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Schools124 elementary schools including 58 K?8 schools17 middle schools55 high schoolsNine schools are Grades 6?12 Two schools are Grades K?12Students Total of 87,360 students57% African American 3.1% others21.8% Hispanic0.8% Native American 12.4% white4.4% AsianTeachers = 5,694. De
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1. Project CLASS 2: Content, Leadership, and Assessment for Supporting Science Science Teachers
Grades 5–12
2. Schools
124 elementary schools including 58 K–8 schools
17 middle schools
55 high schools
Nine schools are Grades 6–12
Two schools are Grades K–12
Students
Total of 87,360 students
57% African American 3.1% others
21.8% Hispanic 0.8% Native American
12.4% white 4.4% Asian
Teachers = 5,694 Demographics Milwaukee Public Schools
3. When was your most recent college/university course in science?
25% Within the past year
11.1% 1–2 years ago
6.9% 4 years ago
56.9% 5 or more years ago
When was your last workshop / staff development course in science?
26 .7% Within the past year
13.3% 1–2 years ago
24% 3–4 years ago 24.0%
26% 5 or more years ago 36.0% Why Do We Need Science Professional Development?
4. Why Do We Need Science Professional Development?
5. Project CLASS will develop and conduct professional development that focuses on leadership, mentoring, and coaching skills.
Effective science professional development should include immersion into inquiry in science; curriculum development implementation and adaptation; examining practice (action research, examining student work and thinking, and scoring assessments); collaborative work (coaching and mentoring, professional networks—in person and/or electronic); and building leadership (courses, workshops, and developing professional developers) (Loucks-Horsley et al., 1998). Effective Science Professional Development
6. Increase the number of teachers involved in content-based professional development in science.
Enhance the content knowledge of teachers in a high-needs urban district to support student-centered learning.
Deepen understanding and application of standards-based teaching, learning, and assessment to support student learning in science. Benefits
7. Evaluation: 3/12/08 Teacher presentations provide some evidence of impact on student learning in diverse classrooms.
For example, typical reports include the following:
Increase in student attendance
Increase in student engagement
Decrease in disciplinary referrals
Increase in grade point average in science
Documentation of more in-depth understanding
8. Evaluation: 3/12/08 Participant evaluations indicated a high degree of satisfaction with the program. Participants indicated the following:
They now have a stronger, clearer vision about how to incorporate the standards/learning targets into their instruction and assessment.
They have a better understanding of how inquiry can be effectively used in science learning.
They could easily adapt and use what they learned during the summer session to their lessons during the year.
9. They used the reflective logs to track their own professional growth and to set goals for ongoing improvement.
The technology helped them to participate in the online mentoring and team activities.
The mentor coming to their classroom provided additional support.
They appreciated the approach of the instructors to treat them as peer educators. Evaluation: 3/12/08
10. Antonio Rodriguez Milwaukee Public Schools 414-475-8790 rodrigax@milwaukee.k12.wi.us
Mary Diez Alverno College 414-382-6214 mary.diez@alverno.edu For More Information
