This presentation provides a model of professional development that can be sustained within schools and districts so that teachers can continue growth while teaching, thus positively impacting student achievement. Through the development of teacher leaders within buildings, this model provides more immediate support for implementing change.

1. An Integrated Professional Development Model for Fostering Teacher Leaders Cheryl Bell, Anastasia Trekles, Karen Venditti, Carrie Cate-Clements Northwest Indiana Education Service Center

2. Disclaimer The instructional practices and assessments discussed or shown in this presentation are not intended to serve as an endorsement of the United States Department of Education. 2/23/11 2

3. Participating Schools and Partners ISLAND (NW Indiana) Schools & Corporations Aspire Charter Academy Charter School of the Dunes Crown Point Community School Corporation Griffith Public Schools Lake Central School Corporation Lake Ridge School Corporation River Forest Community Schools School City of East Chicago School City of Hammond School City of Hobart School Town of Highland Partners: Indiana Dunes Environmental Learning Center Indiana—Science, Technology, Engineering, & Mathematics Resource Network Indiana University Northwest Northwest Indiana Education Service Center Purdue University Calumet 2/23/11 3

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5. Testimonials Alicia Madeka, third grade teacher at Kenwood Elementary School (Hammond) received recognition as a finalist for the Presidential Award for Excellence in Mathematics and Science Teaching Alicia was also recently accepted as a NASA Endeavor Fellow-Cohort #3 Alicia said: “I actually feel well prepared because of ISLAND. I am currently taking a methods class on S.T.E.M. and there are many similarities in our discussions between what I learned in ISLAND and the assigned articles we are currently reading… ISLAND is an excellent resource… I am thankful I had the opportunity to be a part of ISLAND.” 2/23/11 5

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7. Testimonials “The ISLAND program continues to bring science alive in my classroom! It provided me the opportunity to develop the tools and skills to create engaging, hands-on, inquiry-based meaningful lessons in my classroom. I consciously incorporate literacy skills within my lessons during science in my classroom and this brings a deeper understanding of the material we cover. ISLAND has improved how I teach science and therefore how my students experience it in my classroom!” Christine Brenner, 6th Grade Teacher Griffith Public Schools 2/23/11 7

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9. Testimonials “The strategies and skills I learned and practiced during ISLAND changed the way I teach science. Overall, ISLAND caused me to think more about the order in which I teach a lesson, how I assess students, and am I reinforcing other skills such as reading and writing during science. I now use all hands on science kits, I use science notebooking in all grades, I try very hard to pick up trade books that match our science topics, use word walls etc. My participation with ISLAND has made me a more effective and confident science teacher.” Kelly Bennett, Elementary Science Teacher Charter School of the Dunes 2/23/11 9

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11. Testimonials “Our district has embraced and supported ISLAND's beliefs by providing Professional Learning to our teachers. Teachers have also embraced ISLAND strategies and incorporated them into their teaching. This has impacted our district in a powerful way. Allowing teachers more time in their day, integrating subjects and seeing students shine is areas that they did not, are only some of the benefits of ISLAND.” Heather Steege, 3rd Grade Teacher Joan Martin Elementary School 2/23/11 11

12. Objectives Participants at the conference will be able to take the following from the session: Define how content integration strategies can stimulate teacher motivation and interest Identify topics, activities, and technologies for inclusion in professional development workshops for teacher leaders Identify ways to create a sustainable program that develops camaraderie through the use of mentorship cohorts Use our model to develop a professional development framework for teacher leaders 2/23/11 12

13. Overview ISLAND, or Integrating Science and Literacy: Achieving New Dimensions, is a partnership between seven Northwest Indiana School Districts, local universities, and environmental centers Focusing on helping students in grades 3-6 improve science and literacy skills Funded through the US Department of Education’s Math and Science Partnership Program Forty-five participating teachers among two cohort groups; teachers receive summer stipends, ongoing professional development, professional memberships, and access to instructional resources 2/23/11 13

14. Goals of the ISLAND Project Establish a Professional Learning Community to provide an ongoing network of support to promote effective science teaching and learning, Expand elementary teachers’ science content knowledge and pedagogy to promote science content reading strategies, Enhance the teachers’ abilities to utilize reading strategies to significantly increase the science academic achievement of students in grades 3-6, and Increase teachers’ knowledge and comfort level with technologies designed to enhance learning and retention of science and literacy, including WebQuests, digital video, Moodle, blogs, Google Earth, and specialized science-based software. 2/23/11 14

16. Teachers also take the Survey of Enacted Curriculum (SEC) at least twice to compare their curriculum to the Indiana Academic Standards

17. Facilitator performs observations and interviews with teachers in their classrooms

18. Teachers develop action research plans and reports to gauge the improvement of their teaching effectiveness2/23/11 15

19. Professional Development Workshops include: Content knowledge in science and literacy Scientific concepts and methods Literacy and comprehension skills Reading and writing skills Best practices in cross-curricular lesson development Technology integration Materials available for loan, curricular materials, and videotaped on-site visitations are archived on the ISLAND website 2/23/11 16

20. Mentorship Cohorts Cohort model allows for teachers to network and learn from one another First cohort group becomes experts from which the next cohort group can learn Builds a successful mentorship relationship where lessons, ideas, and materials are shared, and where professional learning communities are defined 2/23/11 17

22. FOSS and Delta Kits

23. Apple MacBook laptops with science and instructional material creation software

24. Content area book sets, leveled readers

25. The most popular materials are the books, with science and literature cross-curricular content2/23/11 18

26. Integration and Observation The facilitator meets with each teacher and observes the classroom once the during fall and spring Teachers use lessons they have created based on their professional development from ISLAND and are given feedback during and following the lesson 2/23/11 19

27. Assessment ISLAND employs a program evaluator who determines the effectiveness of the program based on different benchmarks Assessment included: SEC Efficacy surveys Feedback forms Classroom observations Action research reports State assessment data (ISTEP) 2/23/11 20

29. Teachers reflect on their experiences and find the program to be helpful in improving their knowledge of science, literacy, technology, and multidisciplinary lesson development

30. Grant funding has helped the program to develop ($409,524.00); without incentives for teachers and money for equipment and workshops, the program would not exist2/23/11 21

31. Resources and References The ISLAND website: http://island.nwiesc.k12.in.us Survey of Enacted Curriculum: http://www.seconline.org Professional Learning Communities: http://www.allthingsplc.info/ 2/23/11 22

32. References DuFour, Ri., DuFour, Re., Eaker, R., & Many, T. (2006). Learning by doing: A handbook for professional learning communities at work. Bloomington, IN: Solution Tree. Garet, M., Porter, A., Desimone, L., Birman, B., & Kwang, S.Y. (2001). What makes professional development effective? Results from a national sample of teachers. American Educational Research Journal. 39(4) 915-945. Joyce, B., & Calhoun, E. (2010). Models of professional development: A celebration of educators. Thousand Oaks, CA: Corwin Press. 2/23/11 23

33. References Loucks-Horsley, S., Love, N., Stiles, K.E., Mundry, S., & Hewson, P.W. (2003). Designing professional development for teachers of science and mathematics. Thousand Oaks, CA: Corwin. Mundry, S. (2005). Changing perspective in professional development. Science Educator. 15 (1) 9-15. National Research Council (2010). National science education standards. Washington, DC: National Academy Press. Stringer, E. (2007). Action research in education (3rd ed.). Thousand Oaks, CA: SAGE. 2/23/11 24

34. Contact Cheryl Bell, Bell Academic Opportunities, cabell@att.net Carrie Cate-Clements, Northwest Indiana Education Service Center, ccc@nwiesc.k12.in.us Anastasia M. Trekles, Purdue University Calumet, atrekles@purdue.edu Karen Venditti, St. Joseph’s College, karenv@saintjoe.edu 2/23/11 25