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no child left behind

OverviewGuidelinesAwardsFormsStaff

Improving Teacher Quality State Grants

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.

Programs

College of William and Mary - SURN Visible Teaching, Assessment, Learning, and Leading (SURN VTALL 2.0)

Project Director: Dr. Jan Rozzelle
Amount: $ 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 Suh
Amount: $ 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. 

 

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