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A primary
focus of USP mentors has been to build capacity within the schools
so that the reform efforts are sustained. One strategy used
was the identification and development of lead learner teachers
within the schools. Mentor teachers in each district identified
one or more lead learners in each of their schools. The first
cohort of mathematics and science lead learners was identified
at the end of the 2000-2001 school year.
During 2001-2002, a total of 44 lead learners began the work
of providing services to their campuses by:
- discussing articles and/or chapters in books with teachers
and administrators to extend math/science content and instructional
knowledge;
-
using a common discourse (Accountable Talk), one of the Principles
of Learning identified by Lauren Reznick, to help students communicate
within the classroom in ways that develop mathematical and scientific
concepts;
-
meeting with teachers in purposeful sessions and explicit
agendas;\
-
using Content Focused Coaching as a professional development
tool that allows deep conversations about the content, goals,
possible student misconceptions, and assessment of a lesson;
and
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engaging in lesson study to strengthen content, pedagogy,
and pedagogical content that result in continuous reflection
and refinement of lessons.
In addition to the above duties, lead learners have continued
to grow professionally in content and leadership by attending
sessions offered by mentors as well as attending out of town
sessions with the mentors.
Lead learners provide content specific professional development
offerings such as TEXTEAMS and program specific offerings such
as Math Investigations, CMP, SIMMS, and FOSS within their districts,
making them a viable resource. They also attend two full days
of professional development and five afternoon meetings focused
on providing the content and tools that will allow them to strengthen
their roles as lead learners.
As lead learners are continuing in their roles, mentors have
moved to new feeder patterns. The process repeats itself through
the cultivation and identification of a new lead learner cohort.
During 2002-2003, an additional forty-six lead learners were
recruited. As a result, ninty professional developers are sustaining
the reform efforts at the campus level.
It is the expectation that during 2003-2004 an additional thirty
lead learners will be recruited. This equates to approximately
120 mathematics and science lead learners, across the three
districts, continuing USP initiatives. |
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