academies: Visible Teaching, Assessing, Learning, and Leading (VTALL 2.0) will offer professional development to middle and high school teacher leaders as well as school administrators (N=385) in the SURN 26-member school division partnership. College and Career Readiness Skills (CCRI) will be developed within high school English classes of participants. Adolescent Literacy Leadership Teams will establish a common language and strategy set within the schools. Administrators will engage in discussion about supporting effective instruction. Common threads are formative feedback, emphasis on embedding College and Career Readiness skills, and literacy across the core content areas. The project will develop a series of tools that can be scaled up for other institutions. The grant proposes to address the teacher need for professional development emphasizing strategies that support lifelong student learning.
George Mason University - ESTEEM - 21st Century Literacy in the Middle Grades
Project Director:Dr. Jennifer SuhAmount: $ 175,000.00
Abstract: ESTEEM for 21st Century Literacy: Expeditions in Science, Technology and Engineering Education through Mathematics for 21st Century Literacy is partnership between Faculty from George Mason University (GMU) and school divisions including three in Northern Virginia (Fairfax County, Manassas City and Prince William County). The proposed GMU ESTEEM program will provide a great opportunity to directly reach and impact several students and teachers in the Northern Virginia schools through GMU’s existing collaborations and partnerships to (a) Engage students and teachers in inquiry-based 21st Century Literacy Skills focused on STEM instruction with mathematics, scientific investigation, engineering design, mathematical analysis and problem solving, and appropriate technology; (b) Enhance group dynamic capabilities of middle grades students and teachers working together thinking critically to solve real-world problems that focus on 21st Century Skills including the 4 Cs: critical thinking, communication, collaboration and creativity; (c) Impact students and teachers through high quality professional development (through summer institutes and follow up seminars and content-focused coaching through Lesson Study) and GMU e-learning Network (content-focused webinars, video clips and research lessons in math and science as exemplars that align with the SOL standards)that enhances teaching practices;(d) Provide targeted opportunities for meaningful STEM learning to underrepresented populations through ESTEEM clubs to increase the academic achievement, family advocacy and opportunities through mentoring with teachers, Undergraduate Mentors and career readiness in STEM Initiatives.
Hampton University - River Stewards: Strategies for Literacy in Place-Based Learning
Project Director: Dr. Dianne Q. Robinson
Amount: $ 133,026.00
Abstract: Hampton University will collaborate with Portsmouth Public Schools and the Elizabeth River Project to provide thirty teachers and two lead teachers with a year-long professional development course, River Stewards: Strategies for Literacy in Place-Based Learning. The three phase project will consist of: Phase-I, a 2-day workshop/field study, where the teachers will learn about the system and stewardship of a river. Phase-II, 12 (3hr) after school sessions emphasizing: science content; place-based field investigations at Paradise Creek Nature Park; use of 21st century technologies for developing project-based learning portfolios; and use of assessment for learning strategies to support literacy instruction in science lessons. Phase-III will consist of a 3-day capstone workshop/field study at James River State Park where the teachers will conduct field investigations and present their final PBL portfolios for peer review.
Hollins University - Hollins Inquiry, Integration and Differentiation Professional Development
Project Director: Dr. Michael Bentley
Amount: $ 68,677.00
Abstract: Our program is an intensive two-week summer professional development institute with two academic year symposia for 30 grades 4-6 teachers in 9 school divisions in Region VI, addressing both teaching methods and content specified in the Virginia Curriculum Framework. Topics addressed include the nature of science and integrating science, mathematics, and literacy in the curriculum through the use of research-based strategies, particularly inquiry and active learning strategies and differentiated instruction. The program is “community-connected” to multiple regional agencies of informal educations whose offerings supplement and enrich the school curriculum. The program features scientist-led earth and life science investigations at local natural areas and visits to a national park, a science museum, a transportation museum, a zoo, and a natural history museum.
James Madison University - Virginia Initiative for Robotics in STEM Education IV (VIRSE 4)
Project Director: Mr. Dominic Swayne
Amount: $169,997.00
Abstract: Virginia Initiative for Robotics in STEM Education 4 (VIRSE 4) will provide upper elementary (grades 4-5), middle school (grades 6-8), and high school personnel of Martinsville, Hopewell, Richmond, Harrisonburg, Waynesboro, Staunton, and Augusta and Page Counties with a unique Science, Technology, Engineering and Math (STEM) development and instructional strategies program in using robotics to enhance SOL/STEM content instruction. In-service teachers, along with principals and other educational leaders, will implement and expand STEM instructional strategies and examine teacher induction and retention issues. Over a 15 month period, the following activities work to achieve the project’s overall objective of developing instructional strategies and leadership qualities in participating teachers and administrators that will ultimately lead to the incorporation of STEM content in classroom curriculum for grades 4 through 8: 4 workshops, school year sustainment activities, interactive technology learning sites and social networks; These will be disseminated using curriculum, expertise and resources of James Madison University’s Colleges of Education, College of Science and Mathematics, and College of Integrated Science and Technology. There will be a total of 40 participants in this program over a total of 15 months through the fall semester 2012.
Longwood University - Engaged Learning Experiences in History and Social Science
Project Director: Dr. Manorama Talaiver
Amount: $ 113,547.00
Abstract: Engaged Learning Experiences in History and Social Science: A collaborative partnership between various units in Longwood University and the school divisions in Southside Virginia Regional Technology Consortium will develop a comprehensive teacher professional development model to transform history and social science teaching and learning in grades 4-8 classrooms. As active members of a professional learning community, a total of twenty-four teachers will participate in week-long summer workshop and 3-credit online course on research based instructional strategies in teaching history to improve student achievement not only in content, but also in reading and writing. They will receive follow-up in the form of classroom visits, support through online learning community, and webinars.
Radford University - Leading in Reading: Instructional Leadership for Student Achievement
Project Director:Dr. Jennifer Jones & Dr. Katie Hilden
Amount: $ 199,562.00
Abstract: Leading in Reading (LnR) will provide ongoing professional development to school leaders in Region 7. The goals of LnR are to increase knowledge around research-based reading and school leadership and to support schools in implementing new reading initiatives based on their specific needs. LnR activities include a pre-planning phase, five professional development sessions devoted to building leadership and knowledge of best-practices for literacy instruction, guided school-based implementation for an impact on student learning, team-planned professional development and a one-day conference at the end of the school year. The LnR program will reach approximately 150 participants from over 30 schools across Southwest Virginia. Dissemination efforts will extend the scope of the project to school divisions throughout Region 7.
Randolph College - Science and Math Links: Research-Based Teaching Institute
Project Director: Dr. Peggy Schimmoeller
Amount: $ 149,993.00
Abstract: This project is a continuation of our Science and Mathematics Institute with integrated literacy for K-8 teachers. It is designed to increase content knowledge and promote the use of an inquiry-based pedagogy aligned to the Virginia SOL. The Institute, facilitated by faculty from Randolph College and Lynchburg College, will serve five urban and rural public school divisions and two community-based non-profit organizations. The Institute will include interactive content-based workshops, teaching experiences, and classroom observations. A website and list server is used for dissemination of resources developed. The partnership is expected to enhance teacher quality and improve science achievement, narrowing the achievement gap of K-8 students. Effectiveness will be assessed through multiple research methods.