Professional development. No matter how effective a particular instructional approach or organizational structure, it will have little impact without the informed backing of teachers and other school staff. Teachers must possess content knowledge and effective teaching skills to help children learn to high standards. Recognizing this, most of the programs under the ESEA include a renewed focus on professional development tied to challenging standards, and permit federal funds to be used for professional development for teachers, other school staff, administrators, and parents. (See Box--ESEA Programs That Can Support Professional Development Activities.)
ESEA Programs That Can Support Professional Development Activities
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New Castle, DE: Bringing Coherence to Professional DevelopmentEach school has a team of teachers, administrators, parents, and others, which develops a schoolwide plan for improving student achievement. The district's Learning Division coordinates professional development by looking at information from school plans, a districtwide teacher need survey, and the district's curricular reform goals, then plugging in professional development funding from all sources. Recent training has focused on implementation of new curricula in language arts, math, social studies, and science, and on instructional management. "We're weaving curriculum with training, with assessment, and with instructional strategies," explained Linda F. Poole, director of learning. "We're combining dollars, planning, purposes, and goals." Benefits have already begun to accrue from Colonial's coordinated approach. Total involvement in professional development has increased from about 8,000 person-training hours in 1992-93 to more than 13,000 person-training hours in 1995-96. Training has become longer in duration and more intensive--courses of several days instead of a few hours, followed by ongoing practice, feedback, reflection, and coaching in the participants' own classrooms. More staff development is taking place at individual school sites, as teachers share what they have learned at the district's Teaching and Learning Center with colleagues in their buildings. |
Curricula and instruction. The amended ESEA attempts to build on a decade of research about how children learn and which instructional techniques are most effective. For example, we now know the importance of content-rich instruction for all children at every stage of development. We know that technology, when carefully implemented, can enliven teaching, tailor instruction to individual learning styles, and connect classrooms with a vast world of information. ESEA programs provide support for curricula and instruction aligned with broader classroom reforms.
Boston, MA: Leveraging Funds for Schoolwide ImprovementThis transformation has been fueled in part by innovative leveraging of Title I dollars in a schoolwide program. "We looked at dollars from the city and Title I as a lump sum, and we had the flexibility to do it," said principal Mary Russo. At-risk children, LEP children, and children with disabilities are fully included in all classes. Teaching for at-risk children has shifted from a remedial approach to an accelerated approach based on the best instructional practices from reading and writing research. Title I schoolwide status has enabled Mason Elementary to use instructional staff more flexibly and reduce teacher-pupil ratios from 26:1 to 13:1 for part of the day. In the morning, groups of teachers--including a three-member "literacy team" of specially skilled teachers--work with clusters of children in grades 1-5; students are matched to teachers according to learning styles. In the afternoon, the literacy team works with kindergarten and early childhood teachers in an early literacy program for three- to five-year-olds. "Instead of serving 30 or 40 children in pullout programs, Title I was leveraged with other resources to affect all teachers and all students," Russo explained. |
Union City, NJ: Technology As Resource for Instructional ReformFederal funds from Title I, Bilingual Education, and other programs have helped support curricular reforms across the district that stress development of high-level thinking skills. Columbus students are expected to demonstrate proficiencies by writing research papers and completing projects. Students and teachers in Project Explore use e-mail to communicate with each other and turn in and evaluate homework. Parents, including many with limited English proficiency, send frequent e-mail messages to school and take an active interest in the children's use of computers. Currently the district is using funds from the National Science Foundation and other sources to equip all the grades at Christopher Columbus with the kinds of technology that have enriched Project Explore. Meanwhile, Project Explore--along with the home computers--has followed the original cohort of students into the 10th grade at Emerson High School for 1996-97. Both the curricular reforms and the investment in technology appear to be paying off. Union City students are consistently outperforming other special needs districts in the State by approximately 27 percentage points in reading, writing, and math on the State Early Warning Test. Students in Project Explore are doing even better. In writing, for example, the average 9th grade score of the Explore cohort was 71.2, compared with 50.3 for Union City as a whole. Among these students, attendance is high, and the dropout rate has decreased to a very low level. |
How Title I and Title VII Can Work Together to Help Schools, Districts, and States Raise the Performance of LEP Students
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Lamar, CO: Raising Achievement of LEP Children through a Schoolwide ProgramDrawing on the resources of their regional technical assistance center, teachers at Lincoln are implementing the best research-based instructional practices for all children, particularly LEP children. To make time for a once-a-week in-school staff planning session, Lamar added 15 minutes to the school day four days a week; teachers use this weekly time for joint problem solving, curriculum development, and decisions about how to use resources. Teaching strategies have shifted from providing pullout English as a Second Language (ESL) services to strengthening the ability of all classroom teachers to work with LEP children. With ESEA support, teachers are receiving intensive staff development, including a Spanish language and culture immersion course. As a result, seven teachers expect to obtain ESL endorsements this school year and one expects to receive a bilingual teaching certificate. The extra funding from ESEA has enabled Lincoln School to hire additional elementary classroom teachers, support more teaching assistants to work with LEP children, and establish a bilingual computer lab, The school has also instituted an extended-day kindergarten, a summer school program, drug-abuse prevention education, and parent activities, including evening ESL training for parents. |
Technical assistance and support. Schoolwide reform is hard work. To carry out their new responsibilities under ESEA, States, districts, and schools may need information and assistance. The ESEA contains new avenues for providing technical assistance. In addition, the Department of Education has taken several steps to upgrade the quality and availability of technical assistance.
Texas Education Agency: School Support Teams as Change AgentsIn 1995-96, each school slated for SST assistance received a "pre-visit" by the team coordinator, an on-site visit by the entire team, phone and mail support from team members, and a follow-up visit later in the school year. An evaluation of the pilot year of the Texas SST initiative found that it had stimulated changes that have the potential to improve curriculum, instruction, school organization, and, ultimately, student academic success. "One of the outstanding attributes of the SSTs is their ability to respond to each unique school situation," observed Ann Fiala of the Region III Education Service Center. "In our region, each of the support visits has a slightly different look." For example, SSTs may review school improvement plans and make recommendations, examine the components of schoolwide programs, provide appropriate staff development, or help implement instructional technology in a new way. "It takes time to build the trusting relationship that is essential to the SST process," said Fiala, noting that schools must be willing to share their strengths and their aspirations for student success. |
North Dakota: An Integrated Program ReviewThe SEA, the LEAs involved, and ED benefitted in several respects from this integrated approach. State officials from a variety of program areas sat at the same table discussing how to coordinate teaching and learning options, and in the process formed new relationships and gained greater understanding of how their roles were interconnected. Suggestions from the ED team helped the SEA and LEAs consider new ways to use federal, State, and local funds to improve teaching and learning. ED also provided technical assistance on such issues as how to pool resources, use waivers, and compile multiple data sources to show the outcomes of Title I schoolwide programs. Staff from the Office of Vocational and Adult Education discussed with State officials the upcoming State plan process and the impending reauthorization of the Perkins Act. In addition, the integrated review was a more efficient use of State and local time than multiple visits. ED team members benefitted through exposure to different perspectives and newly forged communication networks. The North Dakota experience provided valuable insights that will inform subsequent integrated program reviews. |
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