Improving Teacher Quality State Grants
For the 2015-2016 school year, the State Council of Higher Education for Virginia awarded seven 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 Leaders Impact Learning: Data, Feedback, Action
- Remote Sensing: Eyes on the Critical Zone
- Problem-based Interdisciplinary STEM Learning II (PISTEM II)
- Integration Station-3 (IS3): Building Literacy & Science Capacity
- Teaching Math and Science in a Changing World
- Partnership for Achievement in Science in Southwest Virginia (PASS-VA)
- Advancing Student Performance through Content Literacy
College of William and Mary - SURN Visible Leaders Impact Learning: Data, Feedback, ActionProject Director: Dr. Jan Rozzelle
Abstract: SURN Visible Leaders Impact Learning builds instructional leadership of K-12 principals (62) and teacher leaders (20) in prioritizing high-yield learning strategies through yearlong, job-embedded professional development. Administrators and their mentors engage in school-based coaching and provide teachers with specific, formative feedback in post-observation dialogues using the SURN Indicators of Student Engagement tool. Teacher Impact teams and mentors will develop exemplar materials to integrate high-yield strategies across the core content areas to disseminate in their schools and in a share fair (200). Cultivating a shared language of learning through collaborative observations, professional development, and exemplar materials will enhance student engagement and achievement.
Hampton University -Remote Sensing: Eyes on the Critical Zone
Project Director: Dr. Dianne Robinson
Abstract: : Hampton University will collaborate with Portsmouth Public Schools and the Elizabeth River Project to provide thirty middle school teachers and two mentor teachers with a year-long professional development course, Remote Sensing: Eyes on the Critical Zone. The project will consist of: Phase-I, a 2-day field study at Kiptopeke Park, where the teachers will conduct field investigations related to the critical zone; Phase-II, 15 (3hr) after school sessions emphasizing: critical zone science content; use of current technologies, including remote sensing, to obtain, analyze and visualize data; place-based field investigations; and strategies to support literacy instruction in science lessons. Phase-III will consist of a 3-day capstone at Claytor Lake where teachers will continue field investigations and present their 5E modules for peer review.
Longwood University -Problem-based Interdisciplinary STEM Learning II (PISTEM II)
Project Director: Dr. Paula Klonowski Leach
Abstract: As active members of a professional learning community, 28 language arts, mathematics, science, special education, and career and technical education (CTE), and resource teachers from 11 school divisions will collaborate in a week-long professional development workshop in July 2014 and explore research based instructional strategies that facilitate the development of interdisciplinary problem-based (PBL) STEM learning lessons and activities in 2014-15. Hummingbird robotics kit and related STEM learning resources will be used in creating PBL activities. Teachers will also participate in webinars, online dialogue, and receive classroom support. They will showcase their implementation of their lessons, reflection, video cases, and student projects in May 2015. Metropolitan Educational Research Consortium will evaluate the program impact and effectiveness through pre- and post-surveys and focus group interviews.
Radford University – Integration Station-3 (IS3): Building Literacy & Science Capacity
Project Director: Dr. Katherine Hilden & Dr. Jennifer Jones
Abstract: Integration Station-3 (IS3): Building Literacy and Science Capacity focuses on best practices in science and literacy and the integration of the two. The goals of the grant are designed to 1) increase teacher knowledge and student achievement through best practices in integrated science/literacy instruction, 2) to foster instructional leadership and 3) disseminate knowledge gained from the grant in the professional arena through conference presentations and/or publications and professional development efforts in local schools.
Randolph College – Teaching Math and Science in a Changing World
Project Director: Dr. Peggy Schimmoeller
Abstract: This project is a continuation of our Science and Mathematics Institute with integrated literacy for teachers. It is designed to increase content knowledge and promote the use of inquiry-based pedagogy aligned to the Virginia SOLs. The project serves six urban and rural school divisions and two community-based non-profit organizations. 66 teachers and 15 administrators will participate. The project will include five phases: (I) classroom minigrants for development of inquiry-based activities, (II) an interactive, content-based Institute, (III) instructional practice, (IV) classroom observations, and (V) teacher-led workshops. The partnership is expected to enhance teacher quality and improve science and mathematics achievement, narrowing the achievement gap of 9th grade Earth Science and 3rd – 8th grade students. Effectiveness is assessed through multiple research methods.
Rector and Visitors of the University of Virginia – Partnership for Achievement in Science in Southwest Virginia (PASS-VA)
Project Director: Dr. Frackson Mumba
Abstract: This partnership among the University of Virginia, Southwest Virginia Public School Education Consortium and 19 high-need school districts in Southwest Virginia is aimed at improving science teaching and learning in partner schools through a teacher professional development program on content, pedagogy, vertical teaming, technology integration, and science instructional leadership. Three technology integrated inquiry-based courses in Life science, Physical science, and Earth science will be offered to 75 grades 6-8 teachers, with summer workshops and follow-up sessions during the school year.
Virginia State University – Advancing Students Performance through Content Literacy
Project Director: Dr. Edith Rudd
Abstract: This project seeks to enhance pedagogical skills of K-5 teachers for content area nonfiction reading and writing in two underperforming elementary schools in Petersburg City Public Schools. There is an urgent need in this school district for intensive staff development for mastery of literacy skills in non-fictional reading, writing and oral language, as demonstrated by repeated low performance on the SOL Reading tests in grades 3, 4 and 5. Project activities will focus on graduate work in literacy content instruction, implementation of the lesson study model, establishment of a professional learning community and a summer institute focused on Brain Research and Marzano strategies.