Liberal Studies at Longwood College: Preparing Teachers for Virginia\u27s Future

The Liberal Studies Major provides future teachers studying at Longwood College with an excellent opportunity to prepare for all aspects of teaching in elementary school classrooms. In the area of mathematics and science, the Liberal Studies Major contains a total of 24 hours of mathematics and science, and prepares future K-6 classroom teachers to teach all components of the Virginia Standards of Learning (SOL) in these disciplines. Longwood College is currently studying how requirements can be modified within the Liberal Studies Program to make it possible for students to complete the discipline specific course work that will be necessary for middle school endorsement

Virginia Earth Science Collaborative: Developing Highly Qualified Earth Science Teachers

A collaborative of seven institutes of higher education and two non-profit organizations developed and implemented five earth science courses totaling eighteen credits that enabled secondary teachers to acquire an add-on earth science endorsement: Geology 1: Physical Geology (4), Geology II: Geology of Virginia (4), Oceanography (4), Astronomy (Space Science for Teachers) (3), and Meteorology (3). These courses were collaboratively developed and included rigorous academic content, research-based instructional strategies, and intense field experiences. The thirty-three sections offered statewide served 499 participants. Three courses were offered to strengthen the skills of earth science teachers: Teaching Eath Science Topics to Special Education Students (3), Integrating New Technologies in the Earth Sciences (3). and GeoVirginia: Creating Virtual Field Trips (non-college credit). In these six sections, seventy-four people participated. Outcomes included an increased pool of endorsed earth science teachers and teachers with coursework in the earth sciences, a website with virtual field trips, and a statewide network. Partners included the College of William & Mary and its Virginia Institute of Marine Sciences, George Mason University, James Madison University, Longwood University, the MathScience Innovation Center (formerly the Mathematics & Science Center), Radford University. Science Museum of Virginia, University of Virginia Southwest Center, Virginia Commonwealth University, and eighty-three school divisions

Virginia Earth Science Collaborative Astronomy Course for Teachers

We describe the development and implementation of a professional development course for teachers of grades 4-12 designed to increase their content knowledge in astronomy, space science, and the nature of science using interactive presentations, and hands-on and inquiry-based lessons. The course, Space Science for Teachers, encompasses the astronomy and nature of science components of the Virginia Standards of Learning for grades 4-12 [1]. In addition to increasing their content knowledge, teachers gain experience using innovative teaching technologies, such as an inflatable planetarium, planetarium computer software, and computer controlled telescopes. The courses included evening laboratory sessions where teachers learned the constellations, how to find specific celestial objects, and how to use a variety of small telescopes. Participants received three graduate credit hours in science after completing the course requirements. Space Science for Teachers was taught at the University of Virginia in Summer 2005 and 2006, at George Mason University in Summer 2006 and 2007, at the University of Virginia Southwest Center in Abingdon, Virginia in Fall 2006, and at the MathScience Innovation Center in Richmond during Summer 2005 and 2007. A total of 135 teachers participated in the courses

Promising State Policies for Personalized Learning

This report is a valuable resource for state policymakers—whether they are seeking to create conditions in state policy to support personalized learning, moving forward with initiatives to develop personalized learning pilot programs, hosting task forces to explore policy issues and needs, or taking a comprehensive policy approach for supporting advanced personalized learning models.Personalized learning is where instruction is tailored to each student's strengths, needs, and interests—including enabling student voice and choice in what, how, when, and where they learn—to provide flexibility and supports to ensure mastery of the highest standards possible

How Does Leadership Matter? Developing and Teaching a Definition of Hands-On Science, a Prerequisite for Effective Inquiry Teaching

This descriptive case study describes leadership skills and planning for setting clear directions by program leaders for a statewide professional development initiative to extend improvement in science teaching and learning. For science teachers and leaders in Virginia, a critical part of setting clear goals that everyone can understand is defining key science terms. One of the four key terms, hands-on science, is defined here. Materials to develop teachers\u27 understanding of the term for effective implementation of classroom inquiry activities are shared, along with a rubric for evaluation by and for teachers. Understanding of the term hands-on science is necessary before inquiry-based science teaching can be fully implemented. Authentic science materials, when safe, are necessary for doing authentic, inquiry-based science teaching in a way similar to how a scientist investigates science

Perceptions of Secondary Intensive Reading Teachers RegardingThe Implementation of Florida\u27s Reading Policy

This research was designed to explore the perceptions of secondary reading teachers regarding their experiences while they implemented Florida’s secondary intensive reading policy. The purpose of this research was to obtain feedback on the policy implementation process for continuous improvement in future policy implementation. This research was qualitatively designed and conducted with three focus groups consisting of secondary intensive reading teachers from three Florida counties respectively, Duval, Nassau, and St. Johns. The bounding theoretical and conceptual frames of this study were founded in political systems theory and shared leadership. The data from this study were compiled from three focus groups consisting of secondary reading teachers who implemented Florida’s secondary intensive reading policy. Data analysis was conducted using Boyatzis (1998) thematic approach as a means of analyzing the interview data. The data were coded using Sabatier’s (1986) construct of empowerments and constraints. Themes were identified using Hatch’s (2002) approach to inductive analysis. Eisner’s (1998) concept of educational criticism and professional literature within the educational criticism process provided a guide to the selection of important and relevant ideas based on my connoisseurship of the secondary reading initiative and my experience as a reading coach and teacher during the initiative. Three overarching themes were identified from the analysis of the teachers’ experiences: (a) A sudden change of content is a challenge to implementing policy change; (b) Challenges from inside and outside of the classroom hindered policy implementation; (c) Policy implementation brings insights: changing trends in assessment formats and instructional implications may call for new instructional strategies. This study found teachers were not adequately prepared in all areas to undertake the implementation of a new content area. In recounting their perceptions regarding their experiences of this policy implementation, teachers were exceptionally open about the areas in which they were not prepared to do the tasks they were given to do. This study also found teachers were valuable resources of information about the policy implementation process. Participant responses reinforced the need for communication and dialogue between secondary reading teachers and district level administration with particular emphasis on incorporating teacher feedback on student scheduling issues, instructional technology issues, and curriculum resources and development. Participants strongly reinforced the need for intra-district and inter-district collaborative professional development. Participants in this study speculated on the implications of online literacy as opposed to its more traditional form. They noted that reading online is a different experience from reading a book or a test in paper format, and they perceived a gap in their instructional methods and knowledge regarding how to instruct students in online literacy. Based on the discussion of this research, recommendations for further research and educational leadership were developed

Teaching English language learner students in US mainstream schools: Intersections of language, pedagogy, and power

This study explored to what extent two groups of mainstream teachers in the midwestern region of the USA with differing degrees of English Language Learner (ELL) specific universitypreparation reportedly engaged in practises that incorporated the native languages (L1) of ELL students in instruction. The study further examined specific strategies reported by mainstream teachers in promoting L1 use in instruction as well as challenges identified in implementing this practise. The study utilized a mixed-method design that included analyses of survey data from a quantitative study (n=227) and qualitative analyses of teacher discourse from course documents and open-ended survey questions. Findings indicated that while both groups of teachers reportedly engaged in practises that promoted L1 use in instruction to some extent, teachers with at least three courses of ELL-specific university preparation appeared to engage in these practises to a much greater extent than those without such preparation. This paper explores the implications of results from this study for teacher education programmes in the USA with the responsibility of preparing teachers to effectively serve growing numbers of culturally and linguistically diverse student populations