Final Report to the U.S. Department of Defense on the Defense Reinvestment Initiative (1999) / Chapter Skim
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Professional Development Activities
Professional Development Activities
Pages 24-28
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From page 24... ...
Fellows during the CSULB Credential Program Phase General Focused Teacher Cooperative Student Observations to Observation & Aide Teaching Teaching Get Acquainted Interviews Activities Look & listen, Interview Assist the Cooperatively Traditional & Duties tour the school, teachers & teacher, plan & teach, student meet the students, tutor design teaching teachers and use forms to students, assessments, duties at administration make focused observe award grades two observations, different debriefing in sites & group classrooms For all of the stages descr~bed above, an e~ort was made to place the Fellows in inner city schools that had good mathematics and science programs and with Cooperating Teachers who would mode! the pedagogy called for by national and state reform documents.
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From page 25... ...
Mathematics and science teachers need: to be able to view teaching as a profession; assistance in dealing with pedagogy and classroom management; updates In content, and how to use their content knowledge to the best advantage of their students; opportunities to learn about and participate In the discussions around current issues in teaching mathematics and science; opportunities to have meaningful discourse with other teachers about teaching and learning in their content areas; opportunities to reflect upon and evaluate their own teaching practices; and opportunities to view teaching as a continuum of life-Ion" learning. The aim of the foDow-up activities, which occurred In the two and one half years following the credential program, was to address some or all ofthose needs.
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From page 26... ...
and its purpose as well as the videotapes of venous classrooms which could be used as a vehicle for discussion and reflection upon teaching practices; assessment practices In mathematics and science; designing enhanced classroom presentation of mathematics and science concepts, through an understanding of inquiry, real-worId applications of concepts, and the use and availability of instructional materials; gangs and gang violence; and cIassroom-based research (sometimes referred to as action research) to design potential ciassroom based research projects for their own classroom.
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From page 27... ...
For instance, ad three oftheNCTM mathematics education standards plus the Addendum series were provided to the mathematics Fellows, and the NRC's National Science Education Sf=P~rds as wed as Teaching About Evolution and the Nature of Science were given to the science Fellows. Membership in the NCTM and the California Mathematics Council or NSTA and the California Science Teachers Association was purchased for one year for each Fellow.
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From page 28... ...
Every Fellow took advantage of more than one ofthe opportunities offered, although, for most activities participation was low. The Saturday Seminars were the activity attended most, with five of the Fellows attending all 15 sessions and one missing only one session.
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