ED 412 207

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INSTITUTION

ISBN

PUB DATE

NOTE

AVAILABLE FROM

PUB TYPE

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DOCUMENT RESUME

SP 037 585

Achieving the Goals. Goal 4: Teacher Education and

Professional Development.

Department of Education, Washington, DC.

ISBN-0-16-048715-3

1997-00-00

156p.; Foreword by Richard W. Riley. For related documents

on other goals, see ED 403 157 and ED 395 044.

U.S. Government Printing Office, Superintendent of

Documents, Mail Stop: SSOP, Washington, DC 20402-9328.

Reference Materials Directories/Catalogs (132)

MF01/PC07 Plus Postage.

Educational Finance; Elementary Secondary Education;

*Federal Aid; *Federal Programs; *Financial Support;

*Grants; Higher Education; Inservice Teacher Education;

Preservice Teacher Education; *Professional Development;

*Teacher Improvement; Teachers

*Goals 2000

Goal 4 of the National Education Goals envisions that

teachers will have access to programs for the continued improvement of their

professional skills. This book examines what federal agencies are doing to

enhance teacher preparation, presents information on career-long development,

and offers program descriptions and contact names. The first section of the

book introduces the subjects of professional development and federal

assistance and describes formula and discretionary grant programs. The second

section, which comprises most of the book, provides information on programs

administered by the U.S. Departments of Education, Agriculture, Commerce,

Defense, Energy, Health anti Human Services, the In'ccric.r, Juctice,

Transportation, and Veterans Affairs, and by independent agencies

(Environmental Protection Agency, NASA, National Endowment for the Arts,

National Endowment for the Humanities, National Science Foundation, and the

Smithsonian Institution). Nine appendices list additional sources of

assistance; Appendix 10 provides a report of the Goal 4 Resource Group. (SM) ********************************************************************************

Reproductions supplied by EDRS are the best that can be made

from the original document. ********************************************************************************
SP SP

U.S. DEPARTMENT OF EDUCATION Office of Educational Research and Improvement EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC)

O This document has been reproduced as received from the person or organization

originating it

0 Minor changes have been made to improve reproduction quality.

Points of view or opinions stated in this docir ment do not necessarily represent official OERI position or policy.

Achieving the Goals

Goal

Teacher Education and

Professional Development

BEST COPY AVAILABLE
FOREWORD

In 1989, the nation's governors and President Bush met in Charlottesville, Virginia,

to determine how best to prepare all Americans to meet the challenges of the 21st

century. The result of this historic conference was the adoption of six National Education

Goals. With the enactment of the GOALS 2000: Educate America Act in March 1994,

Congress added two additional goals. GOALS 2000 is premised on the deeply-held belief

that ALL students are capable of higher levels of learning and development. In order for all

students to achieve their full potential, however, teachers must have access to high-quality preservice and continuing professional development opportunities.

Achieving the Goals: Goal 4 is the second in a series of eight books being produced

by the U.S. Department of Education to help inform people involved in education

improvement of the myriad of programs and resources that are available from the federal

government to support each of the National Education Goals. At least twenty-eight

Departments and agencies are now funding programs that support one or more of the

goals. We have prepared this Goal 4 guide with a particular focus on pre-K to 12

education. The guide is intended to inform both practitioners in the nation's schools and

school districts and policy makers about the resources available at the federal level to

support efforts to improve initial teacher preparation and ongoing professional

development.

At the same time, the guide also identifies those federal programs and activities that

support teacher preparation and professional development across the entire educational

spectrum. Inside you will find what federal agencies are doing to enhance teacher

preparation and career-long development, along with program descriptions, contact names,

and an appendix listing additional sources of assistance. Ideally, the Department's efforts

to bring coherence to federal professional development programs will encourage similar

collaboration and coordination at the state and local levels.

The U.S. Department of Education and other federal agencies are committed to

helping communities across America to achieve the National Education Goals. I am

confident you will be impressed by the range of federal resources available and hope you

will find this Goal 4 guide an important tool as you work to improve teaching and learning

in your community.

tcL,3:4--z

Richard W. Riley

Secretary of Education
For sale by the U.S. Government Printing Office

Superintendent of Documents, Mail Stop: SSOP, Washington, DC 20402-9328

ISBN 0-16-048715-3

4
Contents

Foreword

National Education Goals 1 Goal 4 3

Introduction 5

Why Professional Development? 5

Professional Development the Works 6

Mission and Principles of Professional Development 7

Tapping the Full Potential of Federal Assistance 9

Finding the Resources - Formula Grant Programs 12

Finding the Resources Discretionary Grant Programs 15

U.S. Department of Education

Goals 2000

Preservice Teacher Education and Professional Development Activities* 17

Adult Education

Special Demonstration and Teacher Training Projects* 17

Bilingual Education/Foreign Language Education

Academic Excellence Awards* 18

Bilingual Education Program Development and Implementation Grants* 18

Bilingual Education Program Enhancement Grants 18

Bilingual Education Teachers and Personnel Grants* 19

Comprehensive School Grants* 19

Field-Initiated Research* 20

Foreign Language Assistance Program* 20

Fulbright-Hayes Training Grants -- Faculty Research Abroad 21

Fulbright-Hays Seminars Abroad Program 21

Graduate Fellowships Program 21

Systemwide Improvement Grants* 22

"*" designates programs that-have a particular usefulness at the school or school district level.

5
Training for All Teachers Program* 22

Undergraduate International Studies and Foreign Language Program 23

Civil Rights

Equity

Title IV of the Civil Rights Act of 1964* 23

Magnet Schools Assistance in Desegregating Districts* 23

Programs to Encourage Minority Students to Become Teachers 24

Women's Educational Equity Program* 24

Family Literacy

Even Start Family Literacy Program* 25

Gifted and Talented Programs

Jacob K. Javits Gifted and Talented Students Education Grant Program

(Demonstration)* 26

Indian Education

Indian Education Adult Education (Subpart 3) 26

Indian Education - Fellowships for Indian Students 27

Indian Education Special Programs and Projects

Professional Development* 27

Miscellaneous Programs

Education for Homeless Children and Youth-State Programs* 28

Fund for Improvement of Education* 28

Innovative Education Program Strategies* 29

Professional Development

Christa McAuliffe Fellowship Program* 29

Dwight D. Eisenhower Professional Development State Grants* 29

Dwight D. Eisenhower Professional Development Federal Activities* 30

Minority Science Improvement 30

Territorial Teacher Training Assistance Program* 31

Research

National Education Research and Development Centers* 31

Regional Educational Laboratory Program 32

"*" designates programs that have a particular usefulness at the school or school district level.

iv

6
School-To-Work Opportunities

School-To-Work Opportunities State Implementation Grants 32

School-To-Work Opportunities Local Partnership Implementation Grants 32

School-To-Work Opportunities Urban and Rural Grant Opportunities 33

Science/Mathematics/Technology

Eisenhower Regional Mathematics and Science Education Consortia* 33

Eisenhower National Clearinghouse for Mathematics and Science Education 33

National Challenge Grants for Technology in Education* 34

Regional Technology in Education Consortia* 35

Star Schools* 35

Technology, Educational Media, and Materials for

Individuals with Disabilities* 36

Special Education

Rehabilitation - Training Programs 36

Rehabilitation - Distance Learning Through Telecommunications 37

Rehabilitation Braille Training Projects 37

Special Education - Innovation and Development* 37

Special Education - Personnel Development* 38

Vocational Education

Carl D. Perkins Vocational Education Act* 38

U.S. Department of Agriculture 39

Ag in the Classroom* 39

Distance Learning and Medical Link Grant Program* 39

Higher Education Challenge Grants* 40

Infusing Aquaculture Into Agriculture Education* 40

Institution Capacity Building Grants* 40

Multicultural Scholars Program 41

National Networks for Action in Science and Technology 41

Nutrition Education and Training Program 42

Teachers' Research Fellowship Program* 42

U.S. Department of Commerce 43

National Sea Grant College Program, Global Change Education Program 43

National Sea Grant College Program, Operation Pathfinder Program* 43

NOAA Public Affairs Office 43

"*" designates programs that have a particular usefulness at the school or school district level.

V
U.S. Department of Defense 44

Junior Science and Humanities Symposium (JSHS) Program* 44

National Science Center* 44

Teacher and Teacher's Aide Placement Program - Troops to Teachers 45

U.S. Army Summer Associateship for High School Science and

Mathematics Faculty Program* 45

U.S. Department of Energy 46

Adventures in Supercomputing* 46

Better Education for Students and Teachers (BEST) 46

Chicago and National Science Explorers Program* 47

Council of Energy Resource Tribes (CERT) Teacher and

Student Fellowships* 47

Division of Educational Programs Instructional Laboratory 47

Hands-On Universe* 48

National Education Supercomputer Program (NESP)* 48

National Teacher Enhancement Program (NTEP)* 48

Science and Technology Inquiry Partnerships 51

Science at Home* 51

Standard Model of Fundamental Particles and Interactions 51

Summer Teacher Enhancement Program (STEP)* 52

SUPER! (Science Understanding Promotes Environmental Responsibility 53

Teacher Environmental Assessment and Modeling (TEAM) 53

Teacher Research Associates (TRAC) Program* 54

Teacher Research Internship (TRIP) 55

Teaching Radiation, Energy, and Technology (TREAT) 55

U.S. Department of Health and Human Services 56

Minority Access to Research Careers (MARC)* 56

Minority High School Student Research Apprentice (MHSSRA) Program* 56

Minority High School Student Research Apprentice (MHSSRA) Program

for Inservice Teachers* 57

Minority High School Student Research Apprentice (MHSSRA) Program

for Preservice Teachers 57

National Institute of Environmental Health Science (NIEHS) Summers

of Discovery Environmental Science Education Outreach Program* 57

Science Education Partnership Award (SEPA)* 58

U.S. Department of the Interior 59

Afflicted with a Dream - An Aviation Education Workshop for Teachers* 59

A Home for Pearl* 59

Cargo for Conservation* 60

"S" designates programs that have a particular usefulness at the school or school district level.

vi
Earth Science Information Centers (ESICs) 60

Earth Stewards* 60

Educating Teachers* 61

Heritage Education Program* 61

Natural Resources in Mathematics for Science for BIA Schools* 62

Natural Science Workshop for Teachers* 62

Nuts About Nature* 63

Parks as Classrooms* 63

Project Archeology "Intrigue of the Past" Workshops* 63

Project Learning Tree* 64

Project Water Education for Teachers (WET)* 64

Suitcase for Survival* 64

Teacher Conservation Workshop* 65

Teacher Intern Program* 65

Teachers and Rangers in Partnership with Students (TRIPS)* 66

Using the Outdoors for Learning* 66

Utah Project Archeology: Intrigue of the Past* 66

Watchable Wildlife 67

U.S. Department of Justice 67

Improvements in Corrections Education for Incarcerated Juveniles 67

Office of Juvenile Justice and Delinquency Prevention Programs 68

"Youth for Justice" - Law-Related Education Program 68

U.S. Department of Transportation 69

Aviation Education* 69

U.S. Department of Veterans Affairs 70

Alternative Teacher Certification Program 70

Educational Assistance Programs 70

Independent Agencies 71

The Environmental Protection Agency 71

Environmental Education Grants Program* 71

Environmental Education and Training Partnership 71

NASA 72

Aerospace Education Services Program* 72

Aerospace Education Services Project* 72

"*" designates programs that have a particular usefulness at the school or school district level.

vii

9
The National Endowment for the Arts 73

Arts Edge: National Arts Education Information Network* 73

Arts Education Fellowships* 74

The Goals 2000 Arts Education Partnership* 74

Promotion of the Arts - Arts in Education* 75

The National Endowment for the Humanities 76

Independent Study in the Humanities Fellowships* 76

Promotion of the Humanities - Fellowships for

University Teachers 76

Promotion of the Humanities - Fellowships for College

Teachers and Independent Scholars 77

Faculty Graduate Study Program for Teachers at

Historically Black Colleges and Universities 78

Promotion of the Humanities -

Foreign Language Education* 78

Promotion of the Humanities - Interpretive Research/

Humanities, Science and Technology 79

Promotion of the Humanities - Interpretive Research/

Collaborative Projects 79

Promotion of the Humanities - Study Grants for College and

University Teachers 80

Promotion of the Humanities - Summer Seminars for

College Teachers 81

Promotion of the Humanities - Summer Seminars for

School Teachers* 81

Promotion of the Humanities - Summer Stipends 81

NEH Fellowships Program for Foreign Language Teachers, K-12* 82

Promotion of the Humanities - Centers for Advanced Study 82

Promotion of the Humanities - Elementary and

Secondary Education in the Humanities* 83

Promotion of the Humanities Higher Education

in the Humanities 83

Special Opportunity in Foreign Language Education* 84

National Science Foundation 84

Alliances for Minority Participation Program 84

Applications of Advanced Technology Program 85

Collaboratives for Excellence in Teacher Preparation Program* 85

Comprehensive Partnerships for

Minority Student Achievement Program* 86

Presidential Awards for Excellence in

Science and Mathematics Teaching* 87

"*" designates programs that have a particular usefulness at the school or school district level.

vi"

0
Program for Persons with Disabilities* 87

Program for Women and Girls* 88

Rural Systemic Initiatives Program* 88

Statewide Systemic Initiatives Program* 89

Teacher Enhancement Program* 89

Teacher Preparation in Undergraduate Programs 90

Urban Systemic Initiatives Program* 90

Smithsonian Institution 91

Harvard-Smithsonian Case Studies in Science Education* 91

InSIGHT: Investigative Stimuli for

Intuitive Growth Using High Technology* 91

Micro Observatory* 92

National Science Resources Center's Resource Collection* 92

NSRC Elementary Science Leadership Institutes* 93

The Private Universe Project* 93

Professional Development Opportunities for Teachers* 93

Project ARIES: Astronomy Resources for Intercurricular Elementary Science* 94

Project Designs (Doable Engineering Science Investigations

Geared for Non-Science Students)* 94

Project IMAGE: Investigative Materials About

Global Environments* 95

Project SPICA: Support Program for

Instructional Competency in Astronomy* 95

Science and Technology for Children* 95

Appendices 97

Appendix I:

Appendix II:

Appendix III:

Appendix IV:

Appendix V:

Appendix VI:

Appendix VII:

Appendix VIII:

Appendix IX:

Appendix X:

The Discretionary Grant Cycle: Five Phases 99

Challenge Grants for Technology in Education 102 . National Educational Research and Development Centers 110

Regional Education Laboratories 112

OESE Comprehensive Regional Assistance Centers 114

Eisenhower Regional Mathematics and Science Consortia 116

Regional Technology in Education Consortia 119

NASA Teacher Resource Centers 122

ERIC Directory 130

Report of the Goal 4 Resource Group: Teacher Education and

Professional Development 134

"*" designates programs that have a particular usefulness at the school or school district level.

ix
National Education Goals

By the year 2000 --

ALL CHILDREN in America will start school ready to learn.

THE HIGH SCHOOL graduation rate will increase to at least 90 percent.

ALL STUDENTS will leave grades 4, 8, and 12 having demonstrated

competency over challenging subject matter including English,

mathematics, science, foreign languages, civics and government,

economics, the arts, history, and geography, and every school in

America will ensure that all students learn to use their minds well, so

they may be prepared for responsible citizenship, further learning, and

productive employment in our modern economy.

THE NATION'S teaching force will have access to programs for the

continued improvement of their professional skills and the opportunity

to acquire the knowledge and skills needed to instruct and prepare all

American students for the next century.

UNITED STATES students will be first in the world in science and

mathematics achievement.

EVERY ADULT American will be literate and will possess the

knowledge and skills necessary to compete in a global economy and

exercise the rights and responsibilities of citizenship.

EVERY SCHOOL in the United States will be free of drugs, violence and

the unauthorized presence of firearms and alcohol and will offer a

disciplined environment conducive to learning.

EVERY SCHOOL will promote partnerships that will increase parental

involvement and participation in promoting the social, emotional, and

academic growth of children.

12
Goal 4 Teacher Professional Development

GOAL 4: By the Year 2000, the Nation's teaching force will have

access to programs for the continued improvement of their

professional skills and the opportunity to acquire the

knowledge and skills needed to instruct and prepare all

American students for the 21st century.

(From the National Education Goals, which Congress

adopted for the nation in March, 1994)

3

13
Goal 4 Teacher Professional Development

Introduction

Why Professional Development?

These are times of considerable promise and challenge for all who work in education. As

we approach the 21st century, the nation has come to understand that raising the

achievement level of all students, from pre-Kindergarten through adult learners, is essential

to America's future economic security and social well-being. States and school districts

throughout the nation are busy re-designing their education programs around basic

principles of school reform: high content standards and expectations for all students, and

authentic measures to determine whether students are achieving. Some are doing this on

their own. Others are using funds that the Department provides to States under the Goals

2000: Educate America Act, a voluntary program that Congress established in 1994.

Under Goals 2000, effective state and local reform plans include strategies for enabling

teachers to obtain the skills they need to provide high-quality instruction within core

academic subjects so that students can meet established performance standards. But,

because they are the crucial links between challenging content standards and the students

who are to master them, strategies to ensure that teachers have the knowledge and skills

needed to do their jobs - in short, high-quality professional development will need to be a

part of any successful school reform strategy, whether based on Goals 2000 or other state

or local initiatives. Too often what is ignored in discussions of higher standards for

students is the corresponding role that teachers must play. Whatever the school reform

initiative, teachers are the core. Therefore, educators must be committed to their

profession, and be prepared to deliver first-class standards to an increasingly diverse group

of students.

Schools and society have changed dramatically. One need only think of technology to

realize just how massive the changes have been. For example, the personal computer was

not even invented when most educators went through their preparation programs. In

addition, the increasing diversity of American students, the societal changes that have

negatively impacted learners and schools, and the growing body of new research on how

students learn, makes the need for professional development clear. Doctors respond to

scientific and medical advances through continuing education; teachers must be given the

same opportunity.

Too often, however, professional development has been handled like a passing fad rather

than an integral part of a long-term reform strategy. It has been viewed as a fringe benefit,

the first thing to be cut when budgets are tight. Logically, however, we cannot expect

teachers to teach to higher standards and to respond to the challenges facing education

today, without helping them acquire new knowledge and skills to do so.

5

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Achieving the Goals:

Professional Development That Works

But what kind of knowledge and skills? And how should they be taught? The answers to

these questions are critical. Every school and district is being asked to demonstrate that it

can raise levels of student achievement at a time when resources are harder to find. No

one can afford to waste time or money in designing, implementing, and paying for

ineffective practice. The twin imperatives of education reform and tight budgets calls for a

coherent, comprehensive and innovative approach to professional development.

What is needed is professional development that is dramatically different, not just in

content, but also in form of delivery and level of commitment. To begin, professional

development should be aligned with student content standards and be designed as a

career-long continuum. It must begin with a high-quality teacher education program that

attracts talented and diverse candidates, prepares them well, provides them with support

during induction, and helps experienced teachers continuously update their knowledge and

skills throughout their careers. In other words, it accomplishes the same thing for teachers

that we are trying to achieve for students lifetime learning. And that learning must move

beyond the "sit and get" model of one-shot workshops, conferences, in-service days, and

graduate courses that have no connection with the real work of schools. Professional

development should be ongoing, intensive, and an integral part of a teacher's regular work

day. Activities 'such as self study, group study, inquiry into practice, action research, and

consultation with peers and supervisors are all examples of the new vision of professional

development that is being advocated to support reform efforts. In addition, professional

development should demonstrate a positive correlation with increased teacher

effectiveness and improved student achievement.

Realizing that high-quality professional development must be at the core of any effort to

achieve educational excellence, Secretary Richard W. Riley directed a broadly

representative team within the U.S. Department of Education to examine the best available

research and exemplary practices related to professional development, and work with the

field to develop a set of basic principles of high-quality professional development. Out of

this national effort conducted during 1994 and 1995 came the following statement of

Mission and Principles. They are grounded in the practical wisdom of leading educators

across the country about the kind of professional development that, if implemented,

maintained, and supported, will have a positive and lasting effect on teaching and learning

iri America.

6

1.5
Goal 4 Teacher Professional Development

Mission and Principles of Professional Development

Professional development plays an essential role in successful education reform.

Professional development serves as the bridge between where prospective and experienced

educators are now and where they will need to be to meet the new challenges of guiding

all students in achieving to higher standards of learning and development.

High-quality professional development as envisioned here refers to rigorous and relevant

content, strategies, and organizational supports that ensure the preparation and career-long

development of teachers and others whose competence, expectations and actions

influence the teaching and learning environment. Both pre- and in-service professional

development require partnerships among schools, higher education institutions and other

appropriate entities to promote inclusive learning communities of everyone who impacts

students and their learning. Those within and outside schools need to work together to

bring to bear the ideas, commitment and other resources that will be necessary to address

important and complex educational issues in a variety of settings and for a diverse student

body.

Equitable access for all educators to such professional development opportunities is

imperative. Moreover, professional development works best when it is part of a system

wide effort to improve and integrate the recruitment, selection, preparation, initial

licensing, induction, ongoing development and support, and advanced certification of

educators.

High-quality professional development should incorporate all of the principles stated below.

Adequately addressing each of these principles is necessary for a full realization of the

potential of individuals, school communities and institutions to improve and excel.

The mission of professional development is to prepare and support educators to help all

students achieve to high standards of learning and development.

Professional Development:

focuses on teachers as central to student learning, yet includes all

other members of the school community;

focuses on individual, collegial, and organizational improvement;

respects and nurtures the intellectual and leadership capacity of

teachers, principals, and others in the school community;

reflects best available research and practice in teaching, learning, and

leadership;

7

I 6
Achieving the Goals:

enables teachers to develop further expertise in subject content,

teaching strategies, uses of technologies, and other essential

elements in teaching to high standards;

promotes continuous inquiry and improvement embedded in the daily

life of schools;

is planned collaboratively by those who will participate in and

facilitate that development;

requires substantial time and other resources;

is driven by a coherent long-term plan;

is evaluated ultimately on the basis of its impact on teacher

effectiveness and student learning; and this assessment guides

subsequent professional development efforts.

Reforming our practice to achieve excellence in teaching and learning for all students will

not be easy. Change never is. But, building a professional development program aligned

to these principles will ensure that teachers and other educators have access to the

knowledge and skills that they need to help all of their students achieve to high standards.

8

17
Goal 4 Teacher Professional Development

Tapping The Full Potential of Federal Assistance

The Limited Role of Federal Programs

Although the U.S. Department of Education and other federal agencies administer programs

to support state and local efforts to improve education, the federal role is limited. Federal

programs exist to help promote excellence and equity in education, but they support rather

than substitute for the school and district's own program of instruction. The federal

government does not and cannot make decisions about what students should learn

and how teachers should teach. These are state and local decisions. Moreover, the total

federal contribution to pre-K grade 12 education is only a small fraction of the nation's

spending on public education. Therefore, successful strategies for raising levels of student

achievement, and for bringing the Mission and Principles of Professional Development to

life, depend upon local (and state) imagination, initiative and careful use of resources.

Nonetheless, resources of federal programs can play a significant role in helping schools

and districts fill existing gaps and improve the overall quality of their school improvement

and professional development efforts. Indeed, recent changes in law now permit schools

and districts to use funds that they already receive under many federal programs to

support high-quality professional development activities.

Building an Integrated Professional Development Strategy

Most educators know about the Eisenhower Professional Development Program, the only

federal program specifically designed to support high-quality professional development

activities in all school districts in the nation. The program is important for the funding that

it provides, for the visibility that it gives to best practice, and the flexibility it offers

districts.

However, a number of reasons compel us to think beyond the Eisenhower Program to a

coordinated approach of integrating federal programs. The first and most obvious reason is

money. Eisenhower is simply much too small to enable districts to make high-quality

professional development available to all teachers. Beyond this, if federal programs like

Title I, migrant education, adult and vocational education, programs for homeless children,

and safe and drug-free schools are truly to help particular subgroups of students achieve

challenging content standards, teachers and other staff who work with those students

must receive the kinds of high-quality professional development that they need to do their

jobs. Since each of these programs now clearly authorizes the use of program funds for

needed professional development, it makes sense to look to them to help defray the costs

of high-quality professional development activities.

Perhaps most important, no one federal program can address all of the needs students may

have. Children served by Title I, for example, also may be limited English proficient,

migrant, disabled, and in need of a safe and drug-free learning environment. Therefore,

they would need the special support of more targeted programs. Plainly, if there is to be

9

18
Achieving the Goals:

order rather than chaos, the various professional development activities supported by each

program will need to be brought together as part of a coherent plan for school change and

improvement. Recent changes in the Elementary and Secondary Education Act (ESEA)

[reauthorized as the Improving America's Schools Act] give schools and districts a number

of new tools for integrating the help provided by many Department of Education programs

into the school or district's own professional development strategies. These tools include:

Broader Program Authority to Focus on Improved Teaching and Learning The ESEA

(and other laws) now emphasize the availability of funds under many programs to

support professional development that teachers need to provide program services

effectively.

Schoolwide Programs The Title I statute authorizes schools in high poverty areas to

use Title I, Part A funds along with funds provided by most other federal programs,

to upgrade the entire education program of a school. As a schoolwide program, the

school would use the funds it receives under nearly all Federal programs (except the

Individuals With Disabilities Education Act (IDEA)) as a common pool of resources.

Federal funds used in the schoolwide program would have to supplement resources

that the school otherwise would have available from non-Federal funds. But instead

of being separately tracked, the school only would have to ensure that where a

particular federal program contributes to the schoolwide program, the school's

activities meet the intent and purposes of that program (rather than the program's

individual requirements.

Availability of Waivers. While ESEA programs now are very flexible, there may be

situations in which a program's requirements seem to impede a school or district's

ability to increase student achievement. Therefore, the ESEA authorizes the

Secretary to waive most program statutes and regulations that a school, district, or

state education agency demonstrates is hampering its efforts to improve teaching

and learning, including funding for and implementation of high-quality professional

development activities. In addition, both the Goals 2000: Educate America Act and

the School to Work Opportunities Act authorize the Secretary of Education to waive

certain statutory and regulatory provisions of the ESEA and the Perkins Vocational

and Applied Technology Act. Under Ed-Flex (the Education Flexibility Partnership

Demonstration Program), the Secretary of Education has granted six state education

agencies the authority to waive these same provisions. These states are: Oregon,

Massachusetts, Kansas, Ohio, Texas and Vermont.

Consolidated Local Plans. The ESEA also invites districts and state education

agencies to revamp the very ways in which they plan the use of Federal program

funds. Districts (and states) are no longer required, as a condition of receiving

federal formula grant funds, to develop and submit a separate and detailed plan or

application for each federal program in which it wants to participate. Instead, for

most formula grant programs, the ESEA now permits the use of a single

consolidated plan that focuses specifically on what the district will do to promote

10

19
Goal 4 Teacher Professional Development

cross-program coordination, integration of service provided under those programs

with State and local-sponsored activities, and improved service delivery. Use of a

consolidated plan does not eliminate federal program requirements and does not

authorize commingling of program funds. Consolidated planning does, however,

encourage thinking about how all of the individual federal programs included in the

plan, notwithstanding their distinct purposes and different beneficiaries, can fit

together and support the district's own program to improve teaching and learning.

These new areas of flexibility offer creative opportunities to use the resources provided by

various federal programs so that those programs fit not only the overall education reform

strategies that schools and districts develop, but also their overall approach to professional

development.

11

20
Achieving the Goals:

Finding The Resources Formula Grant Programs

Federal formula grant programs provide funding to districts throughout the nation either to

provide additional support for underserved groups of children or to help schools and

districts address areas of particular need. Generally, each grant program requires prior

submission of a plan or application, and has its own basic requirements that govern how

and for whom funds may be spent. Within these limitations, grant programs may provide

schools and districts with promising sources of additional resources for supporting their

professional development activities.

The following descriptions of the Department of Education's formula grant programs are

intended only to focus on how funds that these programs provide to districts can be used

to support school or district professional development programs. Funding formulas and

eligibility rules determine the amount of funds that any particular district actually receives.

Since all of these programs are administered by the state, more information on the

programs and any special requirements that they may have regarding use of funds may be

obtained from the state education agency, or, in the case of the Perkins Act program, from

the state board for vocational education.

The Dwight D. Eisenhower Professional Development Program

(Title II, Part B ESEA)

The Eisenhower Program is the federal government's largest program devoted

specifically to enhancing the professional development of teachers and other school

staff. The reauthorized Eisenhower Program, which replaces the former Eisenhower

Mathematics and Science Education Program, supports state and local efforts to

stimulate and provide sustained and intensive high-quality professional development

in all of the core academic subjects. Under Eisenhower, districts receive funding to

carry out activities that are consistent with local needs, and have very wide

discretion in determining the activities that will best enable all teachers to obtain the

skills and knowledge they need to help all students achieve to high standards.

Eisenhower funds must pay for no more that two-thirds of the cost of activities that

they support; districts may pay the remaining costs with funds from state and local

sources, other federal funds (such as Title I), cash and in-kind contributions.

Helping Disadvantaged Children Meet High Standards

(Title I, Part A, ESEA)

Title I, the largest federal education program for pre-K through 12 education, has

one overriding goal: to improve teaching and learning for children in high-poverty

schools to enable them to meet challenging academic content and performance

standards. Under the Program, funds are provided to districts to help close the

achievement gap between high- and low-poverty schools by targeting additional

12

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Goal 4 Teacher Professional Development

resources on districts based on their number of poor children. To receive Title I

funds, districts must have a plan under which every aspect of the education system

-- curriculum and instruction, professional development, school leadership,

accountability and school improvement -- are coordinated with state and local

reform efforts. Within this framework, districts and schools have great flexibility in

deciding how to use their Title I funds, including the amount of Title I funds they

devote to professional development of teachers and other staff who work with

disadvantaged students. Moreover, schools in high-poverty areas that adopt

schoolwide programs can combine all of their resources to support a comprehensive

reform effort that includes professional development for all of the school's teachers.

Education of Migratory Children

(Title I, Part C, ESEA)

The Migrant Education Program (MEP) provides supplemental assistance for highquality programs for students who migrate to enable themselves or a family member

to obtain temporary or seasonal agricultural or fishing work. The MEP reduces

educational disruptions and other problems that result from repeated moves, helping

these children overcome problems that inhibit their ability to meet challenging

content and performance standards. The MEP is operated by the state through

subgrants to school districts and other agencies that need additional funds to

support special activities for migrant students during periods in which they reside in

that area. Local districts are responsible for integrating MEP services with services

provided by other ESEA and federal programs, but may use MEP funds in a wide

variety of ways, if approved by the state, to meet the identified needs of migrant

children. To the extent feasible, districts that receive MEP funds must provide for

professional development programs that include mentoring for teachers and other

school personnel who work with migrant students.

Safe and Drug-Free Schools and Communities

(Title IV, Part A, ESEA)

This program supports comprehensive school- and community-based drug education

and prevention activities, as well as activities designed to prevent violence. Funds

are available to all districts on the basis of school enrollment, with additional funds

being made available for districts that the state finds to be "high-need." Districts

that use Safe and Drug-Fee Schools and Communities money must assess needs

and measure program outcomes, but may implement a broad range of ageappropriate prevention activities, including professional development of school

personnel in prevention strategies and curriculum.

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Achieving the Goals:

Innovative Education Program Strategies (Title VI, ESEA)

Title VI provides funds to permit districts to support activities that encourage school

reform and educational innovation. It makes funds available to all districts in the

nation on the basis of school enrollment, with some weighting to districts with

particularly high costs. Under this program, districts have the flexibility to use

funds for any of the following primary areas: (1) technology related to

implementing reform; (2) acquisition and use of instructional and educational

material; (3) promising educational reform projects such as magnet schools; (4)

programs for at-risk children; (5) literacy programs for students and their parents;

(6) programs for gifted and talented students; (7) reform efforts consistent with

Goals 2000; and (8) school improvement programs or activities authorized under the

Title I program. Title VI funds may be used to support high-quality professional

development that is related to any of these areas.

Individuals With Disabilities Education Act (IDEA) Part B

The IDEA, Part B provides funds to districts to help pay for the additional costs of

programs that are needed to enable all children with disabilities, regardless of the

level of severity of this disability, to receive a free and appropriate public education

and to secure full education opportunities. The program makes funds available to all

districts in a state on the basis of their relative number of students with disabilities

receiving special education and related services. IDEA, Part B requires districts that

receive funds to provide certain basic procedural safeguards for children with

disabilities and their parents, as well as comprehensive plans for how the district

will address the needs of its disabled students. These plans may include use of

IDEA, Part B funds for professional development activities that will give teachers

and other staff the skills that they need to enable their students with disabilities to

have increased levels of academic achievement.

Carl D. Perkins Vocational Education Act (Title II, Part C)

This program provides funds to school districts and other entities to help support

secondary school vocational education programs that the districts implement either

by themselves or in conjunction with an area vocational education school or an

intermediate education agency. The amount of Perkins funds that a district is

eligible to receive depends on the relative size of its Chapter I allocations, the

number of students with individualized education programs, and the number of

students enrolled in schools and adults in training programs. School districts must

submit an application to the state board for vocational education that describes their

plans for using program funds in ways that give priority to special population; uses

of funds may include professional development of vocational instructors, and

academic instructors working with vocational education students, that focuses on

integrating vocational and academic instruction. As of June, 1996, Congress is

considering changes to the Perkins program and ways in which states and local

providers offer vocational education assistance.

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Goal 4 Teacher Professional Development

Finding The Resources Discretionary Grant Programs

Federal discretionary grant programs are another potential source of both financial and

technical support for a school or district's professional development activities. However,

unlike formula grant programs that are broad in scope and provide funding to all districts

meeting basic eligibility requirements, discretionary grant programs typically are narrowly

focused. Federal agencies use their discretion to support only outstanding applicants, and

increasingly seek to fund only activities that reflect best practice or are most likely to yield

significant results. Thus, the agencies tend to make awards under discretionary grant

programs to institutions, schools, or teachers with clear ideas on how they would use

additional funds to improve teaching and learning.

Discretionary grant programs generally are much smaller in size than formula grant

programs. However, since program funding generally is spread among very few recipients,

those that receive awards will have more money at their disposal. For school districts, this

means that while winning a discretionary grant competition may be difficult, those who

receive awards typically get far more funding than they would under a formula grant

program.

The following program descriptions reflect the federal government's principal discretionary

grant programs that can support professional development activities. Many are programs

that can provide financial support for particular kinds of professional development

activities. Others such as the regional technology in education or Eisenhower regional

mathematics and science consortia tha the Department of Education is supporting, can

provide significant technical assistance. Still others can provide materials in very specific

curriculum content areas. For the benefit of the wider audience, these program

descriptions include programs at all levels of the education spectrum that support

professional development, teacher preparation and improved skills and knowledge of

individual teachers. Programs that may have particular usefulness at the school or school

district level have been designated with an asterick (*).

Most of these programs are administered directly by the U.S. Department of Education or

another federal agency, although a few are administered directly by a state agency. The

administrator of the program regularly announces application due dates, project duration,

and any special conditions or requirements governing the grant competition and use of

funds. More information on each program can be obtained through the contact identified,

and general information on federal agency procedures for making discretionary grant

awards can be found in the Appendix I starting on page 99.

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Goal 4 Teacher Professional Development

U.S. Department of Education

Goals 2000

Preservice Teacher Education and Professional Development Activities*

Funds awarded to State education agencies and, through subgrants, to school

districts are available to help develop and implement comprehensive state and local

improvement plans that include strategies for promoting quality professional

development. In addition, the GOALS program provides separate financial

assistance to school districts through subgrants from the State education agency to

support continuing and sustained professional development programs that will

increase student learning, and to improve teacher education programs, consistent

with the GOALS 2000 State improvement plan Each State educational agency

funds these activities on a competitive, peer-reviewed, basis out of a portion of the

GOALS 2000 grant that it receives from the Department.

For more information, contact the state education agency.

Adult Education

Special Demonstration and Teacher Training Projects*

States administer two categories of local-level projects. Experimental demonstration

projects that involve the use of innovative methods, systems, materials, or

programs that may have national significance or will be of special value in

promoting effective adult education programs; and projects that train professional

teachers, volunteers, and administrators, with a particular emphasis on full-time

professional adult educators, minority adult educators, and teachers of adults with

limited English proficiency, learning disabilities, or serious reading deficiencies.

Eligible applicants include school districts, community-based organizations, public

and private nonprofit agencies and institutions of higher education.

George Spice ly, Frances Littlejohn, or Laurette Crum

Division of Adult Education and Literacy

600 Independence Avenue, SW

Washington, DC 20202-7240

Phone: (202) 205-9685

Fax: (202) 205-8973

Internet: George_Spicely@ED.Gov

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Achieving the Goals:

Bilingual Education/Foreign Language Education

Academic Excellence Awards*

Provides financial assistance for the dissemination of programs of bilingual

education or special alternative instruction and professional development programs

that demonstrate promise of assisting children and youth of limited English

proficiency to meet challenging state standards. Grants may be made to state and

local educational agencies, nonprofit organizations, and institutions of higher

education.

Mary T. Mahony

Office of Bilingual and Minority Languages Affairs

MES Building, Room 5082

600 Independence Avenue, SW

Washington, DC 20202-6510

Phone: (202) 205-8728

Bilingual Education Program Development and Implementation Grants*

Provides grants to develop and implement new comprehensive, coherent, and

successful bilingual or special alternative instructional programs for limited English

proficient (LEP) students. Programs of instruction may include early childhood,

kindergarten through twelfth grade, gifted and talented, and vocational and applied

technology. Eligible applicants include one or more local education agencies

applying alone or in collaboration with an institution of higher education, community

based organizations or a local or state education agency. A community based

organization or institution of higher education, with the approval of a local education

agency, may apply the grant to develop family education programs, early childhood

education programs or supplemental instructional programs for LEP students.

James H. Lockhart

Office of Bilingual Education and Minority Languages Affairs

MES Switzer Building, Room 5625

600 Independence Avenue, SW

Washington, DC 20202-6510

(202) 205-5426

Bilingual Education Program Enhancement Grants*

Provides grants to carry out highly focused, innovative, locally designed projects to

expand or enhance existing bilingual education or special alternative instruction

programs for limited English proficient (LEP) students. Eligible applicants include

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Goal 4 Teacher Professional Development

one or more local educational agencies applying alone or in collaboration with an

institution of higher education, community based organization or state educational

agency. In addition, a community-based organization or institution of higher

education with the approval of a local education agency may apply to enhance

family education programs, early childhood education programs, or supplemental

instructional programs for LEP students.

Diane De Maio

Office of Bilingual Education and Minority Languages Affairs

MES Switzer Building, Room 5625

600 Independence Avenue, SW

Washington, DC 20202-6510

(202) 205-5716

Bilingual Education Teachers and Personnel Grants*

Makes grants to provide preservice and in-service professional development for

bilingual teachers, administrators, pupil services personnel, and other educational

personnel who are either involved in, or preparing to be involved in, the provision of

educational services for limited English proficient students. Makes grants to provide

for national professional development institutes that assist schools or departments

of education in institutions of higher education to improve the quality of professional

development programs for personnel serving, preparing to serve, or who may serve

limited English proficient students. Grants may be made to institutions of higher

education that have consortia arrangements with local or state education agencies;

state education agencies; and local education agencies for in-service professional

development programs.

Cindy Ryan

U.S. Department of Education

Office of Bilingual and Minority Languages Affairs

MES Building, Room 5082

600 Independence Avenue, SW

Washington, DC 20202-6510

Phone: (202) 205-8842

Comprehensive School Grants*

Makes funds available to assist in the implementation of schoolwide bilingual

education or special alternative instructional programs for reforming, restructuring,

and upgrading all relevant programs and operations, within an individual school, that

serve all (or virtually all) children and youth of limited English proficiency in schools

with significant concentrations of such children and youth. Grants be made to one

or more local education agencies applying alone or in collaboration with an

institution of higher education, community-based organizations, or a local or state

education agency.

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Achieving the Goals:

Rebecca Richey or Alex Stein

U.S. Department of Education

Office of Bilingual and Minority Languages Affairs

MES Building, Room 5082

330 C Street, SW

Washington, DC 20202

Phone: (202) 205-9717, (202) 205-5713, respectively.

Field-Initiated Research*

Makes funding available to carry out field-initiated research conducted by current or

recent recipients of Title VII grants. This research may provide for longitudinal

studies of students or teachers in bilingual education, or monitoring the education of

the students from entry in bilingual education through secondary school completion.

Current or recent recipients of Title VII grants under subpart 1 or 2 (Bilingual

Education Capacity and Demonstration Grants; and Bilingual Education Research

Evaluation, and Dissemination) who have received grants within the previous 5

years.

Tim D'Emilio or Millie Lanauze

U.S. Department of Education

Office of Bilingual and Minority Languages Affairs

MES Building, Room 5082

600 Independence Avenue, SW

Washington, DC 20202

Phone: (202) 205-8739, (202) 205-9475, respectively

Foreign Language Assistance Program *

Makes grants available to establish, improve, or expand foreign language programs

for elementary and secondary students. Local education agencies and state

education agencies may apply for grants.

Petraine Johnson or Ursula Lord

U.S. Department of Education

Office of Bilingual and Minority Languages Affairs

MES Building, Room 5082

600 Independence Avenue, SW

Washington, DC 20202-6510

Telephone: (202) 205-8766 or (202) 205-5709, respectively.

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Goal 4 Teacher Professional Development

Fulbright-Hays Training Grants -- Faculty Research Abroad

Provides opportunities for faculty members to conduct research and study abroad in

foreign languages and area studies in order to develop research knowledge and

capability in world areas not commonly taught in U.S. institutions. Institutions of

higher education (faculty members must apply through their employing schools).

Linda Byrd Johnson

Center for International Education

Advanced Training and Research Branch

2100 Corridor, L'Enfant Plaza, SW

Washington, DC 20202

Telephone: (202) 401-9775.

Fulbright-Hays Seminars Abroad Program

Increases mutual understanding between people of the United States and other

countries by offering qualified American educators opportunities to participate in

short-term seminars abroad. Undergraduate faculty members from postsecondary

institutions whose professional activities primarily include teaching introductory

courses in the humanities or social sciences; secondary school social studies

teachers; administrators and curriculum specialists of state or local education

agencies with direct responsibility for curriculum development in social studies.

Linda Byrd Johnson

Center for International Education

Advanced Training and Research Branch

L'Enfant Plaza, SW, 2100 Corridor

Washington, DC 20202

Phone: (202) 401-9775.

Graduate Fellowships Program

Provides financial assistance to individuals who are pursuing master's, doctoral, or

postdoctoral study in areas related to instruction of limited English proficient

children and youth in such areas as teacher training, program administration,

research and evaluation, and curriculum development. Assistance may also be

provided for the support of dissertation research related to such study. Institutions

of higher education. Individuals who meet the eligibility requirements may apply for

a fellowship through an institution participating in the program.

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Achieving the Goals:

Joyce Brown

U.S. Department of Education

Office of Bilingual and Minority Languages Affairs

MES Building, Room 5082

600 Independence Avenue, SW

Washington, DC 20202-6510

Phone: (202) 205-9727

Systemwide Improvement Grants*

Makes funds available to assist in the implementation of districtwide bilingual

education or special alternative instructional programs to improve, reform, and

upgrade relevant programs and operations, within an entire local education agency

that serves a significant number of children and youth of limited English proficiency.

Applicants may include one or more local educational agencies applying alone or in

collaboration with an institution of higher education, community-based

organizations, other local educational agencies, or state educational agency.

Harry Logel or Jim Lockhart

U.S. Department of Education

OBEMLA, Fifth Floor, Switzer Building, SW

Washington, DC 20202

Phone: (202) 205-5530 and (202) 205-5426

Training for All Teachers Program*

Makes grants to provide for the incorporation of courses and curricula on

appropriate and effective instructional and assessment methodologies, strategies,

and resources specific to limited English proficient students into preservice and inservice professional development programs for teachers, pupil personnel services,

administrators, and other educational personnel in order to prepare individuals to

provide effective services to limited English proficient students. Institutions of

higher education, local education agencies or state education agencies, or nonprofit

organizations that have consortia arrangements with one of the institutions or

agencies.

Cindy Ryan

U.S. Department of Education

OBEMLA, Fifth Floor, Switzer Building, SW

Washington, DC 20202

Telephone: (202) 205-8842

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Goal 4 Teacher Professional Development

Undergraduate International Studies and Foreign Language Program

Awards grants to institutions of higher education to assist in planning and carrying

out programs to strengthen and improve undergraduate instruction in international

studies and foreign languages. Grants are also awarded for model programs and to

nonprofit agencies and organizations for projects that will significantly contribute to

undergraduate instruction. Institutions of higher education; combinations of such

institutions; public and private nonprofit agencies and organizations.

Ms. Christine Corry

U.S. Department of Education

Center for International Education

International Studies Branch

Suite 600, Portals Building, SW

Washington DC 20202

Telephone: (202) 401-9798

Civil Rights

Title IV of the Civil Rights Act of 1964*

Provides funds for technical assistance, where requested, to school districts faced

with issues arising as a result of school desegregation. Technical assistance may

include appropriate teacher training needed to implement a desegregation program.

Arthur Cole

U.S. Department of Education

Office of School Improvement Programs

Office of Elementary and Secondary Education

Room 4500, Portals Building

1250 Maryland Avenue, SW

Washington, DC 20202

Phone: (202) 260-3693

Equity

Magnet Schools Assistance in Desegregating Districts*

Assists eligible local education agencies and consortia of these agencies in planning,

establishing, and operating magnet schools that are part of an approved

desegregation plan and that are designed to bring together students from different

social, economic, and racial backgrounds. Local educational agencies and consortia

of these agencies.

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Achieving the Goals:

Janice Williams-Madison

U.S. Department of Education

Equity and Educational Excellence Division Director

Room 4500, Portals Building, SW

Washington, DC 20202

Phone: (202) 260-3697

Programs to Encourage Minority Students to Become Teachers

Supports projects to develop a new minority teaching program to increase the

number of minority individuals, including language minority individuals, teaching

profession. Institutions of higher education may apply for this program.

Janice Wilcox

U.S. Department of Education

Division of Higher Education Incentive Programs

Portals Building, Room C-80, SW

Washington, DC 20202

Phone: (202) 260-3207

Women's Educational Equity Program*

Promotes educational equity for women and girls including those who suffer

multiple discrimination based on gender and race, ethnic origin, disability or age.

Through development and dissemination of model education programs and

materials, this program enables local education agencies to meet the requirements

of Title IX of the Education Amendments of 1972. The program awards two types

of grants: (1) grants to implement effective gender-equity policies and programs in

schools; and (2) grants to research and develop model gender equity programs.

Carrolyn Andrews

U.S. Department of Education

OESE, Equity and Educational Excellence Division

Room 4500 Portals Buildings

Washington, DC 20202-6140

Telephone: (202) 260-2670.

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Goal 4 Teacher Professional Development

Family Literacy

Even Start Family Literacy Programs*

Provides financial assistance through subgrants from the State educational agency

to support programs that integrate early child education, adult literacy or adult basic

education, and parenting education into a unified family literacy program. Each

program is to include special training of staff to develop the skills necessary to work

with parents and young children in the full range of instructional services that the

Even Start project would provide. Eligible applicants include school districts in

partnership with a public or private nonprofit organization, another public agency,

or an institution of higher education.

For more information, contact the state education agency.

NOTE: For information on the special Even Start set-asides for migrant families,

contact:

Bay la White

U.S. Department of Education

Office of Migrant Education

Room 4100, Portals Building

1250 Maryland Avenue, SW

Washington, DC 20202

Phone: (202) 260-1224

NOTE: For information on the special Even Start set-asides for Indian tribes and

tribal organizations, contact:

Patricia McKee

U.S. Department of Education

Office of Compensatory Education Programs

Room 4400, Portals Building

1250 Maryland Avenue, SW

Washington, DC 20202

Phone: (202) 260-0991

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Achieving the Goals:

Gifted and Talented Programs

Jacob K. Javits Gifted and Talented Students Education Grant Program

(Demonstration)*

Provides demonstration grants for personnel training and other activities to build a

nationwide capability to meet the special educational needs of gifted and talented

students in elementary and secondary schools; to encourage the development of

rich and challenging curricula for all students; and to supplement and make more

effective the expenditure of state and local funds on gifted and talented education.

The program focuses on students who may not be identified through traditional

assessment methods (including economically disadvantaged individuals, individuals

of limited English proficiency, and individuals with disabilities) and on programs

designed to develop or improve the capability of schools in an entire state or region.

State and local education agencies, institutions of higher education, may apply, as

well as public and private agencies, Indian tribes and tribal organizations as defined

by the Indian Self-Determination and Education Assistance Act, and native Hawaiian

organizations.

Patricia O'Connell Ross

Office of Educational Research and Improvement

U.S. Department of Education

Room 506D Capital Place

555 New Jersey Avenue, NW, Washington, DC 20202

(202) 219-2169

Indian Education

Indian Education-Adult Education (Subpart 3)

Provides financial assistance through discretionary grants for the development and

establishment of projects to improve the education and employment opportunities

for Indian adults. Eligible applicants include public agencies and institutions, state

and local education agencies, Indian tribes, Indian organizations, and Indian

institutions.

Mary Brayboy

Office of Indian Education

U.S. Department of Education

Room 4300, Portals Building

1250 Maryland Avenue, SW

Washington, DC 20202

Telephone: (202) 260-1648

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Goal 4 Teacher Professional Development

Indian Education-Fellowships for Indian Students (Subpart 2)

Provides funds through a discretionary program for Indian students to pursue postbaccalaureate degrees in medicine, clinical psychology, psychology, law, education,

and related fields; or post-baccalaureate or undergraduate degrees in engineering,

business administration, natural resources, and related fields. Individuals who are

U.S. citizens and who are "Indian," as defined under the authorizing eligibility

criteria set forth in the statute and regulations.

John Derby

Office of Indian Education

U.S. Department of Education

Room 4300, Portals Building

1250 Maryland Avenue, SW

Washington, DC 20202

Telephone: (202) 260-1719

Indian Education-Special Programs and Projects - Professional Development*

This program also supports educational professional development (EPD) programs

that will improve the skills of qualified Indian individuals in professions that serve

Indian persons as well as support training programs for qualified Indian persons to

become teachers, administrators, teacher aides, social workers, and ancillary

education personnel. Eligible applicants include state education agencies or local

education agencies in consortium with an institution of higher education; Indian

tribes or Indian organizations in consortium with an institution of higher education,

and institutions of higher education, including Indian institutions of higher

education.

Mary Brayboy

Office of Indian Education

U.S. Department of Education

Room 4300, Portals Building

1250 Maryland Avenue, SW

Washington, DC 20202

Phone: (202) 260-1648

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Achieving the Goals:

Miscellaneous Programs

Education for Homeless Children and Youth-State Programs*

Provides assistance to establish an office in each state to coordinate education for

homeless children and youth and to provide services to homeless children and youth

in local education agencies. Professional development designed to heighten the

understanding and sensitivity of school personnel to the needs of homeless children

and youth is allowable under the subgrants to local school districts under this

program.

For more information, contact the state education agency for the program contact

or:

Patricia McKee

U.S. Department of Education

Office of Compensatory Education Programs

Office of Elementary and Secondary Education

Room 4400, Portals Building

1250 Maryland Avenue, SW

Washington, DC 20202

Phone: (202) 260-0991

Fund for Improvement of Education*

The Fund provides support for nationally significant programs to improve the quality

of education, assist all students in meeting challenging state content standards, and

contribute to the achievement of the National Education Goals. A wide variety of

specific activities may be funded under this program. State and local education

agencies; institutions of higher education; and other public and private agencies and

organizations.

Lois Weinberg and Beverly Farrar

U.S. Department of Education

Office of Educational Research and Improvement

555 New Jersey Avenue, NW, Room 522G

Washington, DC 20202

Phone: (202) 219-1496 or (202) 219-2147, respectively

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Goal 4 Teacher Professional Development

Innovative Education Program Strategies*

In addition to formula grant funds that the program provides to school districts, the

program (Title VI, .ESEA) provides funds to state educational agencies to support:

local education reform efforts that are consistent with and support statewide reform

efforts under the Goals 2000: Educate America Act; state and local efforts to

accomplish the National Education Goals; implementation of promising education

reform strategies; innovative and educational improvement, including support for

library services and instructional and media materials' and programs to meet the

special educational needs of at-risk students. The state educational agency

determines the areas in which the state set-aside is to be used, and whether to fund

activities through a discretionary grant program or through other means.

For more information, contact the state education agency or:

Zula Toney, Director

U.S. Department of Education

School Effectiveness Division

Office of Elementary and Secondary Education

Room 4500, Portals Building

1250 Maryland Avenue, SW

Washington, DC 20202

Phone: (202) 260-1907

Professional Development

Christa McAuliffe Fellowship Program*

Provides fellowships to permit exceptional teachers to have sabbaticals for study,

research or academic improvement to increase the teacher's knowledge in an area

of expertise, learn a new area of expertise, increase professional abilities, or

enhance teachers' abilities to work with special populations. Teachers are selected

by a State panel typically consisting of educators, teachers and parents on the basis

of an evaluation of the teacher's abilities and commitment to remain a teacher, and

a proposal for work during the fellowship period.

For more information, contact the state education agency.

Dwight D. Eisenhower Professional Development State Grants*

In addition to formula grant funds that the program provides to school districts, the

program (Title II, Part B, ESEA) provides funds to state agencies to support for two

categories of programs: state leadership activities that the state educational

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Achieving the Goals:

agency designs to promote high-quality professional development linked to high

standards; and competitive grants, which the state agency for higher education

makes to institutions of higher education and nonprofit organizations in conjunction

with one or more school districts, for sustained an intensive high-quality school

districts, for sustained and intensive high-quality inservice activities or preservice

training activities.

For more information, contact the state education agency and the state agency for

higher education or:

Christine Jackson or Audrey Smith

U.S. Department of Education,

OESE, School Effectiveness Division

Room 4500, Portals Building, SW

Washington, DC 20202-6140

Phone: (202) 260-2516, (202) 260-2465, respectively

Dwight D. Eisenhower Professional Development-Federal Activities*

The program awards grants for projects of national significance that support

activities that contribute to the development and implementation of high-quality

professional development activities in the core academic subjects. State education

agencies, state agencies for higher education, local education agencies, education

service agencies, institutions of higher education, and other public and private

agencies, organizations, and institutions.

Annora Dorsey

The U.S. Department of Education

Office of Educational Research and Improvement

555 New Jersey Avenue, NW

Washington, DC 20208-5543

Phone: (202) 219-2087

Minority Science Improvement

The program is designed to create long-range improvement in science and

engineering education at predominantly minority institutions of higher education and

to increase the participation of under represented ethnic minorities in scientific and

technological career fields. Under the program, awards may be made to public and

private, nonprofit minority institutions, nonprofit science-oriented organizations,

professional scientific societies, and all nonprofit accredited colleges and universities

providing service to a group of eligible minority institutions or providing in-service

training for project directors, scientists, or engineers from eligible minority

institutions.

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Goal 4 Teacher Professional Development

Lawrence Grayson, Division Director

Higher Education Incentive Programs

U.S. Department of Education

Room C-80, Portals Building

1250 Maryland Avenue, SW

Washington, DC 20202

Phone: (202) 260-3235

Territorial Teacher Training Assistance Program*

Provides assistance for the training of teachers in elementary and secondary public

and private schools in Guam, American Samoa, the Commonwealth of the Northern

Mariana Islands, Republic of the Marshall Islands, Federated States of Micronesia

(FSM), the Republic of Palau for as long as it remains a trust territory, and the Virgin

Islands.

Joseph A. Wilkes

Education Networks Division

Program for the Improvement of Practice

Office of the Assistant Secretary for Educational Research and Improvement

Department of Education

Washington, DC 20208-5645

(202) 219-2186

Research

National Education Research and Development Centers*

The Office of Educational Research and Improvement (OERI) funds research and

development centers across the country to carry out sustained research and

development initiatives that address nationally significant problems and issues in

education. Center awards are made to eligible higher education agencies,

institutions of higher education in consort with public or nonprofit organizations, or

to interstate agencies established by special compacts.

Ten centers are currently funded by OERI. They cover student achievement,

assessment, cultural diversity, early childhood, education reform, postsecondary

education, literacy, reading, at risk students, and gifted and talented students.

Please refer to the appendices for the addresses and phone numbers of each

individual center. The centers are listed in Appendix III on page 110.

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Achieving the Goals:

The Regional Educational Laboratory Program

The Regional Educational Laboratory Program is the U.S. Department of Education's

largest research and development investment designed to help educators, policy

makers, and communities improve schools and help all students attain their full

potential. Administered by the Office of Educational Research and Improvement

(OERI), the network of 10 Regional Labs works to ensure that local, state and

regional educational improvement efforts are informed by the best available research

and knowledge from practice, and that exemplary and promising programs--and

other important lessons about school reform--developed or learned in one site can

be appropriately applied elsewhere.

School-to-Work Opportunities

State Development and Implementation Grants

School-to-Work Opportunities State Development Grants are non-competitive grants

intended to assist States in planning and developing statewide school-to-work

systems. State Implementation Grants are competitive grants for States to establish

comprehensive, statewide school-to-work systems that offer young Americans

access to education and training programs designed to prepare them for a first job

in a high-skill, high-wage career, and to increase their opportunities for further

education. A State receiving a first-year improvement grant passes 70 percent of

its School-to-Work Opportunities grant to local partnerships. In the second year, it

will pass 80 percent of its grant to local partnerships and in the third year and

beyond it will pass 90 percent to local partnerships. The 50 states, the District of

Columbia, and Puerto Rico are eligible to apply for State grants.

School-to-Work Opportunities Team, (202) 401-6222.

Implementation Grants to Local Partnerships

These competitive grants are awarded directly to local partnerships and to local

urban and rural partnerships in high poverty areas, to begin implementation of

School-to-Work Opportunities Initiatives that will eventually be included in statewide school-to-work systems. The purposes of local grants parallel those of the

State Implementation Grants, but are to be achieved by local partnerships at the

local level. To be eligible, a partnership must demonstrate that it has built a sound

planning and development base for School-to-Work Opportunities programs and that

it is ready to begin implementation. The program statute identifies the entities,

including school districts, that must be included for a partnership to be eligible for a

grant.

School-to-Work Opportunities Team, (202) 401-6222.

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Goal 4 Teacher Professional Development

Development Grants to Territories and Development and

Implementation Grants for Indian Youth

School-to-Work Opportunities Development Grants to Territories are non-competitive

grants provided to partnerships in the Territories for the development of

comprehensive school-to-work systems. Competitive Indian Program Grants are

provided to eligible local partnerships to develop or implement School-to-Work

Opportunities programs serving Indian youth and involving schools funded by the

Bureau of Indian Affairs.

School-to-Work Opportunities Team, (202) 401-6222.

Science/Mathematics/Technology

Eisenhower Regional Mathematics and Science Education Consortia*

The program supports grants to establish regional consortia that disseminate

exemplary mathematics and science instructional material and provide technical

assistance in the use of improved teaching methods and assessment tools to benefit

elementary and secondary school students, teachers and administrators. The Office

of Educational Research and Improvement (OERI) makes at least one award in each

area served by the regional education laboratories. Eligible recipients include State

educational agencies, school districts, institutions of higher education, regional

laboratories and combinations of these entities, and are administered through

regional boards that are broadly representative of the agencies and organizations

participating in the consortium. OERI currently funds 10 consortia, each of which

offers services to schools and districts in a specific geographical area. The current

consortia are listed in Appendix VI on page 120.

Linda Jones, Team Leader

Eisenhower Federal Activities Program

555 New Jersey Avenue, NW

Washington, DC 20208-5645

Telephone: (202) 219-2153

FAX: (202) 219-2053

Eisenhower National Clearinghouse for Mathematics and

Science Education

OERI's Eisenhower National Clearinghouse (ENC) collects, catalogues and

disseminates K-12 curriculum materials and resources in mathematics and science.

Its catalogue is available online through a toll-free number (800) 362-4448 as well

as through the Internet (enc.org.via Telnet or http://www.enc.org via WWW). ENC

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Achieving the Goals:

provides teachers with a variety of additional services, including a technical help

desk and reference service, print publications, and 12 demonstration sites located

throughout the nation. ENC collaborates with existing regional and national

networks and coordinates its demonstration site activities with the Eisenhower

Regional Consortia for Mathematics and Science Education. The current consortia

are listed in Appendix VI on page 120.

Leon Simutis, Director

Eisenhower National Clearinghouse

The Ohio State University

1929 Kenny Road

Columbus, OH 43210-1079

Phone: (800) 821-5785 or (614) 292-7784

National Challenge Grants for Technology in Education*

The National Challenge Grants support activities designed to enhance the use of

technology in teaching and technology-enhanced curricula. The program provides

assistance to consortia of State educatiponal agencies, school districts, institutions

of higher education, businesses, museums, and other public and private agencies

and that include at least one school district located in a high-poverty area. In each

Challenge Grant community, the consortium makes a substantial commitment of

equipment, software development, technical support, telecommunications services

and other costs. The grant itself augments these local investments and supports

new curriculum design, teacher training, and the evaluation of educational

effectiveness. Activities that the consortia undertake may include professional

development as part of a project designed generally to improve student learning or

to help integrate quality educational technologies into the school curriculum.

OERI currently funds 19 consortia, each of which have a specific subject-matter or

geographic focus. The current consortia are listed in Appendix II starting on

page 102.

Challenge Grants for Technology in Education

Office of Educational Research and Improvement

U.S. Department of Education

Suite 6300, Portals Bolding

1250 Maryland Avenue, S.W.

Washington, DC 20202-5544

Phone: (202) 708-6001

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Goal 4 Teacher Professional Development

Regional Technology in Education Consortia*

These regional consortia, which consist of State educational agencies, institutions

of higher education, and nonprofit organizations, help States, school districts,

schools, adult literacy centers and other institutions use advanced technology to

support improved teaching and student achievement. Their primary goals is to

provide technical assistance that can help to ensure that technology is used

effectively to promote school reform. In the area of professional development, the

regional consortia work with institutions of higher education and other organizations

to improve pre-service education so that new teachers are able o use new

technology effectively, and with schools, school districts and State educational

agencies on activities that can help existing teachers integrate technology into the

curriculum in ways that can best promote student achievement.

The Office of Educational Research and Improvement (OERI) currently funds six

consortia, each of which has a specific subject-matter or geographic focus. The

current consortia are listed in Appendix VII starting on page 123.

Catherine Mozer Connor

Regional Technology in Education Consortia Program

Office of Educational Research and Improvement

U.S. Department of Education

Room 506a, Capitol Place

555 New Jersey Avenue, NW,

Washington, DC 20202

Phone: (202) 219-8070

Star Schools Program*

The Star Schools Program supports telecommunications partnerships to provide

telecommunications equipment and programming to underserved students, including

those living in rural and urban areas. Through support from the Star Schools

Program, more than 50,000 teachers along with a host of administrators, parents,

and policy makers have participated in staff development and community awareness

activities produced via satellite, compressed video technology, fiber optics,

videodisc, and microcomputer-based networks. Eligible partnerships may take the

form of either: (1) A public agency or corporation established for the purpose of

developing and operating telecommunications networks to enhance educational

opportunities; or (2) a partnership that includes three or more of the following, at

least one of which must be an agency as described in (a) or (b): (a) A local

educational agency with a significant number of elementary and secondary schools

that are eligible for assistance under ESEA Title I funds, or elementary and

secondary schools operated or funded for Indian children by the Department of the

Interior; (b) a state education agency; (c) an adult or family education program; (d)

an institution of higher education or state higher education agency; (e) a teacher

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Achieving the Goals:

training center or academy; (f) a public or private agency with experience or

expertise in the planning and operation of telecommunications networks or a public

broadcasting entity; or (g) a public or private elementary or secondary school.

Cheryl Garnette

Star Schools

Office of Educational Research and Improvement

555 New Jersey Avenue, NW

Washington, D.C. 20208

Telephone: (202) 219-2116

Technology, Educational Media, and Materials for Individuals with

Disabilities*

Funds projects and centers for advancing the availability, quality, use and

effectiveness of new technology, assistive technology, media, and materials in the

education of children and youth with disabilities and the provision of related

services and the provision of early intervention services to infants and toddlers

disabilities. State and local education agencies, public agencies, institutions of

higher education, and profit and nonprofit private organizations are eligible to apply.

Louis Danielson

The Office of Special Education and Rehabilitative Services

U.S. Department of Education

Room 3623, Switzer Building

330 C Street, SW

Washington, DC 20202

Telephone: (202) 205-8119

Special Education and Rehabilitative Services

Rehabilitation - Training Programs

Supports projects for training (including inservice training), traineeships, and related

activities, including the provision of technical assistance, to help increase the

number of qualified personnel trained in providing rehabilitative and related services

to individuals with disabilities. The Department funds six categories of programs:

Rehabilitation long-term training; Experimental and innovative training; State

vocational rehabilitation unit in-service training; rehabilitation continuing education

programs; Rehabilitation short-term training; and Training of interpreters for

36

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Goal 4 Teacher Professional Development

individuals who are deaf and individuals who are deaf-blind. States and public or

non-profit agencies and organizations, including Indian tribes and institutions of

higher education are eligible to apply.

Rehabilitative Services Administration

U.S. Department of Education

MES Building, Room 2531

330 C Street, SW

Washington, DC 20202

Phone: (202) 205-5482

Rehabilitation - Distance Learning Through Telecommunications

Provides assistance to institutions of higher education to support regional

partnerships that use telecommunications to provide in-service training programs,

including certificate or degree granting programs concerning vocational rehabilitative

services and related services for vocational rehabilitation professionals.

Rehabilitative Services Administration

U.S. Department of Education

MES Building, Room 2531

330 C Street, SW

Washington, DC 20202

Phone: (202) 205-5482

Rehabilitation - Braille Training Projects

Supports grants or contracts with States and public or nonprofit agencies including

institutions of higher education to pay the cost of training in the use of Braille for

persons providing vocational rehabilitation services or educational services to youth

and adults who are blind.

Rehabilitative Services Administration

U.S. Department of Education

MES Building, Room 2531

330 C Street, SW

Washington, DC 20202

Phone: (202) 205-5482

Special Education - Innovation and Development*

Advances and improves the knowledge base and improves the practice of

professionals, parents and others providing early intervention, special education,

and related services, including professionals in regular education environments, to

37
Achieving the Goals:

provide children with disabilities effective instruction and enable them to learn

successfully.

Louis Danielson

Special Education Programs

Department of Education

Room 3523 Switzer Building

600 Independence Avenue, SW

Washington, DC 20202

Phone: (202) 205-8119

Special Education Personnel Development*

Supports grants for personnel training to increase the quality and quantity of

personnel available to serve infants, toddlers, children, and youth with disabilities,

and their families. State education agencies, institutions of higher education, and

other appropriate nonprofit agencies and organizations are eligible to apply.

Louis Danielson

Division of Personnel Preparation Director

Office of Special Education

U.S. Department of Education

Room 3523, Switzer Building

330 C Street, SW

Washington DC 20202

Phone: (202) 205-8119

Vocational Education

Carl D. Perkins Vocational Education Act

(Title II, Part A)*

Under Title IIA of the Perkins Act, states may use up to 8.5 percent of funds they

receive as part of their basic state grant for state programs and state leadership

activities. These activities may include professional development, curriculum

development and dissemination, and assessment of programs receiving federal

assistance. Professional development may involve vocational teachers and academic

teachers working with vocational students, corrections and community based

educators and counselors, and in-service and preservice training of teachers in

state-of-the-art programs and techniques with particular emphasis on minorities.

For more information contact the state board for vocational education.

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Goal 4 Teacher Professional Development

U.S. Department of Agriculture

Ag in the Classroom *

The Ag in the Classroom Program helps students gain a greater understanding of

agriculture's role in the economy and society, and informs students about career

opportunities in the food and agricultural sciences. While the Department of

Agriculture provides national leadership, each state develops its own programs in

cooperation with agribusiness, education, and government. Most states provide

teacher in-service training, concentrating on math and science as it pertains to the

food and fiber system. Information about state programs is available through the

Washington, D.C., office. The Ag in the Classroom State Leader can provide details

on state-level programs.

Director

Ag in the Classroom

U.S. Department of Agriculture

Room 4307, South Building

Washington, DC 20250-0991

Phone: (202) 720-7925

Fax: (202) 690-0062

Distance Learning and Medical Link Grant Program*

Provides grants to rural schools, hospitals, and other organizations, to provide

educational and medical benefits through distance learning and medical link projects

in rural areas. The program finances facilities, such as classroom video equipment,

that may be used to connect various rural sites together or to other urban sites

through existing telecommunications networks. The program has developed a

number of teacher professional development programs and tools. Organizations

such as schools, libraries, hospitals, medical centers, or similar organizations, may

apply. The requirement is that the applicants will be users of telecommunications, a

computer network, or related advanced technology system to provide educational

and/or medical benefits to rural residents.

Larry Byrant

Rural Development Assistance Staff

U.S. Department of Agriculture

Rural Electrification Administration

Washington, DC 20250

Phone: (202) 690-3594

e-mail: LBryant@RUS.USDA.Gov

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Achieving the Goals:

Higher Education Challenge Grants*

This competitive grants program increases institutional capacity to respond to state,

regional, national, or international education needs by strengthening college and

university teaching programs in the food and agricultural sciences. All U.S. colleges

and universities having a demonstrable capacity to teach the food and agricultural

sciences are eligible.

Director

Higher Education Programs

Cooperative State Research, Education, and Extension Service

U.S. Department of Agriculture, AG Box 2251

Washington, DC 20250-2251

Phone: (202) 720-1973

Fax: (202) 720-2030

e-mail: RGregory@REEUSDA.GOV

Infusing Aquaculture Into Agriculture Education*

Through congressional appropriations in 1990-1996, USDA initiated a pilot program,

Infusing Aquaculture Into Agriculture Education, to develop materials, conduct field

tests, and provide training in aquaculture for selected teachers across the country.

The 1,100-page, 5-volume curriculum is proving valuable in teaching high school

students the principles of science and mathematics related to aquatic organisms.

The program is being adapted by some schools for middle and elementary students.

Gwendolyn Lewis, Director

Higher Education Programs

Cooperative State Research, Education, and Extension Service

U.S. Department of Agriculture

Ag Box 2251

Washington, DC 20250-2251

Phone: (202) 720-1973

Fax: (202) 720-2030

Institution Capacity Building Grants*

Builds the research and teaching capacities of the 1890 land-grant institutions and

Tuskegee University through cooperative programs with federal and nonfederal

entities. For teaching grants, funds may be used in the following target areas: (1)

curricula design and materials development; (2) faculty preparation and

enhancement for teaching; (3) instruction delivery systems; (4) scientific

instrumentation for teaching; (5) student experiential learning; and (6) student

recruitment and retention.

40

48
Goal 4 Teacher Professional Development

Director

Higher Education Programs

Cooperative State Research, Education, and Extension Service

U.S. Department of Agriculture

Box 2251

Washington, DC 20250-2251

Phone: (202) 720-1973

FAX: (202) 720-2030

Multicultural Scholars Program

Increases the ethnic and cultural diversity of the food and agriculture scientific and

professional work force, and advances the educational achievement of minority

Americans. Institutions compete for grants that provide scholarships to outstanding

students from traditionally underrepresented racial and ethnic groups to pursue

baccalaureate degrees in the fields of agriculture, natural resources, forestry,

veterinary medicine, home economics, and disciplines closely allied to the food and

agricultural system.

Director, Higher Education Programs

Cooperative State Research, Education, and Extension Service

U.S. Department of Agriculture

Box 2251

Washington, DC 20250-2251

Telephone: (202) 720-1973

FAX: (202) 720-2030

National Networks for Action in Science and Technology

The National Network creates a stronger link of land-grant colleges and universities

that provide technical assistance to the federally funded children, youth, and

families at-risk sites. The network provides trainers with the information and skills

necessary to return to their local communities and train others to implement science

and technology curricula and processes. In addition, trainers learn how to recruit

participants, promote programs, and establish advisory and planning groups.

Julie Chapin, Coordinator

National Network for Action and Science Technology

6H Berkey Hall

Michigan State University

East Lansing, MI 48824-1117

Phone: (517) 355-0180

Fax: (517) 355-6748

e-mail: Chapin@MSUCES.CANR.MSU.EDU

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Achieving the Goals:

Nutrition Education and Training Program

Grants are made to state agencies to provide for the nutritional training of educational and food service personnel, the food-service management training of school

food service personnel, and the conduct of nutrition education activities in schools

and child care institutions and institutions offering summer food service programs

under Section 13 of the National School Lunch Act. State and territorial education

agencies or alternate state agencies.

Pat Daniels, Chief

Nutrition and Technical Services Division

Food and Consumer Service

Department of Agriculture

3101 Park Center Drive, Room 609

Alexandria, Virginia 22302

Phone: (703) 305-2554

Fax: (703) 305-2549

Teachers' Research Fellowship Program*

The Teachers' Research Fellowship Program offers temporary employment to

mathematics, biology, or physical science teachers at the junior or senior high

school level. Teachers work under an Agricultural Research Service scientist on

specific research problems tailored for completion within a given time period. The

program provides teachers with first-hand agricultural and food-related research

experience that can be transferred to students in the classroom.

Sharon Tally

Kansas State University

124 Bluemont Hall

Manhattan, KS 66506

Phone: (913) 532-7946

Fax: (913) 532-7304

Program Manager

U.S. Department of Agriculture

Cooperative State Research,

Education, and Extension Service

Room 3345-S

14th Street and Independence Avenue, SW

Washington, DC 20250-2200

Phone: (202) 720-3511

42

i0
Goal 4 Teacher Professional Development

U.S. Department of Commerce

National Sea Grant College Program, Global Change Education Program

Regional Global Change consists of "Training the Trainer" workshops for informal

educators, NOAA employees, and local extension leaders. Workshop topics include

natural variability, greenhouse/sea level rise, ozone depletion, resource

consumption, and decision making under "scientific uncertainty."

Bob Norris, Outreach Program

R/ORI, 1335 East-West Highway

Silver Spring, MD 20910

Phone: (301) 713-2431 ext. 142

Fax: (301) 713-0799

E_Mail: rnorris@rdc.noaa.gov

National Sea Grant College Program, Operation Pathfinder Program*

The Operation Pathfinder Program consists of 2-week summer courses that present

an introduction to oceanographic and coastal processes. Courses and teacher

training designed to enhance skills in science teaching are available for K grade 12

teachers in six regions.

Shirley Fiske, Outreach Program Director

R/OR1, 1335 East-West Highway

Silver Spring, MD 20910

Phone: (301) 713-2431 ext. 148

Fax: (301) 713-0799

NOAA Public Affairs Office

The Public Affairs Office has a limited number of publications suitable for classroom

instruction that teachers can request by mail. Some of these titles are also available

on the Internet.

Louis Arguelles, Director

Correspondence Unit

NOAA Public Affairs Office

U.S. Department of Commerce, Rm. 6225

Washington, DC 20230

Phone: (202) 482-5647

Fax: (202) 219-8827

WEB Page: www.noaa.gov/public affairs/

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Achieving the Goals:

U.S. Department of Defense

Junior Science and Humanities Symposia (JSHS) Program*

The Junior Science and Humanities Symposia Program promotes scientific research

and experimentation in secondary schools and recognizes students for their original

research achievements. Forty-seven regional symposia are held during each

academic year on university campuses across the nation, where participating

secondary students and teachers may interact with distinguished scientists and

humanists on current research topics and may tour research laboratories. University

scholarships and other donated awards are available to students who submit and

orally present original research projects to each regional symposium. The U.S. Army

awards regional winners with an expense-paid trip to the annual national symposia,

where it also awards a grant to the teacher and school of the national winner.

Doris Cousins, Director

Junior Science and Humanities Symposia

Academy of Applied Science

98 Washington Street

Concord, NH 03301

Phone: (603) 228-4520

e-mail: cousinsACA@AOL.COM

National Science Center*

The National Science Center, with its multifaceted programs, is designed to increase

interest in science, math, and technology among students, improve the skills of

teachers, and provide math and science education support in the classroom. The

Center offers hands-on workshops/camps for students and teachers in science,

math, electronics and computers nationwide. Portable planetariums for instruction

in space science, astronomy, geography, and biology are available on loan to

teachers that have been certified through the center's comprehensive training

program. In addition,. the National Science Center operates a Discovery Center

which offers school groups and the general public interactive experiences with

scientific exhibits. The center operates mobile versions of the Discover Center that

travel nationwide. The National Science Center also reaches out nationally with

satellite teleconference programs on science education. Finally, the center offers a

Science-by-Mail program which encourages a pen pal relationship between students

and scientists.

44

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Goal 4 Teacher Professional Development

George J. Fry, Jr.

National Science Center

Attention: ATZH-NSC-D

Building 25722

Fort Gordon, GA 30905-5689

Phone: (706) 791-7621

Teacher and Teacher's Aide Placement Assistance Program - Troops to Teachers

Troops to Teachers provides assistance to military personnel and defense

employees who are adversely affected by the military draw down and want to enter

public education as a second career. A financial incentive is available to school

districts serving a high concentration of students from low-income families that hire

certain Troops to Teachers participants (those accepted into the program prior to

October 1, 1995). Individuals who applied after October 1, 1995, may not bring an

incentive grant to the hiring school district, but they have the same high qualities,

personal motivation, and extensive backgrounds. A data base of interested Troops

to Teachers participants is available to school districts wanting to locate individuals

with backgrounds in teacher shortage areas such as math, science, languages, or

computer technology. An Internet accessible data base is currently being developed

which will allow school district administrators to search for potential teachers using

a variety of search criteria.

John R. Gantz, Chief

Troops to Teachers

Defense Activity for Non-Traditional Education Support (DANTES)

6490 Saufley Field Road

Pensacola, FL 32509-4243

Phone: (904) 452-1320, x155

FAX: (904) 452-1096

U.S. Army Summer Associateship for High School Science and

Mathematics Faculty Program *

This program sponsored by the Department of the Army through the U.S. Army

Research Office, exposes a limited number of outstanding high school teachers to

research at Army laboratories and centers located across the country.

Associateships are awarded for periods of up to 10 weeks.

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Achieving the Goals:

Gary Hill, Director

Battelle-HSSMF

P.O. Box 12297,200 Park Drive

Research Triangle Park, NC 27709-2297

Phone: (919) 549-8291, Ext. 28

e-mail: Hill@ARO-EMH1.ARMY.MIL

U.S. Department of Energy

Adventures in Supercomputing*

The Adventures in Supercomputing (AiS) program was designed to cultivate the

interests of diverse populations of high school students, particularly students of

color, girls and economically disadvantaged students in science, mathematics, and

computing. The AiS curriculum introduces students and teachers to the field of

computational science. Teachers in the AiS program receive extensive training on

the use of computational tools in the classroom and in how to design and

implement a program that will work effectively in their local school community. AiS

currently is being piloted in Iowa, New Mexico, Tennessee, Alabama and Colorado

with Ames Laboratory, Sandia National laboratories-Albuquerque, Oak Ridge

National Laboratory, the University of Alabama at Huntsville and Colorado State

University hosting the program in their respective states.

Connie Hargrave

Ames National Laboratory

108 Office and Laboratory Building

Iowa State Laboratory

Ames, IA 50011

(515) 294-1478

Better Education for Students and Teachers (BEST)

The BEST program gives teachers (grades 7-12) opportunities to conduct research

or participate in curriculum development activities at approved DOE laboratories.

Special emphasis is placed on incorporating the teachers' laboratory experiences

into science and mathematics activities they can use in their classroom.

Savannah River Ecology Laboratory

Education Program

P.O. Drawer E

Aiken, SC 29802

(803) 725-9726

Westinghouse Savannah River Company

Education Outreach Programs

227 Gateway Drive

Aiken, SC 29802

(803) 652-1802

46

54
Goal 4 Teacher Professional Development

Chicago and National Science Explorers Program*

This program uses PBS "New Explorers" videotapes to present science concepts to

students. Teacher guides are available for use in the classroom and in collaboration

with museums and other science institutions.

Dr. Samuel Bowen, Program Leader

Division of Educational Programs

Argonne National Laboratory

9700 South Cass Avenue

Argonne, IL 60439

Phone: (708) 252-3328

Fax: (708) 252-3193

Council of Energy Resource Tribes (CERT) Teacher and Student

Fellowships*

DOE, along with the National Renewable Energy Laboratory and the Western Area

Power Administration, provides research opportunities for Native American

precollegiate teachers and college students. CERT, in turn, instructs the Laboratory

researchers on tribal affairs relating to energy on the reservations and a basic

understanding of Native American cultures.

U.S. Department of Energy

Office of Science Education and Technical Information, ET-3

1000 Independence Avenue SW.

Washington, DC 20585

Phone: (202) 586-8949

Fax: (202) 586-0019

Division of Educational Programs Instructional Laboratory

The Technology Instructional Laboratory helps students and faculty conduct experiments using research grade instrumentation in spectroscopy, x-ray fluorescence,

and analyzing elemental constituents using various analytical techniques.

Dr. Harold Levin

Program Leader

Division of Educational Programs

Argonne National Laboratory

9700 S. Cass Avenue

Argonne, IL 60439

Phone: (708) 252-3380

Fax: (708) 252-2193

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Achieving the Goals:

Hands-On Universe*

This Lawrence Berkeley Laboratory Program makes cutting-edge astrophysics

research tools and technologies available to a wide audience. Via microcomputers

and electronic networks, participants can request astronomical images created from

the Laboratory's professional-grade telescopes. The laboratory is developing a

number of resources for teacher professional development.

Lawrence Berkeley Laboratory

One Cyclotron Road, Building 938C

Center for Science and Engineering Education

Berkeley, CA 94720

Phone: (510) 486-5325

Fax: (510) 486-6660

National Education Supercomputer Program (NESP)*

In these summer workshops, students and teachers use a Cray Y-MP

supercomputer dedicated to education.

Brian Lindow

Manager or Educational Technology Programs

Lawrence Livermore National Laboratory

P.O. Box 808

Livermore, CA 94550

Phone: (510) 422-6080

Fax: (510) 423-0418

E Mail: lindowl@llnl.gov

National Teacher Enhancement Program (NTEP)*

NTEP is a multilaboratory 3-year program for teams of pre-college teachers. The

purpose of the program is to improve K-12 science instruction by creating a cadre

of lead teachers who will serve as role models and mentors for their colleagues and

who will be district leaders in systemic reform initiatives. NTEP is being held in the

following laboratories:

Brookhaven National Laboratory (NBL)

This program is centered on a three-week summer Energy and Technology Institute

offering: (1) basic science content; (2) a hands-on introduction to technological

applications of this content; (3) an "immersion" experience in constructive learning

through mission-oriented team technology projects; and (4) opportunities for

elementary teachers and technology teachers to collaborate in developing such

activities for students.

48
Goal 4 Teacher Professional Development

Karl Swyler

Science Education Center, Bldg. 438

Brookhaven National Laboratory

P.O. Box 5000

Upton, NY 11973

(516) 282-5832

Lawrence Berkley National Laboratory

The NTEP workshop at the Lawrence Berkley National Laboratory employs a

teaching-learning model which parallels the scientific method and immerses the

teachers in a real-life, hands-on scientific project. This approach exemplifies ways

in which scientists uncover knowledge and solve problems. When practiced in the

classroom, this approach goes beyond the bounds of the science class and

encourages students to take a more meaningful look at their world in general. The

overall scientific focus is environmental studies. The theme for 1996 is "waste

reduction and treatment."

Marva Wilkins

Lawrence Berkeley National Laboratory

Center for Science and Engineering Education

Bldg. 90, Rm. 1070

1 Cyclotron Road

Berkley, CA 94720

(510) 486-5640

Los Alamos National Laboratory

This is a 3-year science enhancement and leadership program, for teachers of

grades 4-6. The program provides teacher teams with science content, process,

and leadership skills through hands-on curriculum-building workshops and summer

institutes. Laboratory scientistss and education professionals share their expertise

and advice, particularly in the life and physical sciences, with particpants. During

the three years, participants receive assistance in taking the training back to their

schools to become leaders in the implementation of science programs that have an

activity-based approach.

Rick Alexander, Program Coordinator

Human Resources Science Education and Outreach Group

Los Alamos National Laboratory

P.O. Box 1663m, Mail Stop P278

Los Alamos, NM 87545

Phone: (505) 667-1919

FAX: (505) 665-4093

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Achieving the Goals:

National Renewable Energy Laboratory (NREL)

NTEP is an opportunity for a teacher (or teams of teachers) to conduct scientific

investigations in a Department of Energy Laboratory with guidance from scientists/

mentors. Teachers can then apply their lab experience to the development of a

classroom plan that transforms students from passive learners to active problem

solvers.

Lisa Joss

Education Support Administrator

National Renewable Energy Laboratory

Bldg. 15/3, 1617 Cole Blvd.

Golden, CO 80401-3393

(303) 275-3080

Princeton Plasma Physics Laboratory

"Global Energy and Environmental Solutions" is a 3-year teacher institute designed

for science and mathematics teachers of grades 5-8, and features an integrated

mathematics, science, and technology curriculum, as well as assessment

techniques and leadership skills.

Diane Carroll, Science Education Program

Princeton University Plasma Physics Laboratory

P.O. Box 451

Princeton, NJ 08543

(609) 243-2107

Sandia National Laboratory, California

LASER (Leadership Academy for Science Education Reform) is a three-year institute

for teacher leaders scheduled to begin in the summer of 1995 and planned in

partnership with the California Science Implementation Network (CSIN), and the

Lawrence Hall of Science (LHS), a national leader in science education programs

and pedagogy. The program is designed to increase scientific knowledge and

familiarity with science instructional materials, improve and update teaching

methods that emphasize integrated curriculum and hands-on learning, increase

leadership skills, and foster a supportive environment for teachers involved in the

program.

Judith Hurtz, Program Administrator

Sandia National Laboratories

7011 East Avenue, MS 9904

P.O. Box 969

Livermore, CA 94551

Phone: (510) 294-2703

Fax: (510) 294-1526

E_Mail: jhurtz@Sandia.gov

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Goal 4 Teacher Professional Development

Science and Technology Inquiry Partnerships

STIP provides a series of phased workshops designed to prepare teachers as

partners in the systemic change process, allowing them to develop inquiry-based

curricula for science and technology in order to implement this mode of instruction.

Dick Farnsworth

Education Programs

Lawrence. Livermore National Laboratory

P.O. Box 808, L-428

Livermore, CA 94550

(510) 422-3907

Science at Home*

Science at Home workshops partner teachers, parents, and students to help

improve scientific literacy and to promote scientific curiosity through fun, easy-to-do

science activities.

Denis Guild

Los Alamos National Laboratory

P.O. Box 1663, STB/SE MS F671

Los Alamos, NM 87545

Phone: (505) 667-8680

Fax: (505) 665-6871

Standard Model of Fundamental Particles and Interactions

DOE, through Lawrence Berkeley Laboratory and the Stanford Linear Accelerator

Center, has sponsored production and distribution of this instructional packet to

provide teachers with methods for presenting up-to-date ideas on quarks and

leptons.

Science Kit & Boreal Laboratories

777 East Park Drive

Tonawanda, NY 14150-6784

Phone: (716) 874-6020

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Achieving the Goals:

Summer Teacher Enhancement Program (STEP)*

These 4-week summer institutes expose teachers to cutting-edge science in specific

content areas and show teachers how to incorporate what they have learned into

the classroom. Topics include materials, environmental and earth sciences, physics,

and forensics. Math, science and technology teachers may apply to these programs

at the following laboratories:

Argonne National Laboratory

This is a 4-week intensive summer course on the utilization of instrumentation

based on a multi-disciplinary theme or forensics. Follow up activities include visits

and an equipment loan program from Argonne National Laboratory's Instructional

Van.

Harold Myron

Argonne National Laboratory

9700 South Cass Avenue, Bldg. 223

Argonne, IL 60439-4843

(708) 252-3193

Oak Ridge National Laboratory (ORNL)

Manufacturing Opportunities through Science and Technology (MOST) is a teacher

development program for middle and high school science, mathematics, technology

and vocational education teachers as well as administrators and guidance

counselors. The purpose of MOST is to expand content knowledge and career

awareness, enhance pedagogical skills, and develop teaching materials for transfer

to the classroom in the area of manufacturing. Participant teams include

administrators and/or guidance counselors, and teachers from different content

areas including both academic and vocational subjects.

Barbara Summers

Oak Ridge National Laboratory

Office of Science Education

105 Mitchell Rd., MS-6496

Oak Ridge, TN 37831-6496

Phone: (423) 241-3705

Pacific Northwest Laboratory

The National Teachers Institute in Materials Science and Technology Teacher

Training brings together teams of teachers and administrators to work with PNL

researchers in materials, science, and technology. The institute combines the

academic disciplines of chemistry, physics, and engineering to create a materials

science and technology (MST) course. The Institute covers the fundamentals of

ceramics, glass, metals, polymers, and composites. Teams enhance their

knowledge of the nature and behavior of materials and take part in hands-on

activities, demonstrations, laboratory experiences, industry tours, and long term

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Goal 4 Teacher Professional Development

projects. The MST course, on which the institute is based, was developed by PNL

staff and Northwest teachers.

Karen Wieda

Battelle Pacific Northwest National Laboratory

P.O. Box 999, MS K1-22

Richland, WA 99352

Phone: (509) 375-3811

Fax: (509) 375-2576

SUPER! (Science Understanding Promotes Environmental

Responsibility)

SUPER! is a professional development program for middle and high school teachers.

Scientific research being conducted at Sandia forms the basis of the science

content for this program that examines the science behind environmental issues

such as the intensive 3-week summer institute and year-round follow-up

communities to advance scientific literacy by combining state of the art of science,

innovative teaching strategies, and effective leadership skills.

Nancy Wilson

Sandia National Laboratories/CA

P.O. Box 969

Livermore, CA 94551

(510) 294-1502

Teacher Environmental Assessment and Modeling (TEAM)

The TEAM program, a summer institute designed for high school science, math,

computer, or technology teachers. Participants in the TEAM program learn how to

facilitate student water quality experiences. Teachers from New Mexico, southern

Colorado, and western Texas may apply.

David Bones, TEAM program coordinator

Human Resources Science Education and Outreach Group

Los Alamos National Laboratory

P.O. Box 1663, Mail Stop P278

Los Alamos, NM 87545

Phone: (505) 667-1919

FAX: (505) 665-4093

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Achieving the Goals:

Teacher Research Associates (TRAC) Program*

TRAC provides outstanding middle and high school science, mathematics, and

technology education teachers with professional scientific and engineering

experience through summer research at one of eight participating Department of

Energy national laboratories, facilities, and energy technology centers. The program

enhances teacher leadership skills; increases teachers' awareness and

understanding of current science and technology, and promotes the transfer of this

knowledge to the classroom. Middle and high school teachers employed full time in

public, private, or parochial schools in the United States, Puerto Rico, and U.S.

Territories and Commonwealths and whose major teaching assignment is in science,

mathematics, or technology education at grades 7 and higher. A Bachelor's degree

or above is required, preferably in science or mathematics. Former TRAC

appointees are not eligible for reappointment under this program. U.S. citizenship or

Permanent Resident Alien status is required.

Following is a list of participating DOE laboratories:

Argonne National Laboratory

Division of Educational Programs

9700 S. Cass Avenue

Argonne, IL 60439-4845

(708) 252-3228

Continuous Electron Beam

Accelerator Facility

"Teach Science by Doing Science"

Dr. Beverly Hart line

12000 Jefferson Avenue

Newport News, VA 23606

(804) 249-7567

Lawrence Berke ly National Laboratory

Center for Science and Engineering

Education

One Cyclotron Road, Building 938C

Berkley, CA 94720

Dr. Linda Cain

(510) 486-5511

Brookhaven National Laboratory

Science Eduation Center, Bldg. 438

Brookhaven National Laboratory

P.O. Box 5000

Upton, NY 11973

(516) 282-5832

Fermi lab

"Topics in Modern Physics Institute"

Marjorie Bardeen

Education Office

P.O. Box 500, MS 226

Batavia, IL 60510

(708) 840-2031

Oak Ridge National Laboratory

Manufacturing Opportunities Through

Science and Technology

105 Mitchell Road, MS 6496

Oak Ridge, TN 37831-6496

Eileen Engel

(423) 576-3886

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Goal 4 Teacher Professional Development

Pacific Northwest Laboratory

"Materials Science and Technology"

University and Science Education

P.O. Box 999, K1-21

Richland, WA 99352

Karen Wieda

(509) 375-6929

Teacher Research Internship (TRIP)

Princeton Plasma Physics Laboratory

"Basic Concepts and Forensics"

Science Education Program

P.O. Box 451

Princeton, NJ 08543

Dr. Harold Myron

(609) 243-2107

TRIP provides summer and year-long research opportunities for teachers wth

follow-up activities. This program includes curriculum development and classroom

transfer. Nearly 50 teachers participate annually.

Dick Farnsworth

Education Programs

Lawrence Livermore National Laboratory

P.O. Box 808, L-428

Livermore, CA 94550

(510) 422-3907

Teaching Radiation, Energy, and Technology (TREAT)

The TREAT Workshop is a five-day course designed to provide middle and high

school teachers witha accurate and up-to-date information, materials, and hands-on

techniques for teaching radiation, energy, and related technology. In addition, it

assists teachers in providing information and instruction to students so that they

can make informed decisions regarding radiation, energy, and technology.

Westinghouse Savannah River Company

Education Outreach Programs

227 Gateway Drive

Aiken, SC 29802

(803) 652-1802

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Achieving the Goals:

U.S. Department of Health and Human Services

Minority Access to Research Careers (MARC)*

Assists minority institutions to: (1) train greater numbers of scientists and teachers

in health-related fields; and (2) increase the number of minority students who can

compete successfully for entry into graduate programs which lead to the Ph.D.

degree or the M.D.-Ph.D. degree in biomedical science fields. Any nonfederal public

or private nonprofit four-year university or college with substantial enrollment of

ethnic minority students may apply for the institutional National Research Service

Awards. To be eligible for funding, a proposal must first receive favorable

recommendations from a scientific review committee and a national advisory

council. Individual National Research Service awardees must be nominated and

sponsored by a public or nonprofit private institution having staff and facilities

appropriate to the researchtraining program. All awardees must be citizens or have

been admitted to the United States for permanent residence. Postdoctoral

applicants must have a professional or scientific degree (M.D., Ph.D., D.D.S., D.O.,

D.V.M., Sc.D., D.Eng., or equivalent domestic or foreign degree).

Adolphus To liver, Program Director

MARC Program

U.S. Department of Health and Human Services

National Institutes of Health

NIH Westwood Building, Room 950

45 Center Drive, MSC-6200

Bethesda, Maryland 20892-6200

Phone: (301) 594-3900.

Minority High School Student Research Apprentice (MHSSRA)

Program *

MHSSRA focuses on high school students, and in-service and preservice teachers.

MHSSRA's six to eight-week apprenticeship program cultivates interest among

minority high school students in the biomedical sciences. Students work with local

biomedical investigators and learn research procedures, collect and analyze data,

help write scientific papers, and deliver presentations at research seminars.

National Center for Research Resources

National Institutes of Health

Biomedical Research Support Program

1 Rockledge Centre

6705 Rockledge Drive, MSC 7965

Bethesda, MD 20892-7965

Phone: (301) 435-0760

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Goal 4 Teacher Professional Development

Minority High School Student Research Apprentice (MHSSRA) Program

for hi-service Teachers*

The MHSSRA In-service Program supports the participation of minority teachers or

teachers who teach large numbers of minority students in cutting-edge biomedical

research. Teachers work with biomedical investigators who are committed to

broadening teachers' scientific knowledge and understanding of technical skills in

the hopes that it will transfer into the classroom.

National Center for Research Resources

National Institutes of Health

Biomedical Research Support Program

1 Rockledge Centre

6705 Rockledge Drive, MSC 7965

Bethesda, MD 20892-7965

Phone: (301) 435-0760

Minority High School Student Research Apprentice (MHSSRA) Program

for Preservice Teachers

The MHSSRA Program for Preservice Teachers supports the participation of minority

undergraduate students interested in a science teaching career in biomedical

research while working with local biomedical investigators. The Program's intent is

to expand teachers' basic scientific knowledge and expose them to research

experiences before they enter the classroom.

National Center for Research Resources

National Institutes of Health

Biomedical Research Support Program

1 Rockledge Centre

6705 Rockledge Drive, MSC 7965

Bethesda, MD 20892-7965

Phone: (301) 435-0760

National Institute of Environmental Health Sciences (NIEHS) Summers

of Discovery Environmental Science Education Outreach Program *

Summers of Discovery, a program for precollege science teachers and high school

through graduate school students who are interested in pursuing careers in the

biological sciences, matches participants with volunteer mentors from the intramural

program to spend between two and three months in the mentor's laboratory

working on a research project that exposes them to some of the latest biomedical,

molecular, and cellular techniques.

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Achieving the Goals:

Dr. Mike Hogan

National Institute of Environmental Health Sciences

National Institutes of Health

Summers of Discovery

Attention: Personnel Office

P.O. Box 12233/RTP.NC 2NN09

Research Triangle Park, NC 27709

Phone: (919) 541-3433

e-mail: Johnso2l @NIEHS.NIH.GOV

Science Education Partnership Award (SEPA*

The program supports the development of model programs that join working

scientists and educators in enhancing the precollege science areas such as:

molecular biology; molecular genetics; immunology; neuroscience; knowledge about

the brain and behavior and their relation to addiction and mental disorders;

bioinformatics; ethical issues; the benefits and risks of genetic engineering; and the

role of environmental health. NIH initiated the NIH SEPA Program beginning in fiscal

year 1991. To address the goals of the SEPA Program, proposed science education

projects were developed for students at the kindergarten through twelfth grade

levels and/or the general public. Programs aimed toward school children conveyed

the scientific process in a way that makes science fun and interesting for the

students and that captures their enthusiasm for science. Programs aimed toward

the general population were designed to increase knowledge of scientific terms,

concepts, and reasoning and understanding of scientific public policy issues. To

gain maximum benefit from the program, priority was given to projects that were

innovative, had the potential to be replicated for widespread use, and built on

existing science education programs whenever possible. Public and private forprofit and nonprofit institutions (e.g. universities, colleges, professional

organizations, school systems, scientific societies, science museums, research

institutes, private foundations, and other organizations engaged in the conduct of,

or concerned about, science education). Applications from educational institutions

with significant minority enrollments, and from applicants who are women or

minority group members, are especially encouraged.

Marjorie A. Tingle, Ph.D.

NIH SEPA Program

National Center for Research Resources

National Institutes of Health

Public Health Service

Westwood Building, Room 10A11

5333 Westbard Avenue

Bethesda, Maryland, 20892

Phone: (301) 594-7947

Grants Management Contact:

Ms. Lacey Durham

Grants Management Officer

Center for Research Resources

National Institutes of Health

Public Health Service

Westwood Building, Room 853

5333 Westbard Avenue

Bethesda, Maryland 20892

Phone: (301) 594-7955

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Goal 4 Teacher Professional Development

U.S. Department of the Interior

Afflicted With a Dream - An Aviation Education Workshop for

Teachers*

Teachers are instructed in aviation educational approaches to be used in

interdisciplinary classroom exercises with a focus on student motivation. Teachers

have an hour of an onsite workshop and two hours of in-class follow-up activities.

Recertification has a credit of 8 hours.

Robert Woody

Chief of Interpretation

Cape Hatteras Group

Wright Brothers NM

Route #1, P.O. Box 675

Manteo, NC 27954

Phone: (919) 473-211, Ext. 112

FAX: (919) 473-2595

A Home for Pearl*

A Home for Pearl is an instructional videotape and accompanying teacher's guide

designed to teach elementary school students about the importance of protecting

wildlife habitat. The format of four 15-minute segments allows teachers time for

conducting preparatory and follow-up activities. Vocabulary words such as

"habitat", "predatory", and "endangered species" appear in bold yellow type on the

screen and enhance the educational value of this production. It is co-produced by

the U.S. Fish and Wildlife Service, the Colorado Division of Wildlife, and the

National Fish and Wildlife Foundation. It is made available free to teachers with

funding from the Phillips Petroleum Company.

Karol Media or Gene Dodge

350 North Pennsylvania Avenue

Box 7600

Wilkes Barre. PA 18773-7600

Phone: (800) 526-4773

Fax: (717) 822-8226

e-mail: KarolM@EPIX.NET

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Achieving the Goals:

Cargo for Conservation*

Cargo for Conservation is a wildlife education program concerning the impact of

illegal/mismanaged wildlife trade on federally protected animal and plant species.

Hands-on wildlife items (parts and products confiscated by the U.S. Fish and

Wildlife Service at U.S. ports of entry) are included with supplemental written

materials. The written materials are designed for grades 4-8 but can be used

effectively with older audiences. The program is sponsored by the U.S. Fish and

Wildlife Service in cooperation with the Union Camp Corporation, the National

Wildlife Federation, and the National Fish and Wildlife Foundation. Materials are

available for loan to educational institutions.

Thomas Rayl

National Fish and Wildlife Forensics Laboratory

U.S. Fish and Wildlife Service

1490 East Main Street

As land, Oregon 97520

Phone: (503) 482-4191

Fax: (503) 482-4989

Earth Science Information Centers (ESICs)

Earth Science Information Centers offer nationwide information and sales service for

U.S. Geological Survey map products and Earth science publications. This network

of ESICs provides information about geologic, hydrologic, topographic, and land-use

maps; books and reports; aerial, satellite, and radar images and related products;

Earth science and map data in digital format and related application software; and

geodetic data. ESICs can also provide information on private and public producers of

Earth science-related products throughout the United States. For more information

contact any ESIC or call (800) USA-MAPS.

Earth Science Information Center Reston

507 National Center

Reston, VA 22092

Phone: (703) 648-6045 or 800- USA-MAPS

Fax: (703) 648-5548

Earth Stewards*

Earth Stewards is a three-year pilot program based in Pleasantville/Atlantic City,

New Jersey; Columbia, Missouri; Lafayette, Louisiana; Chicago, Illinois; Pierre,

South Carolina; Chico, California; and Anchorage, Alaska, which empowers

members of the community to become stewards of fish and wildlife habitats. At

each Earth Steward site resource professionals from either the U.S. Fish and Wildlife

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Goal 4 Teacher Professional Development

Service or National Biological Survey use their expertise and facilities to develop an

environmental education program with teachers, students, parents and community

members. Teacher involvement in this program includes an intensive week-long

program. Teachers from a variety of disciplines integrate the environmental topic

into their classroom lessons and reinforce the topic by exploring myriad approaches

to a conservation problem. Both before and after the week-longprogram, teachers

reinforce what is learned through additional studies, discussion, and field trips. The

programs focus on a specific topic such as biodiversity, wetlands, endangered

species, or neotropical migratory birds -- and provides students with the opportunity

to explore and understand the complexity of an issue.

Teachers receive assistance from resource professionals in developing lesson plans

on a local resource issue, acquiring or assembling educaiton kits, and selecting

training workshops that will help prepare them in delivery of lessons on the selected

natural resource theme. Earth Stewards provides teachers with new ways to

engage students in science and other core curriculum by offering hands-on

activities, professional mentors, and community stewardships projects.

Claire Cassel

U.S. Fish and Wildlife Service

Office of Training and Education

Arlington, VA 22203

Phone: (703) 358-2504

Educating Teachers*

A continuing teacher education program that offers natural resource/earth science

education through a series of two- and three-week courses. Topics of study vary

from year to year. A typical program offers 3-4 credit hour graduate level courses.

Roger Hollevoet

Project Leader

P.O. Box 908

Devils Lake NWR

Devils Lake, ND 58301

Phone: (701) 662-8612

FAX: (701) 662-8612

Heritage Education Program*

The Bureau of Land Management's Heritage Education Program is multifaceted,

providing educational experiences and teaching resources with a focus on

archaeology, history, and paleontology for the school setting as well as for outdoor

classrooms, museums, and other informal learning environments. Materials for

educators include "Intrigue of the Past," a teacher's guide to archaeology and ideas

for classroom activities.

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Achieving the Goals:

Megg Heath

Project Manager

Bureau of Land Management Imagination Team

Anasazi Heritage Center

P.O. Box 758

27501 Highway 184

Dolores, CO 81323

Phone: (970) 882-4811

e-mail: MHeath@C00261WP.COSO.CO.BLM.GOV

Natural Resources in Mathematics for Science for BIA Schools*

This program provides educators at BIA schools with both reference information and

curricula-inspiring expertise to help 6th through 12th grade Native American

students attending BIA schools understand the importance of the petroleum industry

to the American society; how oil and natural gas are formed and produced; and the

economic impact of oil and gas revenues to Tribal governments and individual

mineral owners. Through this effort, BIA teachers will be able to better prepare

their students (many of whom will become heir to tribal and family mineral

resources) for future responsibilities.

William Trujillo

Senior Program Analyst

Box 25165, MS 3010

Denver, CO 80225

Phone: (303) 231-3350

FAX: (303) 231-3780

Natural Science Workshop for Teachers*

Natural Science Workshops for Teachers is a component of the University of

Wyoming's Conservation connection. This cooperative effort between University

personnel and land management and wildlife resource agency personnel provides

distinctive learning experiences at regionally located sites around Wyoming.

Teachers' exposure to Wyoming's spectacular natural resources such as mountains,

forest, unique geology, pristine stream, and native wildlife and vegetation promotes

the hands-on experience necessary for a good environmental and natural center.

Peg Fleming

Interpretive Specialist

P.O. Box 846

El Malpais National Conservation Area

Grants, NM 87020

Phone: (505) 287-7911

FAX: (505) 285-5041

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Goal 4 Teacher Professional Development

Nuts About Nature*

Teacher workshops given through the Ozark Unlimited Resources cooperative to

teachers from 21 school districts in and around Harrison, Arizona. Practical

demonstrations on environmental concepts to assist teachers in these rural areas to

learn more about aspects of Buffalo National River.

Douglas Wilson

Chief Park Interpreter

Buffalo National River

P.O. Box 1173

Harrison, AR 72602

Phone: (501) 741-5443

FAX: (501) 741-7286

Parks as Classrooms*

The Parks as Classrooms Program offers teachers an opportunity to use the national

parks to augment classroom instruction. Emphasis in most locations is on ecological

and biological principles, while at fewer locations geological, meteorological, and

oceanographic principles are specified. The National Park Service offers workshops

in the parks to encourage teachers to build their curricula around park resources.

Robert Huggins

National Program Director

Parks as Classrooms Program

National Park Service

P.O. Box 37127

Washington, DC 20013-7127

Project Archeology "Intrigue of the Past" Workshops*

The Bureau of Land Management (BLM) has developed "Intrigue of the Past," a

series of activities to be used in classrooms to increase a variety of skills such as

math, science, writing, and reading. The activities are based on archeology and use

both technical and analytical aspects.

Judy Pace, Archeologist

Jackson District

411 Briarwood Drive, Suite 404

Jackson, MS 39206

(601) 977-5400

FAX: (601) 977-5440

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Achieving the Goals:

Project Learning Tree*

Project Learning Tree is an award winning environmental education program

designed for teachers and other educators working with students in prekindergarten through 12th grade. PLT uses the forest as a "window on the world"

to increase students' understanding of our complex environment, stimulate critical

and creative thinking, develop the ability to make informed decisions on

environmental issues and instill the confidence and commitment to take responsible

action. PLT is a source of interdisciplinary instructional activities and provides

workshops and in-service programs for teachers, youth group leaders, and natural

resource professionals. PLT teaches students how to think, not what to think. PLT

also supplements existing curricula.

Wesley K. Anderson

Wildlife Management Biologist

Socorro Resource Area

198 Neel Avenue

Soccoro, MN 87701

Project Water Education for Teachers (WET)*

Project WET develops diverse and innovative approaches to a balanced water

education program that appeals to a wide spectrum of educators and students.

Responding to the varied learning styles of young people and highlighting natural

and social sciences, mathematics, and the arts, Project WET is producing diverse

education publications, models, and programs. States currently involved in Project

WET are listed in the State Highlights section of this publication.

Dennis Nelson, Director

National Project WET

201 Culbertson Hall

Montana State University

Bozeman, MT 59717

Phone: (406) 994-5392

Suitcase for Survival*

Suitcase for Survival is a special education campaign to acquaint young people with protected wildlife and how illegal trade in these species threatens them with

extinction. The program is a cooperative effort sponsored by the U.S. Fish and Zoo

and Aquarium Association, the World Wildlife Fund, and the National Fish and

Wildlife Foundation. Suitcases, donated by American Tourister, are filled with

confiscated wildlife products, accompanied by educational materials. Operated

nationally through zoological parks across the country, the program sponsors

training classes for teachers to enable them to use the suitcases and recommends

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Goal 4 Teacher Professional Development

curriculum to help children understand the connection between living animals and

the products in the suitcases. Teacher professional development is a major

component of this program. Teachers are required to take training in order to

participate in the Suitcase for Survival.

Lynn Baptista

Director of Education

American Zoo and Aquarium Association

7970-D Old Georgetown Road

Bethesda, MD 20814

Phone: (301) 907-7777

e-mail: LHB@AOL.COM

Teacher Conservation Workshop*

The practical workshop emphasizes the importance of conservation of natural

resources, with special attention given to Mississippi's forest and forest products.

The subject and field trip are conducted by foresters, conservationists, and

scientists from industry and participating agencies and institutions.

Clay Moore

Natural Resource Specialist

Jackson Mississippi District

411 Briarwood Drive

Suite 404

Jackson, MS 39206

(601) 977-5439

FAX (601) 977-5440

Teacher Intern Program*

This program brings teachers to Yosemite to live for 5 weeks in the summer while

developing curriculum-based programs related to the natural and cultural history of

the park. The results are made available to teachers outside the park. Programs are

hands-on, interactive and interdisciplinary. The program includes work on

Yosemite's new "Traveling Trunks" program, where trunks will be packed with

items of cultural and natural interest, along with classroom activity packets and will

be sent to school districts upon request.

Sue Branch

Education Specialist

Yosemite National Park

P.O. Box 577

Yosemite, CA 95389

Phone: (209) 372-0644

FAX: (209) 372-0458

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Achieving the Goals:

Teachers and Rangers in Partnership for Students (TRIPS)*

Teachers and Rangers in Partnership for Students workshops are conducted onsite

to help teachers become familiar with park resources and to assist them in

organizing their units of study to coincide with field trips. An exchange of ideas

and suggestions between park staff and educators is encouraged. Recertification

credit is given for participation.

Janet Brittain

Education Specialist

Petersburg National Battlefield

P.O. Box 549 Highway 36E

Petersburg, VA 23804

Phone: (804) 732-6094

FAX: (804) 832-0835

Using the Outdoors for Learning*

This is a graduate-level course for teachers and graduate level college students

designed to familiarize students with challenges in natural resource management,

introduce existing environmental education curricula dealing with natural resources,

and nontraditional techniques in teaching concepts in ecology and natural resource

management. Hands-on and active classroom and field trip time is included.

Van Waggoner

Education Specialist

Anchorage District

6881 Abbot Loop Road

Anchorage, AK 99507

Phone: (907) 267-1226

FAX: (907) 267-1267

Utah Project Archeology: Intrigue of the Past*

Project Archeology is designed to teach Utah residents about their cultural heritage

so that they are equipped to make wise decisions concerning the use and protection

of archeological sites. Lessons enhance Utah studies, social studies, science,

language arts, art and mathematics. Activities are hands-on, address multiple

learning/teaching styles, employ higher level and critical thinking skills, and can be

used for cooperative learning. Archeological conservation ethics, Native American

perspectives on archeology, and problem solving are emphasized. The program

targets 4th to 12th grade teachers and consists of three integral components:

quality educational materials; delivery of materials through 10 one-hour in-service

and pre-service workshops; and ongoing professional support for educators using

the program.

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Jeanne Moe

Archeologist

Bureau of Land Management

P.O. Box 45155

Salt Lake City, UT 84145-0155

Phone: (801) 559-4060

Toll free: 800-722-3988

Watchable Wildlife

Watchable Wildlife will create a national network of wildlife viewing areas by

forming State coalitions that consist of federal agencies, nonprofit organizations,

and environmental associations. Teachers may, for a small fee, purchase a

guidebook to their State's Watchable Wildlife facilities. Future plans include the

development of interpretive exhibits, visitor centers, environmental and conservation

programs, and educational materials. Currently, 20 States participate in this

program.

Mark Hilliard, Coordinator

Wildlife Appreciation Program Manager

Western Fish and Wildlife Staff

3380 Americana Terrace

Boise, ID 83706

Phone: (208) 384-3088

Fax: (208) 384-3083

U.S. Department of Justice

Improvements in Corrections Education for Incarcerated Juveniles

The Juvenile Corrections Education Grant was awarded to the National Organization

for Social Responsibility (NOSR). The overall goal of this program is to improve the

educational programming offered to incarcerated juveniles. A key component of

this grant is equipping staff within each facility with the skills they will need to

implement effective educational and learning practices.

To date, the grantee has: conducted an extensive literature search of effective

educational practices within Juvenile Corrections, Job Corps, JTPA, and Effective

Schools Research; published a 193-page publication entitled "Effective Practices in

Juvenile Corrections Education: A Study of the Literature and Research, 1980-

1992 (Available from the Juvenile Justice Clearinghouse, 1-800-638-8736);A

Juvenile Corrections Education Training and Technical Assistance Manual. In

addition, the grantee has selected and been working with three state juvenile

corrections facilities in Arizona, Colorado, and Minnesota.

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Achieving the Goals:

Mr. Frank Smith, Program Manager

The National Office of Social Responsibility

222 S. Washington Street

Alexandria, VA 22314

(703) 549-5305

Office of Juvenile Justice and Delinquency Prevention Programs

The Office of Juvenile Justice and Delinquency Prevention (OJJDP) administers a

diverse program agenda to foster improvement in the nation's understanding of and

response to delinquent youth and missing children. OJJDP strives to provide

guidance and support to juvenile justice professionals, researchers, policy makers,

and trainers who design, implement, and test innovative program approaches. The

OJJDP follows a number of key principles in funding projects. They include:

strengthening families; supporting core social institutions; promoting prevention

strategies and programs; intervening immediately and effectively when delinquent

behavior occurs; and identifying and controlling the small percentage of serious,

violent, and chronic juvenile offenders. OJJDP funds a myriad of projects centered

on these five principles.

Marilyn Silver

Management Analyst

Office of Juvenile Justice and Delinquency Prevention

U.S. Department of Justice

633 Indiana Avenue, NW

Washington, DC 20531

Phone: (202) 307-0751

"Youth for Justice" - Law-Related Education Program

The "Youth for Justice" Program in an Office of Juvenile Justice and Delinquency

Prevention (OJJDP) funded initiative designed to teach young people an

understanding and respect for the law to curb the development of delinquent

behavior. A key component of this program is the provision of Law-Related

Education services to students, teachers, lawyers, judges, juvenile officers, and

legislators nationwide. Five grantees were awarded funding to promote law-related

education programs. They are the American Bar Association (ABA), the Center for

Civic Education (CCE), the Constitutional Rights Foundation (CRF), National Institute

for Citizen Education in the Law, and the Phi Alpha Delta Public Service Center.

NICEL provides training and technical assistance, develops and field tests curricula,

coordinates national conferences, conducts workshops, and coordinates the

activities of the five national organizations in the national Law-Related Program.

CCE has developed multimedia instructional units, including student books and

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Goal 4 Teacher Professional Development

teachers' educations on the concepts of authority, responsibility, justice and

privacy. As of September 1992, the center had trained 181 teacher trainers to

deliver training to teachers to provide law related education. CRF trained 4,256

persons in 1992, and provided technical assistance to 749 sites. Between 1991

and 1992, ABA conduced the Advanced Leadership Training Seminar for School

Administrators; provided nine technical assistance trips to states who were

developing Law-Related Education programs; and responded to 2,500 requests for

information at the ABA's Law-Related Education clearinghouse.

For further information on the Law-Related Education Grants contact:

Frank Porpotage, Program Manager (OJJDP) at (202) 307-0598

Lee Adetman, Project Director (NICEL) at (202) 546-6644

U.S. Department of Transportation

Aviation Education *

Promotes development and enhancement of education in aviation; creates career

awareness in aviation at the elementary and secondary educational levels; prepares

qualified individuals to meet the future needs of aviation; and aids educators by

providing aviation information they can readily use in their normal classroom

curriculum or in special classroom projects, to improve communication skills in

math, science, technology, and computer literacy as it relates to aviation; and helps

educators identify the learning needs of our society in this rapidly changing

technological era.

Phil Windroff

Civil Aviation Information Distribution Division

Aviation Education Program

AHT, 100, Federal Aviation Administration

Department of Transportation

400 7th Street, SW

Washington DC 20590

Phone: (202) 366-4000

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Achieving the Goals:

U.S. Department of Veterans Affairs

The Alternative Teacher Certification Program

The Department of Veterans Affairs administers a program entitled the Alternative

Teacher Certification. This is a pilot program which allows beneficiaries to receive

benefits for alternative teacher programs. The pilot program will end on September

30, 1996. Legislation is pending which would continue the program.

An alternative teacher certification program is one which is designed for an

individual who possesses a bachelor's degree, but does not have education credits

to obtain this certificate without reenrolling in an institution of higher learning and

pursuing another bachelor's degree. Alternative teacher certification programs often

include training conducted at an institution of higher learning, in addition to

classroom experience and training provided by other entities.

Educational Assistance Programs

The Department of Veterans Affairs administers a variety of educational assistance

programs for veterans, service persons, eligible dependents and members of the

Selected Reserve. The best known program is the Montgomery GI Bill. There are

actually two distinct versions of the Montgomery GI Bill. The first is the

Montgomery GI Bill-Active Duty, which provides benefits for those who have been

discharged from service (veterans) and those who are still on active duty (service

persons). The other portion is the Montgomery GI Bill - Selected Reserve. Another

significant program, although much smaller in terms of overall participants, is the

Dependents' Educational Assistance program. This program provides education

benefits for spouses, surviving spouses and children.

Eligible individuals may pursue a wide variety of training opportunities, including

undergraduate and graduate degree programs at colleges and universities. The vast

majority of trainees pursue college training. Some of these college students would,

of course, be pursuing training to become teachers.

Contact for both programs:

Celia P. Dollarhide, Director

Education Service (22)

Department of Veterans Affairs

810 Vermont Avenue, NW

Washington, DC 20420

(202) 273-7185

FAX (202) 275-2636

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INDEPENDENT AGENCIES

The Environmental Protection Agency

Environmental Education Grants Program*

The Environmental Education Grants Program provides financial support for projects

which design, demonstrate, or disseminate environmental education practices,

methods, or techniques. The goal of environmental education is to increase public

awareness and knowledge about environmental issues, and to provide the public

with the skills needed to make informed decisions and to take responsible actions.

Environmental education enhances critical thinking, problem solving, and effective

decisions-making skills. It also teaches individuals to weigh various sides of an

environmental issue to make informed and responsible decisions. Grantees include

state and local education agencies and environmental agencies, colleges and

universities, and non-profit organizations.

George Walker

Environmental Education Specialists

Office of Environmental Education

Office of Communication, Education and Public Affairs

U.S. Environmental Protection Agency (1707)

401 M Street, SW

Washington, DC 20460

(202) 260-8619

Environmental Education and Training Partnership*

The Environmental Education and Training Partnership (EETAP) has been formed by

the North American Association for Environmental Education (NAAEE) with

approximately $2 million in 1995-96 for the first year of this three-year program.

EETAP is a partnership of 18 organizations which will deliver environmental

education training to K-12 education professionals. It will focus on enhancing

existing quality training efforts, evaluating and disseminating information on quality

education materials and programs through an electronic resource library, and

strengthening and expanding partnerships and networks. This project builds upon

the work initiated in 1992 by the University of Michigan-led National Consortium for

Environmental Education and Training (NCEET)

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Achieving the Goals:

Kathleen MacKinnon

Environmental Education Specialists

Office of Environmental Education

Office of Communication, Education and Public Affairs

U.S. Environmental Protection Agency (1707)

401 M Street, SW

Washington, DC 20460

(202) 260-8619

NASA

Aerospace Education Services Program*

Provides information about U.S. aeronautics and space research and development

activities and their results, to enhance the knowledge of students and teachers and

motivate them in science education and careers, to enrich the regular curricula, and

to assist with in-service teacher training. Schools, teacher training institutions,

colleges, universities, civic groups, museums, and planetaria.

Contact the education officer at nearest NASA Field Center:

Moffett Field, California 94025; Goddard Space Flight Center, Greenbelt, Maryland

20771; John F. Kennedy Space Center, Florida 32899; Langley Research Center,

Langley Station, Hampton, Virginia 23365; Lewis Research Center, 21000

Brookpark Road, Cleveland, Ohio 44135; Johnson Space Flight Center, Houston,

Texas 77058; Marshall Space Flight Center, Huntsville, Alabama 35812; Stennis

Space Center, Stennis Space Center, Mississippi 39529.

Aerospace Education Services Project*

Supports education programs that provide information about U.S. aeronautics and

space research, development activities and their results; enhance the knowledge of

students and teachers and motivate them in science education and careers; enrich

the regular curricula; and assist with in-service teacher training. Schools, teacher

training institutions, institutions of higher educations, civic groups, museums, and

planetaria.

Richard Adams

National Air and Space Administration

Education Branch, Suite 950

500 E Street, SW

Washington, DC 20024

Phone: (202) 453-2991

Fax: (202) 755-0099

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The National Endowment for the Arts

Arts Edge: National Arts Education Information Network*

The Arts Endowment wants to help those involved in arts education organize and

share their knowledge with each other and with others outside the arts. The Arts

Endowment, together with the U.S. Department of Education, is supporting the

development of a national arts and education information network called

"Arts Edge." This concept was supported by the findings of an Endowmentsupported feasibility study and the recommendations of the National Arts Education

Partnership Working Group (a national task force) which called for a "proactive

national system for gathering and disseminating information resources." Computerbased and interactive, the network is being developed by the John F. Kennedy

Center for the Performing Arts to:

connect people to people and to information (through interactive

technologies e.g. electronic mail, on-line forums and conferences, and access

to multi-media resources);

build a computerized database about promising arts education programs and

practices; and

join with other networks in the arts and in education.

Now in its pilot phase, the network has begun to develop a critical mass of

information and users; over 20,000 people visit its home page every week to see

new content on educational reform, curriculum, promising programs and practices,

and new research. Moreover, the content is organized along exciting and useful

categories such as community connections, resources for students, and a unique

Curriculum Studio for the development of new curricula in the arts. Arts Edge has a

actually entered the "fast lane" of the information highway it is available via the

World Wide Web at <http://artsedge.kennedy-center.org > . Scott D. Stoner

ArtsEdge: National Arts and Education Information Network

The John F. Kennedy Center for the Performing Arts

Washington, DC 20566-0001

(202) 416-8871

e-mail: stoner@artsedge.kennedy-center.org

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Achieving the Goals:

Arts Education Fellowships*

The fellowships are intended to: recognize superior teachers of the performing,

visual, literary, and media arts; strengthen teachers' knowledge of, and experience

and skills in, the arts; and focus this intellectual energy toward the ultimate benefit

of students in the classroom. Teachers spend four to eight weeks of summer in fulltime independent study in the arts. Teachers who: (1) are employed full-time in

elementary, middle, or high schools, either as arts specialists or general classroom

teachers; (2) hold a master's degree or show equivalent evidence of continuing

professional growth in the arts; (3) possess a record of substantial involvement and

accomplishment in arts education and demonstrate a capacity for independent study

in the arts; and (4) plan to continue teaching the arts in grades K-12 for at least the

year following the fellowship.

One award winner in Wisconsin pursued independent study of jazz education

materials and, subsequently, developed a jazz improvisation program for elementary

school students. One New Jersey art teacher and ceramist studied crystalline

glazes and applied that new knowledge to interdisciplinary teaching with his

school's chemistry classes. A teaching sculptor created a new work based on her

research into experiences of African-American women, translating her impressions

of women and race into visual metaphors.

Susannah Patton and Elsa Little

Council for Basic Education (funded by National Endowment for the Arts)

Arts Education Fellowships

1319 F Street, NW, Suite 900,

Washington, DC, 20004

Phone: (202) 347-4171.

The Goals 2000 Arts Education Partnership*

The National Endowment for the Arts, in partnership with the U.S. Department of

Education, convened a series of three meetings during the summer and fall of 1994

known as the Goals 2000 Arts Education Action Planning Process. The purpose of

this process was to develop a plan for collaboration on the national level in order to

maximize the role of the arts in improving education and helping schools and

students achieve the National Education Goals. The meetings produced an action

plan that identified a number of critical actions in which all Americans must be

actively involved at the state and community levels in order to realize the benefits of

arts in education. A 32-page report from the planning process outlines how the arts

can help achieve each of the eight National Education Goals and articulates why the

arts are central to successful education reform.

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Goal 4 Teacher Professional Development

To ensure that the action plan developed by the Goals 2000 Arts Education Action

Planning Process would be implemented, the Arts Endowment, in partnership with

the Department of Education, is supporting the operating costs of the Goals 2000

Arts Education Partnership. A cooperative agreement has been awarded to the

Council of Chief State School Officers, in collaboration with the National Assembly

of State Arts Agencies, to establish an office for the Goals 2000 Arts Education

Partnership. This office will assure adequate resources are secured to foster

communications among Partnership participants, coordinate implementation of the

action plan, and hire a director who will manage the operations of the partnership.

For more information on the Goals 2000 Arts Education Partnership or to obtain

copies of the advocacy brochure and report, contact:

Goals 2000 Arts Education Partnership

c/o The Council of Chief State School Officers

One Massachusetts Avenue, NW, Suite 700

Washington, DC 20001-1431

Phone: (202) 336-7065

FAX: (202) 408-8076

Promotion of the Arts-Arts in Education*

Encourages state and local arts agencies to develop long-term strategies to help

establish the arts as basic to the education of students from prekindergarten

through twelfth grade; encourages state and local education agencies to develop

and implement sequential arts education programs; encourages the involvement of

artists and cultural organizations in enhancing arts in education for a broad segment

of the population; encourages the career development of excellent teachers and

professional artists involved in education; develops and stimulates research to teach

quality education in the arts; encourages the development of improved curriculum

materials, evaluation, and assessment of arts education programs; fosters

cooperative programs with the U.S. Department of Education; and encourages

dissemination of information and research about current and past successful arts

education programs. Arts Education Partnership grants, the only grant category at

this time, are available for state arts agencies only. The Arts Endowment also

supports a limited number of National Leadership Initiatives based on the priorities

of the Agency and funds available. Several present arts education initiatives

support, directly or indirectly, the professional development needs of teachers and

other education service providers. Depending on the type of initiative, grants, or

cooperative agreements may be made to nonprofit organizations if donations to

such organizations qualify as a charitable deduction under Section 170(c) of the

Internal Revenue Code of 1954. This definition includes state and local

governments. Requests for proposals are issued by the NEA for most National

Leadership Initiatives.

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Achieving the Goals:

Education and Access Division

Room 703, The Nancy Hanks Center

National Endowment for the Arts

1100 Pennsylvania Avenue, NW

Washington DC 20506

Telephone for Guidelines, (202) 682-5400

for other information, (202) 682-5438

The National Endowment for the Humanities

Independent Study in the Humanities Fellowships*

Designed as a rigorous course of self-directed, independent summer study to ensure

educators' intellectual renewal and resurgent enthusiasm for their profession.

Applicants must be teachers who: are employed full-time in elementary, middle, or

high schools, with at least half their schedule in the humanities; are in their fifth

year of full-time teaching and plan to teach the humanities at least five more years;

and have not previously been awarded an ISH Fellowship.

Susannah Patton and Elsa Little

Council for Basic Education (funded by National Endowment for the Humanities)

Independent Study in the Humanities

1319 F Street, NW, Suite 900

Washington, DC 20004

Phone: (202) 347-4171.

Promotion of the Humanities-Fellowships for University Teachers

Provides time for uninterrupted study and research by research teachers and faculty

members of postgraduate professional schools who can make significant

contributions to thought and knowledge in the humanities. The fellowships enable

individuals to devote extended periods of uninterrupted time to investigation,

reflection, and writing so that they may enlarge their contributions and continue to

develop their capacities as scholars and interpreters of the humanities.

While continuing its commitment to the work of established senior scholars, the

Endowment also wishes through this program to encourage and sustain the work of

junior scholars: people who hold the rank of instructor or assistant professor in

departments and programs of academic institutions that grant the Ph.D. In

conjunction with the program, the Endowment is offering support of projects in the

area of one special NEH initiative, The Emergence of Democracy. Faculty members

of departments in universities that grant the Ph.D., faculty members with

appointments to interdepartmental programs and central graduate schools that

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Goal 4 Teacher Professional Development

grant a Ph.D., and faculty members of postgraduate professional schools, and other

staff affiliated with these institutions. Although applicants need not have advanced

degrees to qualify, they must have completed their professional training before

applying. Active candidates for degrees are not eligible, nor are persons seeking

support for work leading to degrees. Applicants should be U.S. citizens, native

residents of U.S. territorial possessions, or foreign nationals who have lived in the

U.S. for at least the three years immediately preceding the application deadline.

Ma ben Herring

Fellowships for University Teachers

Division of Fellowships and Seminars

National Endowment for the Humanities

Room 316, 1100 Pennsylvania Avenue, NW

Washington, DC 20506

Phone: (202) 606-8466

Promotion of the Humanities-Fellowships for College Teachers and

Independent Scholars

Provides opportunities for college teachers and independent scholars to pursue

independent study and research that will enhance their capacities as teachers,

writers, and scholars or interpreters of the humanities and enable them to make

significant contributions to thought and knowledge in the humanities. These

fellowships are intended for faculty members of two-year, four-year, and five-year

colleges and universities that do not grant the Ph.D., scholars and writers working

in institutions with research or education collections such as museums, libraries,

and historical associations, and scholars and writers working independently. This

program is designed to support both beginning and experienced scholars engaged in

a range of activities from general study to specialized research. Fellowships are

normally awarded for full-time study, but part-time awards will be made in

exceptional cases. In connection with this program, the Endowment is offering

support for projects in the area of the Emergence of Democracy, a special NEH

initiative. Applicants should be faculty members at two-year, four-year, or five-year

colleges or at universities whose campus does not grant the Ph.D. in their general

discipline; individuals affiliated with institutions other than colleges and universities;

and scholars and writers working independently. Retired faculty members of

undergraduate institutions are eligible to apply for support in this program.

Although applicants need not have advanced degrees to qualify, they must have

completed their professional training before applying. Active candidates for degrees

are not eligible, nor are persons seeking support for work leading toward degrees.

Applicants should be U.S. citizens, U.S. nationals of American Samoa, or foreign

nationals who have lived in the United States for at least the three years

immediately preceding the date of the application.

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Joseph Neville

Fellowships for College Teachers and Independent Scholars

Division of Fellowships and Seminars

Room 316, National Endowment for the Humanities

1100 Pennsylvania Avenue, NW

Washington, DC 20506

Phone: (202) 606-8467.

Faculty Graduate Study Program for Teachers at Historically Black

Colleges and Universities

As a part of the previous grant listing, the National Endowment for the Humanities

also announces the continuation of the Faculty Graduate Study Program for

teachers at Historically Black Colleges and Universities. The Faculty Graduate

Study Program is a special competition designed to strengthen the teaching of the

humanities at historically black colleges and universities by providing one year of

support for teachers at these institutions to work toward the completion of a Ph.D.

in the humanities. The annual application deadline is March 15. Decisions are

announced in October. Fellowships are usually awarded during the following

academic year. The maximum award is $30,000. The uses of the awards,

eligibility, requirements, selection criteria, and stipend allowances for this program

are all specific to this program and different from those for Fellowships for College

Teachers and Independent Scholars. Professors and faculty at Historically Black

Colleges and Universities.

Ma ben Herring

Fellowships for College Teachers and Independent Scholars

Division of Fellowships and Seminars

Room 316, National Endowment for the Humanities

1100 Pennsylvania Avenue, NW

Washington, DC 20506

Phone: (202) 606-8466

Promotion of the Humanities-Foreign Language Education*

The program's objective is to improve the teaching of foreign languages, particularly

such less commonly taught languages as Russian, Japanese, Chinese, and Arabic,

in the nation's schools, colleges, and universities. Grants support summer institutes

for school teachers, with special attention given to: incorporating authentic

materials from the target culture into curriculum at all levels of language instruction,

including introductory courses; college and university curriculum development and

related faculty study aimed at strengthening undergraduate language programs,

including those for prospective school teachers; and various special projects to

strengthen foreign language education. State and local governments; sponsored

organizations; public and private nonprofit

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Goal 4 Teacher Professional Development

institutions/organizations; other public institutions/organizations; federally

recognized Indian tribal governments; Native American organizations; U.S.

territories; non-governmental organizations; minority organizations; other specialized

groups; and quasi-public nonprofit institutions may apply.

Bruce Robinson

Foreign Language Education

National Endowment for the Humanities, Room 302

1100 Pennsylvania Avenue, NW, Washington, DC 20506

Phone: (202) 606-8373

Promotion of the Humanities-Interpretive Research/Humanities, Science

and Technology

Supports humanities research designed to deepen our understanding of science,

medicine, and technology and its role in our culture. Collaborative or coordinated

multiyear projects involving the efforts of several individuals at the professional,

post-doctoral, and research assistant levels are encouraged, especially those

integrating the work of science and humanities scholars. U.S. citizens and

residents, state and local governments, sponsored organizations, public and private

nonprofit institutions/organizations, other public institutions/ organizations, federally

recognized Indian tribal governments, Native American organizations, other

specialized groups, and quasi-public nonprofit institutions.

Dr. Daniel Jones

Humanities, Science and Technology

Division of Research Programs

National Endowment for the Humanities, Room 318

1100 Pennsylvania Avenue, NW

Washington, DC 20506

Phone (202) 606-8210

Promotion of the Humanities-Interpretive Research Program/

Collaborative Projects

Supports broadly defined, significant research in all fields of the humanities. Grants

are generally collaborative, multiyear projects involving the efforts of several

individuals at the professional, postdoctoral, and research assistant levels as well as

foreign and domestic archaeology projects. The program encourages research that

brings to bear the knowledge, methods, and perspectives of the humanities on the

subjects of science, technology, and medicine. These programs provide support for

conferences designed to advance research on topics of importance in the

humanities. Conference projects must address research questions or assess

research methods. U.S. citizens and residents, state and local governments,

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Achieving the Goals:

spOnsored organizations, public and private nonprofit institutions/organizations,

other public institutions/organizations, federally recognized Indian tribal

governments, Native American organizations, U.S. Territories, non-governmental

organizations, minority organizations, other specialized groups and quasi-public

nonprofit institutions are eligible to apply. Conference grants are made to eligible

institutions, not to individuals.

David Wise

Division of Research Programs

National Endowment for the Humanities, Room 318

1100 Pennsylvania Avenue, NW

Washington, DC 20506

Phone: (202) 606-8210

Promotion of the Humanities-Study Grants for College and University

Teachers

Provides support for individual teachers at universities and two- and four-year

colleges to undertake six weeks of full-time study in the humanities. Applications

may come from persons employed by colleges and universities. Full-time faculty,

adjunct faculty, and administrators must have regular undergraduate teaching

responsibilities in the humanities. Applicants must have taught undergraduate

humanities courses during the 1991-92 and 1992-93 academic years and intend to

return to teaching at the conclusion of the project. Although applicants need not

have advanced degrees to qualify, they must have completed their professional

training before applying. Active candidates for degrees are not eligible, nor are

persons seeking support for work leading to degrees. Applicants should be U.S.

citizens, U.S. nationals of American Samoa, or foreign nationals who have been

residing in the United States for at least the three years immediately preceding the

date of application. Faculty are not eligible if they have received within the last five

years a major grant for research of more than $10,000 from outside their own

institution, an NEH Fellowship for College or University Teachers, a Summer

Stipend, or a Study Grant.

Clayton Lewis

Division of Fellowships and Seminars

Study Grants for College and University Teachers

National Endowment for the Humanities, Room 316

1100 Pennsylvania Avenue, NW

Washington, DC 20506

Phone: (202) 606-8463

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Promotion of the Humanities-Summer Seminars for College Teachers

Provides opportunities for teachers in five-, four-, and two-year colleges; for

scholars employed in libraries, museums, historical associations, and other

humanities institutions; and for independent scholars to work during the summer in

their areas of interest under the direction of distinguished scholars at institutions

with library resources suitable for advanced study and research. Seminars offered

in this program deal with significant works or topics in the humanities.

Distinguished scholars and teachers at institutions with libraries suitable for

significant research in the humanities or with specialized holdings in the area of the

seminar and with facilities adequate for hosting the seminars.

Joel Schwartz

Summer Seminars for College Teachers

Division of Fellowships and Seminars

National Endowment for the Humanities, Room 316

1100 Pennsylvania Avenue, NW

Washington, DC 20506

Phone: (202) 606-8463

Promotion of the Humanities-Summer Seminars for School Teachers*

Provides opportunities for school teachers to work during the summer under the

direction of a distinguished teacher and active scholar at colleges and universities

throughout the country, studying seminal works in the humanities in a systematic

and thorough way. Teachers and scholars in the humanities; primarily K-12

teachers in public, private, or parochial schools.

Michael Hall

National Endowment for the Humanities

Division of Fellowships and Seminars, Room 316

1100 Pennsylvania Avenue, NW

Washington, DC 20506

(202) 606-8463

Promotion of the Humanities-Summer Stipends

Provides support for individual faculty and staff members at universities and twoyear and four-year colleges and for others who have made or have demonstrated

promise of making significant contributions to the humanities, in order to pursue

two consecutive months of full-time study or research on a project in the

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Achieving the Goals:

humanities. College and university faculty and staff and independent scholars.

There is a nomination process, and applicants should contact the Endowment for

additional details.

Thomas O'Brien

Division of Fellowships and Seminars

Summer Stipends

National Endowment for the Humanities, Room 316

1100 Pennsylvania Avenue, NW

Washington, DC 20506

Phone: (202) 606-8551

NEH Fellowship Program for Foreign Language Teachers, K-12*

To recognize and encourage excellence in the teaching of foreign languages, this

program offers stipends to teachers to spend six weeks abroad developing an indepth understanding of foreign languages and cultures. The program is based on

the premise that intensive study in an immersion setting is the most productive way

for highly motivated and experienced language teachers to improve their knowledge

and proficiency. Teachers who: (1) have been teaching for three years full-time

prior to the fellowship summer, with at least one-half of the schedule teaching

foreign languages; (2) are employed by a U.S. school or a U.S. school abroad; (3)

intend to teach foreign languages at least five more years; (4) agree not to accept

another full-support grant during the fellowship period; and (5) are not teachers of

ESL and bilingual education.

Naima Gherbi

Program Director

NEH Fellowship Program for Foreign Language Teachers K-12

Connecticut College

270 Mohegan Avenue

New London, Connecticut 06320-4196

Telephone: (203) 439-2282

Promotion of the Humanities--Centers for Advanced Study (45.122)

Supports interrelated research in well-defined subject areas through block fellowship

grants at independent centers for advanced study, American research centers

overseas, and independent research libraries and museums. Independent centers

for scholarly research may apply for funds with which to offer one or more

fellowships within the framework of their own fellowship programs. The grants are

intended to provide funds for fellowship stipends and standard allowances only.

They may not be awarded to degree candidates or for study leading to advanced

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degrees. Fellowship tenure must be at least 6 and not more than 12 consecutive

months in duration. Fellowship recipients must be granted all benefits, services,

and accommodations normally accorded other fellows at the center.

Division of Research Programs

Centers for Advanced Study, Room 318

National Endowment for the Humanities

1100 Pennsylvania Avenue, NW

Washington, DC 20506

Phone: (202) 606-8210.

Promotion of the Humanities--Elementary and Secondary Education in

the Humanities*

To increase the effectiveness of humanities teaching in the nation's elementary,

middle, and secondary schools. The purpose of the program is to strengthen

instruction principally through faculty development. State and local governments;

public and private nonprofit institutions/organizations, federally recognized Indian

tribal governments, Native American organizations, U.S. Territories, non-government

organizations, minority organizations, other specialized groups, and quasi-public nonprofit institutions.

Bruce Robinson

National Endowment for the Humanities

Elementary and Secondary Education in the Humanities, Room 302

1100 Pennsylvania Avenue, NW

Washington, DC 20506

Phone: (202) 606-8377

Promotion of the Humanities-Higher Education in the Humanities

Assists institutions of higher education in their efforts to improve the teaching of

the humanities. Whether interdisciplinary or centered in a single discipline, projects

should be firmly grounded in the study of humanities texts and materials. Most

projects are planned and implemented by groups of faculty members within a

college or university working with deans or department chairmen. Projects may also be proposed by cultural institutions or professional associations. The program

provides support for many types of activities: institutes for college and university

faculty give teachers opportunities for intensive study of important materials in the

humanities directed by leading scholars in the field; projects to benefit teaching in

the humanities, including activities that reach across the various levels of

instruction; programs to improve the humanities preparation of future school

teachers, to improve the teaching of foreign languages, and to develop or

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strengthen core curricula in colleges and universities, and curriculum projects in

higher education that illuminate the connections among science and the humanities.

State and local governments, sponsored organizations, public and private nonprofit

institutions/organizations, federally recognized Indian tribal governments, Native

American organizations, U.S. Territories, non-government organizations, minority

organizations, other specialized groups, and quasi-public nonprofit institutions.

Lyn Maxwell White

Higher Education in the Humanities

National Endowment for the Humanities, Room 302

1100 Pennsylvania Avenue, NW

Washington, DC 20506

Phone: (202) 606-8380

Special Opportunity in Foreign Language Education*

Grants support summer institutes for school teachers on incorporating authentic

materials from the target culture into curriculum at all levels of language instruction,

including introductory courses; college and university curriculum development and

related faculty study aimed at strengthening undergraduate language programs,

including those for prospective school teachers; and various special projects to

strengthen foreign language education. Public and private elementary and

secondary schools, school systems, two- and four-year colleges and universities,

nonprofit academic associations, and cultural institutions, such as libraries and

museums.

Bruce Robinson

Foreign Language Education

National Endowment for the Humanities, Room 302

1100 Pennsylvania Avenue, NW

Washington, DC 20506

Phone: (202) 606-8377

National Science Foundation

Alliances for Minority Participation Program

The Alliances for Minority Participation (AMP) Program is a multi-disciplinary

comprehensive undergraduate program designed to increase substantially the quality

and quantity of students receiving baccalaureate degrees in science, mathematics,

engineering, and technology and subsequently, to increase the number of students

entering graduate schools to obtain the doctorate in SMET fields normally supported

by NSF. The AMP program focuses on removing barriers

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that prevent full preparation for a participation in the SMET work force by all

students. The program focuses on those students who are underserved by our

current educational system, including those who are economically disadvantaged,

have low participation in SMET enterprise, and are in educational settings that do

not encourage full use of their academic potential to succeed in SMET fields. The

AMP program supports undergraduate systemic reform in alliances that include

partners from both two- and four-year higher education institutions, businesses and

industries, national research laboratories, local state, and federal agencies. The

AMP program supports a teacher preparation (AMP-TP) initiatives focused

specifically on attracting more individuals from groups under represented in the

science and mathematics teacher work force into undergraduate teacher preparation

programs.

Alliances for Minority Participation

Division of Human Resources Development

National Science Foundation

4201 Wilson Boulevard

Arlington, VA 22230

Phone: (703) 306-1633

Applications of Advanced Technology Program

Provides research and development grants to examine the strengths and

weaknesses of new, innovative applications of advanced technologies, and to lay

the foundations and knowledge necessary for the use of new, revolutionary

computer and telecommunications systems and related technologies for teaching

and learning science and mathematics. Individual institutions or groups of

institutions within the United States.

Nora H. Sabel li

Program Director

Applications of Advanced Technology Program

Division of Research, Evaluation and Communication

National Science Foundation

4201 Wilson Boulevard

Arlington, Virginia 22230

Phone: (703) 306-1650

Collaboratives for Excellence in Teacher Preparation Program *

The NSF Collaboratives for Excellence in Teacher Preparation Program supports

projects aimed at major changes in approaches to the undergraduate preparation of

future teachers of elementary and secondary science and mathematics. This

includes development of new institutional structures, the production of creative

materials, courses and curricula for teacher education, and research on factors

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affecting the recruitment and preparation of teachers. Projects demonstrate

leadership by the scientific discipline departments, and emphasize a solid foundation

in science or mathematics and rigorous attention to effective teacher practices,

including the use of advanced instructional technologies. Special interests include

multidisciplinary projects and initiatives for recruiting members of under represented

groups into the teaching profession. Collaborations among scientists, science

educators, teachers, and other educational leaders, within and among institutions of

higher education and school systems, are encouraged in the planning and

implementation of projects. Colleges and universities or their consortia that have the

capacity to prepare significant numbers of highly qualified teachers are eligible to

submit proposals.

Collaboratives for Excellence in Teacher Preparation

Division of Undergraduate Education

National Science Foundation

4201 Wilson Boulevard

Arlington, VA 22230

Phone: (703) 306-1668

Comprehensive Partnerships for Minority Student Achievement

Program *

The Comprehensive Partnerships for Minority Student Achievement Program

supports comprehensive precollege education reform programs targeted at school

systems having significant minority student populations. City and county school

systems, which are the units of change, are expected to link with institutions of

higher education, businesses, professional organizations, community-based, and

other education organizations in the design and implementation of in-school student

and teacher enhancement activities and informal education efforts. The program's

goals are to improve student achievement in mathematics and science courses, to

enhance teacher knowledge and skills, and to expand student interest in science,

mathematics, and technology as career choices. Academic institutions and nonprofit

organizations are eligible to apply for funding through this program.

Betty Jones

Comprehensive Partnerships

for Minority Student Achievement Program

Division of Human Resource Development

National Science Foundation

4201 Wilson Boulevard

Arlington, VA 22230

Phone: (703) 306-1633

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Presidential Awards for Excellence in Science and Mathematics

Teaching*

These awards are designed to demonstrate the importance of good teaching by

explicitly recognizing and rewarding the excellence achieved by exemplary

mathematics and science teachers, K-12. Four teachers per year per state are

selected as Presidential Awardees in elementary mathematics, elementary science,

secondary mathematics, and secondary science. These teachers constitute a

national network of outstanding leaders in science and/or mathematics education.

Teachers can be nominated by colleagues, administrators, students, or parents of

students. Eligible teachers include those whose primary responsibility is classroom

teaching of science or mathematics in a public or private, elementary, middle/junior,

or senior high school in any of the fifty states, the District of Columbia, Puerto Rico,

the Department of Defense Dependant Schools, or the U.S Territories (Guam,

American Samoa, the Commonwealth of Northern Marinas, and the Virgin Islands).

A minimum of five years of teaching experience is required.

Emma Walton

National Science Foundation

Presidential Awards for Excellence in Science and Mathematics Teaching

Division of Elementary, Secondary and Information Education

National Science Foundation

4201 Wilson Boulevard

Alexandria, Virginia 22230

Phone: (703) 306-1613

Program for Persons With Disabilities*

The NSF Program for Persons With Disabilities has recently been expanded and is

committed to bringing about change in academic and professional climates,

developing new methods of teaching science and mathematics, increasing the

awareness and recognition of the needs and capabilities of students with

disabilities, promoting the accessibility and appropriateness of instructional materials

and education technologies, and increasing the availability of mentoring resources.

Though the Foundation encourages persons with disabilities to participate fully in all

NSF-supported programs, its Human Resource Division has initiated efforts focused

on (1) eliminating barriers to the participation of students with disabilities in science,

engineering, and mathematics studies; (2) changing the attitudes of the education

community and the public in general about the potential of persons with disabilities;

and (3) offering aid for adaptive technologies and assistance to allow students,

scientists, engineers, and mathematicians to participate in NSF-supported research.

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Program for Persons With Disabilities

Division of Human Resource Development

National Science Foundation

4201 Wilson Boulevard

Arlington, VA 22230

Phone: (703) 306-1637

Program for Women and Girls*

The goal of the Program for Women and Girls is to elicit projects that have high

potential for effecting both short- and long-term changes in the representation of

women in science, engineering, and mathematics careers, and in the overall

science, engineering, and mathematics education of women and girls. Efforts

involved in the initiative address educational issues from preschool through the

graduate level, as well as professional issues. Three program activities--Model

Projects, Experimental Projects, and Information Dissemination Activities for Women

and Girls--accomplish this goal.

Lola Rogers

Program for Women and Girls

Division of Human Resource Development

National Science Foundation

4201 Wilson Boulevard

Arlington, VA 22230

Phone: (703) 306-1637

Rural Systemic Initiatives Program*

The Rural Systemic Initiatives Program (RSI) is an effort on the part of the National

Science Foundation to address barriers to systemic and sustainable improvements in

science, mathematics, and technology education in rural, economically

disadvantaged regions of the Nation. The RSI is designed to fund projects from

coalitions in regions defined by similarities in social, cultural, and economic

circumstances, rather than by governmental boundaries. The program supports

activities that lead to formation of partnerships and coalitions; determination of

present needs and resources and of future educational goals; implementation of

strategies directed toward systemic educational reform, (such as: professional

development for teachers and administrators that is aligned with National science

and mathematics standards); adaptation of high quality, challenging curricula to

address cultural diversity; and formulation of appropriate assessment strategies that

can measure gains in achievement for all students regardless of socioeconomic

status.

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Rural Systemic Initiatives

Division of Educational System Reform

National Science Foundation

4201 Wilson Boulevard, Suite 875

Arlington, VA 22230

Phone: (703) 306-1684

Statewide Systemic Initiatives Program*

The Statewide Systemic Initiatives Program (SSI) is a major NSF effort to encourage

improvements in science, mathematics, and engineering education through

comprehensive systemic changes in the education systems for the states.

The SSI program represents a strategy to strengthen the infrastructure for science

and mathematics education through alignment of state policies and resources. This

requires the collaboration of educators at all levels, business and industry, parents,

and the community-at-large. States were selected for funding through a rigorous

merit review process that included preliminary proposals, panel reviews of full

proposals and site visits. Selection was based on: (1) State commitment to

fundamental reform of mathematics and science education; (2) new directions in

state vision for mathematics and science education that includes curriculum goals,

assessment, teacher development, equity, governance and improved outcomes; (3)

consensus on the current status of science and mathematics education and on the

identification of the most serious problems that need to be addressed; (4)

partnerships that enable the effort to succeed; 5) a plan for effective management

and oversight, and 6) an evaluation plan that encourages mid-course corrections.

Twenty-five states and Puerto Rico received five-year awards.

Statewide Systemic Initiatives

Division of Educational System Reform

National Science Foundation

4201 Wilson Boulevard, Suite 875

Arlington, VA 22230

Phone: (703) 306-1684

Fax: (703) 306-0456

Teacher Enhancement Program *

The Teacher Enhancement (TE) program provides professional development

opportunities that broaden and deepen the disciplinary and pedagogical knowledge

of teachers to improve their ability to deliver rich and challenging science,

mathematics, and technology (SMT) education to all students. Through active

involvement of administrators, projects develop school cultures that provide

necessary resources to implement classroom improvements and sustain professional

development for teacher participants. Increasing emphasis is given to projects

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utilizing teacher enhancement as the primary vehicle to implement systemic change

in SMT education in school districts that are themselves engaged in renewal. The

first systemic projects target SMT education for grades K-8 and mathematics for

grades 7-12. All such projects must implement exemplary instructional materials

that are aligned with standards and participate in a standardized evaluation. The TE

program also supports projects that seek to develop lead teachers and provide

research experiences as vehicles for enhancement; projects that provide requisite

resources for sustaining and accelerating the rate of SMT education reform; projects

to develop instructional materials for teachers; and projects that employ other

strategies for the professional development of teachers. Eligible organizations

include school districts, colleges and universities, state and local education

agencies, professional societies, museums, research laboratories, or other private or

public organizations whether for profit or non-profit.

Teacher Enhancement Program

Division of Elementary, Secondary, and Informal Education

National Science Foundation

4201 Wilson Boulevard, Suite 885

Alexandria, VA 22230

Phone: (703) 306-1613

Teacher Preparation in Undergraduate Programs

In addition to the NSF Collaboratives for Excellence in Teacher Preparation, other

programs in the Division of Undergraduate Education support teacher preparation.

In particular, the Course and Curriculum, Instrumentation and Laboratory

Improvement, and Undergraduate Faculty Enhancement Programs support projects

which improve the undergraduate preparation of future K-12 teachers. The

Advanced Technology Education program targets technicians being educated for the

high performance work place of advanced technologies. The program supports

technical experiences for students and faculty and K-12 teacher development,

development of instructional materials, and instrumentation and laboratory

improvement, as well as National/Regional Centers.

Division of Undergraduate Education

Directorate for Education and Human Resources

National Science Foundation

4201 Wilson Boulevard

Arlington, VA 22230

Phone: (703) 306-1666

Urban Systemic Initiatives Program*

The Urban Systemic Initiatives (USI) Program in science, mathematics, and

technology education is a comprehensive and systemic effort designed to enable

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fundamental reform of K-12 science and mathematics education in large urban

school systems. Eligibility for the program is limited to school systems in the 25

cities having the largest numbers of school-aged children (ages 5-17) living in

poverty as determined by the 1990 Census. Built upon experience gained from the

Statewide Systemic Initiatives (SSI) program and the Comprehensive Regional

Centers for Minorities (CRCM), the program provides significant support for 5 years

to cities that have completed comprehensive planning and demonstrate readiness to

make systemic and sustainable changes in the policies, practices, and procedures of

urban school systems. At present, 16 eligible cities have received awards.

Urban Systemic Initiatives

Division of Education System Reform

National Science Foundation

4201 Wilson Boulevard

Arlington, VA 22230

Phone: (703) 306-1684

Smithsonian Institution

Harvard-Smithsonian Case Studies in Science Education*

The project will create a series of 25 half hour video case studies accompanied by

written guide materials, for use in K-8 preservice and in-service teacher education

programs. The project's primary goal is to create visual models of science

education reform, and to provoke discussion and critical analysis by the audience of

the issues surrounding their application in real-life classrooms.

Nancy Finkelstein

60 Garden Street, Mail Stop 71

Cambridge, MA 02138

Phone: (617) 496-7687

Fax: (617) 496-7670

InSIGHT: Investigative Stimuli for Intuitive Growth using High

Technology*

InSIGHT focuses on advanced high school and introductory college physics courses.

The project seeks to identify aspects critical to the design of computer simulations

for teaching sophisticated physical concepts to students in introductory physics

classes.

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Philip M. Sadler

60 Garden Street, Mail Stop 71

Cambridge, MA 02138

Phone: (617) 495-9798

Fax: (617) 495-5405

MicroObservatory*

The Micro Observatory project focuses on grades 9-12, and will develop a network

of portable, automated, CCD-based (charge-coupled device) reflecting telescopes,

accessible to students at their schools and over the Internet. A prototype

instrument has been built, and five have been assembled to form a nationwide pilot

network.

Steve Leiker

Harvard-Smithsonian Center for Astrophysics

60 Garden Street, MS71

Cambridge, MA 02138

Phone: (617) 495-9798

Fax: (617) 496-5405

National Science Resources Center's Resource Collection*

The National Science Resources Center maintains a comprehensive and growing

collection of effective science teaching resource materials. Housed at the Arts and

Industries Building of the Smithsonian Institution, the collection holds more than

5,000 volumes. The resource collection is cataloged and accessible through

computerized information databases that include annotations as well as

bibliographic data. The Resource Center has also produced an annotated guide to

elementary science resources, Science for Children: Resources for Teachers. The

completely revised and updated second edition is available under a new title,

"Resources for Teaching Elementary School Science." A companion volume for

middle schools is also under development.

Douglas Lapp

Executive Director

National Science Resources Center, MRC 403

Smithsonian Institution

Washington, DC 20560

Phone: (202) 357-2555

Fax: (202) 786-2028

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NSRC Elementary Science Leadership Institutes*

Each summer the National Science Resources Center conducts two Elementary

Science Leadership Institutes at the Smithsonian Institution. These Institutes provide

teams of administrators, curriculum specialists, teachers, and scientists from school

districts across the country with the information and skills they need to develop and

maintain effective hands-on elementary science programs. The Institutes are staffed

by science educators and scientists who have implemented exemplary elementary

science programs in their districts. This Initiative includes technical assistance to

school districts across the country that are working to reform their elementary

science programs.

Douglas Lapp

Executive Director

National Science Resources Center

MRC 403

Smithsonian Institution

Washington, DC 20560

Phone: (202) 357-2555

Fax: (202) 786-2028

The Private Universe Project*

The Private Universe Project is developing a six-part nationally broadcast television

series to help science teachers address student preconceptions in science. The

3-year project, funded in 1992, focuses on grades K-12. The series is derived from

work pioneered in Project STAR: Science Teaching through its Astronomical Roots,

and is an extension of that project's award-winning video, A Private Universe. The

project will alert science teachers to problems posed by their students'

preconceived ideas and will encourage them to devise solutions tailored to students'

specific needs.

Nancy Finkelstein

60 Garden Street, Mail Stop 71

Cambridge, MA 02138

Phone: (617) 496-7687

Fax: (617) 496-7670

Professional Development Opportunities for Teachers*

Regional workshops and summer institutes conducted in collaboration with local

institutions, are designed to strengthen ties between museums and schools

nationwide and to contribute to the improvement of teaching methods and

materials. Summary courses for metropolitan DC area teachers were taught by

educators from throughout the Smithsonian on subjects ranging from African Art to

historical documents to zoo animals.

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Ann Bay

Office of Elementary and Secondary Education

Smithsonian Institution

Arts and Industry Building, Room 1163

Washington, DC 20560

(202) 357-2425

Phone: (202) 357-2111

Fax: (202) 357-2116

Project ARIES: Astronomy Resources for Intercurricular Elementary

Science*

ARIES was funded in 1992 for three years; its initial focus is grades 3-4. The

project will develop a modular, hands-on, discovery- based, intercurricular,

multicultural physical science program using astronomy as the central focus.

Teacher enhancement videos will also be developed in parallel with the curriculum.

Dr. R. Bruce Ward

60 Garden Street, Mail Stop 71

Cambridge, MA 02138

Phone: (617) 495-9798

Fax: (617) 495-5405

Project Designs (Doable Engineering Science Investigations Geared for

Non-science Students)*

This program is an NSF-funded project to develop modules of design-based

activities using design-to-constraints and testing against nature for inclusion in

grades 6-9. The program consists of technology education and physical science

courses; development and field trials starting in Fall 1995, to expand nationally in

1996.

Hal Coyle, Senior Writer

Science Education Department

Harvard-Smithsonian Center for Astrophysics

60 Garden Street, MS-71

Cambridge, MA 02138

Phone: (617) 495-9798

Fax: (617) 496-5404

E_Mail: hcoyle@cfa.harvard.edu

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Project IMAGE: Investigative Materials About Global Environments*

IMAGE focuses on grades 7-12, with an emphasis on grades 7-9. The project

developed and field-tested 17 hands-on, investigative activities using satellite and

high altitude imagery to confront students with the problems and challenges of our

global environment. A manual of these activities with a teacher's guide will be

published in late 1995.

Hal Coyle

Senior Writer

Science Education Department

Harvard-Smithsonian Center for Astrophysics

60 Garden Street, MS-71

Cambridge, MA 02138

Phone: (617) 495-9798

Fax: (617) 496-5404

E Mail: hcoyle@cfa.harvard.edu

Project SPICA: Support Program for Instructional Competency in

Astronomy *

Project SPICA provides astronomy education support to precollege teachers,

particularly in grades K-9. The project has prepared some 180 expert teachers in

41 states to provide workshops to other teachers who want to enhance their use of

astronomy in their classrooms. The SPICA agents may be contacted through the

project office. In addition, a manual containing 37 astronomy activities for grades

2-12, Project SPICA: A Teacher Resource to Enhance Astronomy Education, is

available from Kendall/Hunt Publishing Company.

Judith Peritz

Harvard-Smithsonian Center for Astrophysics

60 Garden Street, MS71

Cambridge, MA 02138

Phone: (617) 496-4785

Fax: (617) 496-5405

Science and Technology for Children*

Science and Technology for Children, a curriculum project of the National Science

Resources Center, is producing a complete program of science instruction for

children in grades 1-6. The 24 units involve children in hands-on investigations of

scientific phenomena that enable them to learn by doing.

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Douglas Lapp

Executive Director

National Science Resources Center

MRC 403

Smithsonian Institution

Washington, DC 20560

Phone: (202) 357-2555

Fax: (202) 786-2028

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Appendices

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Appendix I

The Discretionary Grant Cycle: Five Phases

Announcement Agencies typically announce a grant competition by publishing in the

Federal Register a Notice that invites applications for new grants. [NOTE: The Federal

Register is a daily publication which contains formal public notices issued by federal

agency, including those that pertain to grant programs and competitions. Many State

agencies and large libraries subscribe, as do the various professional associations. To

order contact: Superintendent of Documents, U.S. Government Printing Office,

Washington, DC 20402.]

The notice typically contains information about the program, identifies eligible applicants,

any eligibility requirements, and where interested members of the public can obtain an

application package, and provides the deadline for transmitting applications, the amount of

funds that are available for new awards, the estimated number of awards to be made, and

other information. The agency generally announces a grant competition after determining

that Congress has appropriated funds for the competition under a new or existing program,

and establishing any policies or regulations that may be needed to guide the competition

and funded activities under the program.

Application Grant programs vary tremendously. While the application package generally

contains all of the instructions and information that are needed to prepare a program

application and understand how it will be evaluated, each competition will have its own

subject-matter focus, requirements, deadlines, expectations, and priorities.

The following tips will help applicants as they prepare their proposals.

First, and most important, study the specific program, selection criteria and competition as

carefully as possible: Find out what the agency is looking for and how your application

should be presented. When preparing your proposal, be as specific as possible, and take

care to ensure that it meets the application criteria. Pay particular attention to logistical

details: some competitions require preapplication processes; and some applications require

clearances before being submitted. In addition, keep in mind the following:

Purposes and Objectives: Take note of the range of purposes and objectives

specified in the application instructions. When writing up your proposal, make sure

that the statement of purposes and objectives in your proposal fits those in the

application instructions; moreover, make sure that your plans show clearly how you

will be able to fulfill these objectives, and how students or teachers will benefit

from an award.

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Consistency: Make sure that all of the pieces of your proposal fit together, and that

all of them complement your objectives.

Management Plan: Make sure that your proposal can be effectively administered

and implemented. In particular, see that the breakdown of tasks is reasonable: that

you have the resources and personnel needed to complete the tasks as planned,

and that your project will run efficiently.

Time: Include a realistic time schedule for achieving your objectives. Make sure

the time frame is feasible in relation to your proposed activities.

Budget: Examine your cost proposal carefully. Make sure that your cost

projections make sense, and that the overall costs are reasonable.

Make sure that the your application is returned by the due date in the agency's

instructions. Some programs require preapplications and others may offer technical

assistance workshops or advice (generally done for formula grant programs rather than

purely discretionary programs) to answer questions about the application. Applicants with

questions should contact the program manager of the particular grant.

Evaluation Many programs use outside field readers to evaluate applications, although

some use in-house (departmental) review. Proposals typically are assigned a panel of

readers, whose members individually score and comment on the applications. The panel

members' scores are then combined or averaged to calculate an application's final score.

The readers' scores are based on their review of the proposals in relation to any criteria

(and maximum number of points to be assigned to those criteria) established by the

program's authorizing legislation or by the agency administering the program. For

example, many Department of Education programs either establish their own selection

criteria, or rely on the following general criteria contained in the Department's General

Administrative Regulations (EDGAR): plan of operation; quality of key personnel; budget

and cost effectiveness; evaluation plan; and adequacy of resources.

Negotiation and Award -- From the evaluation scores, the agency generally prepares a

rank-order slate of applications to determine the applications to be recommended for

funding. Except where an agency has information to warrant changes in funding

recommendations, the proposals to be included in the proposed "funding slate" are

determined on the basis of the reviewers' assessment of the quality of applications, the

proposed budgets in the highest-ranked applications, and the amount of available funding.

The projects on the proposed funding slates are then negotiated by specially-trained grants

office staff, after which the agency makes final decisions and notifies successful applicants

of the award of funds.

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Project Implementation -- After an applicant has been selected for funding, it receives a

notice of grant award that includes the award of funds, the projected length of the project,

and the budget period in which those funds may be expended (typically one year). (For

multi-year projects, the agency usually makes new grant awards, sometimes subject to

receipt of performance information, before the start of each new budget period.) The

notice of grant award also may contain any conditions that govern the use of awarded

funds. Subject to any conditions, a grant recipient is responsible for using program funds

in ways that implement the activities described in its approved application in accordance

with applicable statutes and regulations. At the end of the award period (and, depending

on the particular competition, possibly more frequently), grant recipients also are expected

to file performance and/or financial reports.

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Appendix II

U. S. Department of Education

Challenge Grants for Technology in Education

The Office of Educational Research and Improvement (OERI) makes these grants to

consortia comprised of one or more school districts in high poverty areas, businesses,

libraries and other appropriate agencies or organizations for the purpose of improving and

expanding new applications of technology.

Current consortia are located in the following school districts:

San Diego, California

San Diego Unified School District

The "Triton Project" will improve student performance in mathematics and science,

using a combination of technologies in an active learning curriculum with an ocean

exploration theme. San Diego public schools are to be networked with each other

and with several area museums, research centers and aquariums.

Contact: Richard Fabian

San Diego Unified School District

4100 Normal Street

San Diego, CA 92103

Phone: (619) 225-3416

Redwood City, California

San Mateo County Office of Education

Working through a consortium, Silicon Valley high-tech corporations are providing

infrastructure support for reform plans that high schools have developed with their

feeder elementary and middle schools. The Challenge Grant provides curriculum

support and teacher training, consistent with this overall effort.

Contact: Joe Becerra

San Mateo County Office of Education

101 Twin Dolphin Drive

Redwood City, CA 94065

Phone: (415) 802-5444

FAX: (415) 802-5665

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Dover, Delaware

Capital School District

Telecommunications will connect families and schools, extending the time and place

for learning and improving communications between parents and teaches. Content

is focused on reading and arithmetic in early elementary grades, principally through

cost-effective video based on set-top television boxes.

Contact: William McGlumphy

Capitol School District

945 Forest Street

Dover, DE 19904

Phone: (302) 672-1521

FAX: (302) 672-1714

Waukegan, Illinois

Waukegan Community Unit School District 60

The consortium is working to address problems that the district's schools face as a

result of high truancy rates, widespread, poverty, high mobility, and low academic

achievement by implementing a community mathematics and science program that

relies on innovative uses of technologies. The project has strong school-home,

school-community, and school-work components, and provides extensive

professional development training.

Contact: Elaine Armani

Waukegan C U School District 60

1201 N. Sheridan Road

Waukegan, IL 60085-2099

Phone: (708) 360-5440

FAX: (708) 360-5628

Anderson, Indiana

Anderson Community School Corp.

The consortium of local and state agencies in indiana is using innovative technology

to raise the academic achievement of over 3,000 underchallenged and at-risk

students and their families in six elementary and two middle schools. As part of

this effort, the school district will build on previous activities in which a specially

trained cadre of teachers and principals temporarily assume the role of entire school

faculties to enable educators to participate in professional development activities.

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Contact: Terri Austin

Anderson Community School Corp.

30 West 11th Street

Anderson, IN 46016

Phone: (317) 641-2151

FAX: (317) 641-2081

Indianapolis, Indiana

Indianapolis Public Schools

Utilizing the experience and resources of Ameritech, a cellular service provider, the

consortium is developing an affordable, scaleable and equitably distributed

telecommunication infrastructure linking the North Central Regional Educational

Laboratory (NCERL), 25 schools in Indianapolis, 25 schools in Chicago, and 3 in

Walled Lake, Michigan. The new network, which directly benefits about 90,000

students, delivers research-based curriculum and technical support in participating

schools, and provides professional development activities for the program's

teachers.

Contact: John Kern

Indianapolis Public Schools

801 N. Carrolton Avenue

Indianapolis, IN 46202

Phone: (317) 226-4122

FAX: (317) 226-3130

Natchitoche, Louisiana

Natchitoche Parish Public Schools

The consortium is developing comprehensive programs that use telecommunication

to increase participation in high-tech learning by underserved K-12 students in five

Louisiana districts. The project will integrate Internet resources and K-12

instruction at five pilot sites across the state, and expects to develop transferable

models for providing underserved students access to technology. Over five years,

the project is expected to serve over 174,000 students in 48 schools and 19

communities.

Contact: Kerry Davidson

Louisiana Systemic Initiative

1885 Wooddale Blvd., 11th Floor

Baton Rouge, LA 78006-1511

Phone: (504) 342-4253

FAX: (504) 342-9318

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Goal 4 Teacher Professional Development

Baltimore, Maryland

Baltimore City Public Schools

The Baltimore Learning Communities project uses distance learning, interactive

cable TV and the Internet to connect schools to homes, places of work, and the

community at large. This project provides extensive professional development for

teacher, directly involves parents in the education process, and extends a wide

range of new educational opportunities to over 38,000 students in the middle and

high school levels.

Contact: Michael Pitroff

Baltimore City Public Schools

2500 E. Northern Parkway

Baltimore, MD 21214

Phone: (301) 396-7607

FAX: (301) 426-6750

White Cloud, Michigan

Newaygo County Intermediate School District

The consortium has been established to develop and maintain an advanced fiber

optic cable telecommunications network that will enhance educational opportunities

for the county's disadvantaged students and adults,improve the professional

development available to the district's teaching staff.and provide a delivery method

for improved curricula. The network also supports a unifies effort among all county

service agencies as they seek to address social, educational and economic needs of

county residents, and supports existing data, video and voice communication

capabilities available to all county residents.

Contact: Larry Ivens

Newaygo County Intermediate School District

4645 West 48th Street

Fremont, MI 49412

Phone: (616) 924-0380

FAX: (616) 924-6311

Omaha, Nebraska

Westside Community Schools

The consortium is a multi-element education program that uses technology to bring

museums and other educational resources to K-12 classrooms in Nebraska and

other states. The program, which is engaged in creating an integrated arts-focused

curricula in all core subject areas, targets over 41,000 students in both urban and

rural settings and has a strong professional development component.

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Achieving the Goals:

Contact: Susan Manuel

Westside Community Schools

909 S. 76th

Omaha, NE 68114-4599

Phone: (402) 390-2124

FAX: (402) 390-2136

Manchester, New Hampshire

Manchester School District

The "Manchester Challenge" project is integrating instructional technologies into

curricula of the district's elementary and high schools. Project technologies, which

connect all schools throughout the district, include instructional television, satellite

broadcasts, multimedia telecom puting, and administrative applications, and benefit

over 28,000 students. All participating educators are provided the equipment,

training, time and on-going support to enable them to use information technology

effectively.

Contact: Terry Bullard

Manchester School District

196 Bridge Street

Manchester, NH 03104

Phone: (603) 624-6300

FAX: (603) 624 6337

Laguna, New Mexico

Pueblo of Laguna Department of Education

"Four Directions" is an education reform project that blends American Indian culture

with new educational technologies to revitalize curricula and instruction in Bureau of

Indian Affairs (BIA) schools. The project is being piloted in eight schools

representing tribal groups in eight states, and ultimately will expand to 24 BIA

schools located throughout the country. The project involves K-12 students,

parents and members of the community, and provides extensive professional

development opportunities for teachers.

Contact: Gilbert Sanchez

Pueblo of Laguna

Department of education

P.O. Box 207

Laguna, NM 87206

Phone: (505) 552-6008

FAX: (505) 552-6398

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Cuyahoga Falls, Ohio

Summit County Educational Service Center

The consortium has developed a program through which students use technology

students use technology to complete substantive new work that meets high

educational standards set forth in new local curricula and the Ohio K-12

Competency Based education standards. The project has a strong professional

development component and benefits more than 88,000 students in 18 school

districts, one-third of which have high percentages of economically and

educationally deprived students.

Contact: Steve Snyder

Gay Fawcett

Summit Educational Service Center

420 Washington Avenue

Suite 200

Cuyahoga Falls, OH 44221

Phone: (216) 945-5600

FAX: (216) 945-6222

Philadelphia, Pennsylvania

School District of Philadelphia

This consortium has developed a program to invigorate K-12 and adult education

programs through the imaginative use of educational technologies. Incorporated

within the district's systemic reform effort, the program uses many of the latest

developments in telecommunications, multimedia, and computer instruction to build

new teaching and learning processes within small learning communities. The

resulting "Virtual Schools" represent a fundamental and radical transformation of

teaching to emphasize interaction and inquiry for the over 55,000 students who will

benefit in the first five years. The program has strong school-home, schoolcommunity, school-work components as well as effective support for professional

development.

Contact: Steven Guttentag

School District of Philadelphia

Office of Categorical Support

21st St. S. of the Parkway, Rm. 230

Philadelphia, PA 19103

Phone: (215) 299-4670

FAX: (215) 299-7417

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Towanda, Pennsylvania

Towanda Area School District

"New Vision" is a consortium that is designed to demonstrate the dynamic abilities of

emerging technologies to expand and improve educational opportunities in rural, remote,

poor school districts. The consortium is establishing "distance learning centers" at 23

school districts, six higher education institutions and the State Museum of Pennsylvania,

which are being linked electronically to a network of 40 school and agencies. These

schools and agencies will be able to offer high-level classes that are not commonly offered

due to low enrollment, and exemplary teachers to cover hard-to-fill positions in a number of

school districts at once, conduct unique student workshops and offer advanced placement

courses. The project will benefit over 54,000 students in three states and contains a

strong professional development component.

Contact: Daniel M. Paul

Towanda Area School District

101 N. Fourth Street

Towanda, PA 18848

Phone: (717) 265-9894

FAX: (717) 265-4881

Sturgis, South Dakota

Black Hills Special Services Cooperative

This consortium has organized a state-wide community-focused education program

built around introducing innovative technologies in a statewide redesign of K-12

curricula, instruction and assessments, and capitalizing on new technologies to

promote student achievement. The program is designed to impact over 14,000

rural students in the first year alone, and has a strong professional development

component.

Contact: Jim Parry

Black Hills Special Services Co-op

1925 Plaza Blvd.

Sturgis, SD 57702

Phone: (605) 394-1876

FAX: (605) 394-5315

El Paso, Texas

Socorro Independent School District

The consortium is using technology to rejuvenate the city's schools. The program

is designed, among other things, to produce ten restructured partner schools and a

teacher preparation institution, fully connected to the Internet and its resources; and

teachers who integrate acquired technologies and challenging standards into

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Goal 4 Teacher Professional Development

the curriculum, and who serve as teacher trainers at 70 other schools. The program

will benefit over 10,000 students from impoverished neighborhoods, and will enable

1,000 parents to use laptop computers to provide them with technology knowledge

and skills.

Contact: Ben DeBellis

Socorro Independent School District

12300 Eastlake Drive

El Paso, TX 79927

Phone: (915) 860-3438

FAX: (915) 858 1520

Price, Utah

Southeast Education Service Center

This telecommunications project is providing educational opportunities to students

who live in poor, rural, or culturally disenfranchised communities. The consortium

builds upon existing telecommunications networks, and adds a WORLD-Wide Web

capability that enables schools to develop on-line educational resources and

applications. State parks and National Monument resources will be used to engage

students in active learning projects. The project has a strong professional

development component that focuses on multiple-uses of the Internet.

Contact: F. Lynn Billis

Southeast Education Service Center

65 East 400 North

Price, UT 84501

Phone: (801) 637-1173

FAX: (801) 637-1178

Montpelier, Vermont

Montpelier School System

The consortium is using multimedia telecommunications to expand portfolio and

performance based assessment of student achievement in the arts. Based on the

state's Common Core Framework for Curriculum and Assessment, this technology

creates a "WEB" of evidence of student performance in multiple learning domains

represented by sound, graphics, movement, data and text. The project also stresses

the professional development needed to use this technology effectively.

Contact: David Gibson

Montpelier School District

58 Barre Street

Montpelier, VT 05602

Phone: (802) 223-6366

FAX: (802) 223-9227

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Appendix III

U.S. Department of Education

National Educational Research and Development Centers

To help improve and strengthen student learning in the United States, the Office of

Educational Research and Improvement (OERI) supports National Educational Research and

Development Centers. The Centers are conducting research on topics that will help policy

makers, practitioners, and parents meet the national education goals by the year 2000.

The centers are addressing specific topics such as early childhood education, student

achievement in core academic subjects, teacher preparation and training, systemic

education reform adn restructuring, school governance and finance, and postsecondary

education and life-long learning.

Center for Research on the

Education of Students Placed at Risk

Center for Research on the Education

of Students Placed at Risk (CRESPAR)

Johns Hopkins University, CSOS

3505 North Charles Street

Baltimore, MD 21218

(410) 516-8800

Enhancing Young Children's

Development and Learning

National Center to Enhance Early

Development and Learning

University of North Carolina at

Chapel Hill

Frank Porter Graham Child

Development Center

CB #4100

Chapel Hill, NC 27599-4100

(919) 966-4250

Improving Postsecondary Education

National Center for Postsecondary

Improvement

Stanford Institute for Higher Education

Research

508 Ceras Building

Stanford University

Stanford, CA 94305-4125

(415) 723-7727

Improving Student Assessment and

Educational Accountability

Center for Research on Evaluation,

Standards, and Student Testing

(CREEST)

University of California, Los Angeles

Graduate School of Education

1339 Moore Hall

405 Hilgard Avenue

Los Angeles, CA 90024

(310) 206-1530

110

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Goal 4 Teacher Professional Development

Improving Student Learning and

Achievement

National Research and Development

Center on Achievement in School

Mathematics and Science

Wisconsin Center for Education

Research

University of Wisconsin--Madison

1025 West Johnson Street

Madison, WI 53706

(608) 263-3605

Increasing the Effectiveness of State

and Local Education Reform Efforts

National Research and Development

Center on Increasing the Effectiveness

of State and Local Education Reform

Efforts

Consortium for Policy Research in

Education (CPRE)

Graduate School of Education

University of Pennsylvania

3440 Market Street, Suite 560

Philadelphia, PA 19104-3325

(215) 573-0700, ext. 224

Meeting the Educational Needs of a

Diverse Student Population

National Center for Research on

Cultural Diversity and Second

Language Learning

The Regents of the University of

California

The University of California

1156 High Street

Santa Cruz, CA 95064

(408) 459-4114

National Reading Research Center

National Reading Research Center

(NRRC)

University of Georgia

318 Aderhold

Athens, GA 30602-7125

(706) 542-3678

National Research Center on the

Gifted and Talented

National Research Cenrer on the Gifted

and Talented (NRC G/T)

University of Connecticut

362 Fairfield Road U-7

Storrs, CT 06269-2007

(860) 486-4676

Student Learning and Achievement

in English

National Research Center on Improving

Student Learning and Achievement in

English

The Research Foundation of State

University of New York

University of Albany, SUNY

School of Education

1400 Washington Avenue

Albany, NY 12222

(518) 442-5029

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Achieving the Goals:

Appendix IV

Regional Education Laboratories

The Office of Educational Research and Improvement (OERI) funds ten regional educational

laboratories which work to help educators and policy makers solve education problems in

their states and districts. The labs research education issues, print publications, and provide

training programs to teachers and administrators. Each lab puts out a catalog of its

publications, and provides training covering a wide range of topics such as teaching

strategies, school improvement, and parental involvement. Catalogs and publications are

available to anyone, regardless of region, and can be requested directly from the labs; other

services (training programs, etc.) are region-specific, and must be accessed through district

education officials.

Dr. Margaret C. Wang

Executive Director

Mid-Atlantic Laboratory for

Students Success

933 Ritter Annex

13th St. & Cecil B Moore

Philadelphia, PA 19123-4107

Dr. Terry Eidell

Executive Director

Appalachia Educational

Laboratory, Inc.

1031 Quarrier Street

P.O. Box 1348

Charleston, WV 25325

Dr. Roy Forbes

Executive Director

University of North Carolina at

Greensboro

201 Ferguson Bldg.

Greensboro, NC 27435-5367

Dr. Preston Kronkosky

Executive Director

Southwest Educational . Development Laboratory

211 East Seventh Street

Second Floor

Austin, TX 78701-3281

Dr. J. Timothy Waters

Executive Director

Mid-continent Regional

Educational Laboratory

2550 South Parker Road

Suite 500

Aurora, CO 80014

Dr. Dean H. Nafziger

Executive Director

WestEd

730 Harrison Street

San Francisco, CA 94107

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Goal 4 Teacher Professional Development

Dr. Ethel Simon-McWilliams

Executive Director

Northwest Regional Educational

Laboratory

101 S.W. Main Street, Suite 500

Portland, OR 97204-3212

Dr. John W. Kofel

Executive Director

Pacific Region Educational

Laboratory

828 Fort Street Mall, Suite 500

Honolulu, HI 96813

Dr. Adeline Becker

Acting Director

Northeast and Islands Laboratory

at Brown University

144 Wayland Avenue

Providence, RI 02906

Dr. Jeri Nowakowski

Executive Director

North Central Regional

Educational Laboratory

1900 Spring Rd., Suite 300

Oak Brook, IL 60521-1480

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Achieving the Goals:

Appendix V

U.S. Department of Education

Office of Elementary and Secondary Education

Comprehensive Regional Assistant Centers

The U.S. Department of Education has established 15 comprehensive Regional Assistance Centers to

help states, school districts, schools, tribes, community-based organizations, and other grant recipients

with the administration, integration and implementation of programs funded under Improving

America's Schools Act (IASA). The Centers will provide high-quality comprehensive training and

technical assistance to improve teaching and learning and to meet the needs of children served by

IASA programs.

The Centers will team with other national and regional federally supported service providers (e.g.

Regional education Laboratories, National Diffusion Network, Eisenhower Regional Mathematics and

Science Consortia, Regional Technology Consortia, ERIC system, and National Clearinghouse for

Bilingual Education) to support and advance education reform. This network of organizations,

working help to improve curricula, instruction, assessments, teacher professional development, and

evaluation. The Centers will serve as resources of printed, video, and audio materials that can be

used by teachers, parents and students for improving teaching and learing so all students can meet

challenging state content and performance standards.

Region I

Vivian Guilfoy, Director

Education Development Center Inc.

55 Chapel Street

Newton, MA 02158-1060

Phone: (617) 969-7100, ext. 2201

(CT, ME, MA, NH, RI, VT)

Region II

LaMar P. Miller. Executive Director

New York University

32 Washington Place

New York, NY 10003

Phone: (212) 998-5100

(NY state)

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Goal 4 Teacher Professional Development

Region III

Charlene Rivera, Director

George Washington University

1730 North Lynn Street, Suite 401

Arlington, VA 22209

Phone: (703) 528-3588

(DE, MD, NJ, OH, PA, DC)

Region IV

Terry L. Eidell, Executive Director

Appalachia Educational Laboratory

P.O. Box 1348

Charleston, WV 25325-1348

Phone: (304) 347-0400

(KY, NC, SC, TN, VA, WV)

Region V

Betty Mat luck, Vice President

Southwest Educational Development

Laboratory

211 East 7th Street

Austin, TX 78701 -3281

Phone: (512) 476-6861

(AL, AR, GA, LA, MS)

Region VI

Minerva Coyne, Director

1025 West Johnson Street

University of Wisconsin

Madison, WI 53706

Phone: (608) 263-4326

(IA, MI, MN, ND, SD, WI)

Region VII

Dr. Hai Tran, Director

University of Oklahoma

1000 ASP, Room 210

Norman, OK 73019

Phone: (405) 325-2243

(IL, IN, KS, MO, NE, OK)

Region VIII

Maria Robledo Montecel, Executive

Director

Intercultural Development Research

Association

5835 Callaghan Road, Suite 350

San Antonio, TX 78228-1190

Phone: (210) 684-8180

(TX)

Region IX

Paul E. Martinez, Director

New Mexico Highlands University

121 Tijeras, NE, Suite 2100

Albuquerquem, NM 87102

Phone: (505) 242-7447

(AZ, CO, NM, NV, UT)

Region X

Carlos Sundermann, Director

Northwest Regional Educational

Laboratory

101 Southwest Main Street, Suite 500

Portland, OR 97204

Phone: (503) 275-9479

(ID, MT, OR, WA, WY)

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Appendix VI

U.S. Department of Education

Eisenhower Regional Mathematics and Science Consortia

The Eisenhower regional consortia grant projects work in conjunction with the Eisenhower National

Clearinghouse to provide technical assistance and dissemination of information to aid individual

teachers and States in implementing mathematics and science programs in accordance with State

standards. Specific areas of assistance include teacher training, student assessment and uses of

technology.

The Eisenhower Regional Alliance for Better School-Based Mathematics and Science Reform

Technical Education Resource Centers (TERC)

2067 Massachusetts Avenue

Cambridge, MA 02140

Phone: (617) 547-0430

FAX: (617) 349-3535

Mark Kaufman, Project director

Region: Connecticut, Maine, Massachusetts, New Hampshire, New York, Rhode Island, Vermont,

Puerto Rico and the Virgin Islands

The Mid-Atlantic Eisenhower Regional Consortium for Mathematics and Science Education

Research for Better Schools (RBS)

444 North Third Street

Philadelphia, PA 19123

Phone: (215) 574-9300 x 279

FAX: (215) 574-0133

Keith Kirschner, Project Director

Region: Delaware, Maryland, New Jersey, Pennsylvania and the District of Columbia

Southeast Mathematics and Science Regional Consortia

Southeastern Regional Vision for Education (SERVE)

Post Office Box 5367

Greensboro, NC 27435

Phone: (910) 334-3211

(800) 755-3277

FAX: (910) 334-3268

Roy H. Forbes, Project Director

Region: Alabama, Florida, Georgia, Mississippi, North Carolina and South Carolina

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Eisenhower Regional Consortium for Mathematics and Science

Appalachia Educational Laboratory, Inc. (AEL)

1031 Quarrier Street

Charleston, WV 25325

Phone: (304) 347-0400/(800) 624-8120

FAX: (304) 347-0487

Pam Buckley, Project Director

Region: Kentucky, Tennessee, Virginia and West Virginia

The Midwest Consortium for Mathematics and Science Education

North Central Regional Educational Laboratory (NCREL)

1900 Spring Road, Suite 300

Oak Brook, IL 60521

Phone: (708) 218-1024

FAX: (708) 571-4716

Gil Valdez, Project Director

Region: Iowa, Illinois, Indiana, Michigan, Minnesota, Wisconsin and Ohio

The Eisenhower Consortium for Mathematics and Science Education

Mid-Continental Regional Educational laboratory (McREL)

2550 South Parker Road, Suite 500

Aurora, CO 80014

Phone: (303) 791-8292

FAX: (303) 337-3005

John Sutton, Project Director

Region: Colorado, Kansas, Missouri, Nebraska, North Dakota, South Dakota and Wyoming

Science and Mathematics Consortium for Northwest Schools (SMCNWS)

Columbia Education Center (CEC)

11325 SE Lexington

Portland, OR 97266-5927

Phone: (503) 760-2346

FAX: (503) 760-5592

Ralph Nelsen, Project Director

Region: Alaska, Idaho, Montana, Oregon and Washington

Far West Eisnehower Regional Consortium for Science and Mathematics Education (FWERC)

Far West Laboratory for Educational Research and development (FWL)

730 Harrison Street

San Francisco, CA 94107

Phone: (415) 241-2728

FAX: (415) 565-3012

Art Sussman, Project Director

Region: Arizona, California, Nevada and Utah

117

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Achieving the Goals:

Eisenhower Southwest Consortium for the Improvement of Mathematics and Science Teaching

Southwest Educational Development Laboratory (SEDL)

211 East Seventh Street

Austin, TX 78701-3281

Phone: (512) 476-6861

FAX: (512) 476-2286

Wes Hoover, Project Director

Region: Arkansas, Louisiana, New Mexico, Oklahoma and Texas

Eisenhower Regional Consortium for Mathematics and Science Education

Pacific Region Educational Laboratory (PREL)

828 Fort Street Mall, Suite 500

Honolulu, HI 96813

Phone: (808) 533-6000 x 132

FAX: (808) 533-7599

Paul Dumas, Project Director

Region: Hawaii, American Samoa, Commonwealth of the Northern Mariana Islands, Federated

States of Micronesia, Guam, Republic of the Marshall Islands and the Republic of Palau

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Appendix VII

U. S. Department of Education

Regional Technology in Education Consortia

The Department established the Regional Technology in Education Consortia (R-TEC) program in

1995 to help States, school districts and others use advanced technology to support improved student

achievement. The R-TECs' role in educational technology is unique in two ways: their emphasis is

regional, and their primary goal is to ensure that technology is used effectively to support school

reform. R-TEC program strategies include professional development, technical assistance and

information dissemination.

Northwest R-TEC Region

R-TEC Contact Northwest Regional Educational Laboratory

101 S. W. Main Street, Suite 500

Portland, OR 97204-3297

Phone: (503) 275-9624

FAX: (503) 275-9584

Seymour Hanfling, Acting Director,

Technology Program

Region: Alaska, Idaho, Montana, Oregon, Washington and Wyoming

North Central R-TEC Region

R-TEC contact: North Central Regional Technology in Education Consortium

North Central Regional Education Laboratory

1900 Spring Brook Road, Suite 300

Oak Brook, IL 60521-1480

Phone: (708) 218-1272

FAX: (708) 218- 4989

Rafael Ramirez, Director

Region: Illinois, Indiana, Iowa, Michigan, Minnesota, South Dakota, North Dakota

and Wisconsin

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Northeast R-TEC Region

R-TEC Contact:

Region:

Net Tech Northeast Regional Technology in Education Consortium

City University of New York

555 West 57th Street

New York, NY 10017

Phone: (212) 541-0972

FAX: (212) 541-0357

Bonnie Brownstein and Michael Ribaudo, Co-Directors

Connecticut, Delaware, District of Columbia, Maine, Maryland,

Massachusetts, New Hampshire, New Jersey, New York, Ohio, Pennsylvania,

Rhode Island and Vermont

Pacific/Southwest R-TEC Consortia

R-TEC Contact: Southwest and Pacific Regional Technology in Education Consortium

Center for Language Minority Education and Research

do College of Education

California State University, Long Beach

1250 Bellflower Boulevard

Long Beach, CA 90840-2201

Phone: (310) 985-1570

FAX: (310) 985-4528

Kevin Rocap, Director

Region: Arizona, California, Colorado, Hawaii, Nevada, New Mexico, Utah and the

Territories

South Central R-TEC Region

R-TEC Contact South Central Regional Technology in Education Consortium

Center for Research on Learning

University of Kansas

Suite 2021 - Dole Human Development Building

Lawrence, KS 66045

Phone: (913) 864-0710

FAX: (913) 864-4149

Jerry D. Chaffin and Ron Aust, Co-Directors

Region: Kansas, Missouri, Nebraska, Oklahoma and Texas

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Southeast & Islands R-TEC Region

R-TEC Contact:

Region:

SERVE, Inc.

P.O. Box 5406

Greensboro, NC 27412

Phone: (910) 334-3211

FAX: (910) 334-3268

Jean Williams, Co-Director for

Instructional Technology Programs

Alabama, Arkansas, Florida, Georgia, Kentucky, Louisiana, Mississippi,

North Carolina, South Carolina, Tennessee, Virginia, West Virginia, Puerto

Rico and the Virgin Islands

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If you live in:

Alaska

Arizona

Utah

Hawaii

Idaho

Montana

NASA Teacher Resource Centers

(Need graph on the centers)

Contact:

Nevada

Oregon

California

Washington

Wyoming

California

(Mainly cities near Dryden

Flight Research Facility)

Connecticut

Delaware

District of

Columbia

Maine

Maryland

New Hampshire

New Jersey

New York

Pennsylvania

Rhode Island

Vermont

Massachusetts

Virginia's and

Maryland's Eastern Shores

Appendix VIII

NASA Ames Research Center

Teacher Resource Center

Mall Stop T12-A

Moffett Field, CA 94035-1000

(415) 604-3574

NASA Dryden Flight Research Facility

Public Affairs Office (TrI. 42)

Teacher Resource Center

Edwards AFB, CA 93523-0273

(805) 258-3456

NASA Goddard Space Flight Center

Teacher Resource Laboratory

Mall Code 130.3

Greenbelt, MD 20771-1000

NASA Goddard Space Flight Center

Wallops Flight Facility

Education Complex Visitor Center

Teacher Resource Lab

Building J-17

Wallops Island, VA 23337-5099

(804) 824-2297/2298

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Serves inquiries related to

space and planetary

exploration

If you live in:

Florida

Georgia

Puerto Rico

Virgin Islands

Colorado North Dakota

Kansas Oklahoma

Nebraska South Dakota

New Mexico Texas

Kentucky

North Carolina

South Carolina

Virginia

West Virginia

Illinois

Indiana

Michigan

Minnesota

Ohio

Wisconsin

Alabama

Arkansas

Iowa

Louisiana

Missouri

Tennessee

NASA Jet Propulsion Laboratory

Teacher Resource Center

JPL Educational Outreach

4800 Oak Grove Drive

Mail Code CS-530

Pasadena, CA 91109-8099

(818) 354-6916

Contact:

NASA John F. Kennedy Space Center

Educators Resource Laboratory

Mall Code ERL

Kennedy Space Center, FL 32899-0001

(407) 867-4090

NASA Johnson Space Center

Teacher Resource Center

Mall Code AP 2

Houston, TX 77058-3696

(713) 483-8696

NASA Teacher Resource Center

for Langley Research Center

Virginia Air and Space Center

600 Settler's Landing Road

Hampton, VA 23669-4033

(804) 727-0900 ext. 757/

(804) 727-0800 ext. 757

NASA Lewis Research Center

Teacher Resource Center

Mail Stop 8-1

21000 Brookpark Road

Cleveland, OH 44135-3191

(216) 433-2017

NASA Teacher Resource Center

for Marshall Space Flight Center

U.S. Space & Rocket Center

P.O. Box 070015

Huntsville, AL 35807-7015

(205) 544-5812

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Achieving the Goals:

Mississippi NASA Stennis Space Center

Teacher Resource Center

Building 1200

Stennis Space Center, MS 39529-6000

(601) 688-3338

NASA Contacts by state

Alabama

Tri-State Learning Center

NASA Teacher Resource Center

P.O. Box 508

luka, MS 38852-0508

(601) 423-7455

Alaska

Alaska Science Center

NASA Regional Teacher Resource Center

Alaska Pacific University

4101 University Drive

Anchorage, AK 99508

(907) 564-8207

Arizona

Lunar and Planetary Lab

NASA Regional Teacher Resource Center

University of Arizona

Tucson, AZ 85721-0001

(602) 621-6939/6947

Arkansas

University of Arkansas-Little Rock

Natural Science Building, Room 215

2801 South University

Little Rock, AR 72204

(501) 569-3259

California

NASA Joaquin Valley Regional

Teacher Resource Center

California State University, Fresno

Mail Stop 01

5005 N. Maple Avenue

Fresno, CA 93740-0001

(209) 278-0355

Colorado

U.S. Space Foundation

NASA Regional Teacher Resource Center

2860 S. Circle Drive, Suite 2301

Colorado Springs, CO 80906-4184

(719) 576-8000

Delaware

Delaware Aerospace Center

Claymont Education Campus

NASA Regional Teacher Resource Center

3401 Green Street

Claymont, DE 19703

(302) 792-3806

District of Columbia

National Air and Space Museum

Smithsonian Institution

Education Resource Center, MRC-305

Washington, DC 30560

(202) 786-2109

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Goal 4 Teacher Professional Development

University of the District of Columbia

NASA Regional Teacher Resource Center

Mail Stop 4201

4200 Connecticut Avenue, NW

Washington, DC 20008

(202) 247-6287

Georgia

Southern College of Technology/GYSTC

1100 S. Marietta Parkway

Marietta, GA 30060-2896

(404) 528-6272

Hawaii

Barbers Point Elementary School

NASA Regional Teacher Resource Center

Boxer Road

Barbers Point Naval Air Station

Ewa Beach, HI 96706

(808) 673-7410

Idaho

University of Idaho at Moscow

NASA Regional Teacher Resource Center

ID Space Grant College Fellowship

Program

College of Education

Moscow, ID 63843

(208) 885-6030

Illinois

Chicago Museum of Science and Industry

NASA Regional Teacher Resource Center

57th Street and Lakeshore Drive

Chicago, IL 60637-2093

(312) 684-1414, ext. 2426

Parks College of St. Louis University

NASA Regional Teacher Resource Center

Rt. 157 and Falling Springs Road

Cahokia, IL 62206

(618) 337-7500

Indiana

University of Evansville

NASA Regional Teacher Resource Center

School of Education, 1800 Lincoln

Avenue

Evansville, IN 47722

(812) 479-2393

Iowa

University of Northern Iowa

NASA Regional Teacher Resource Center

IRTS, Room 222

Schindler Education Center

Cedar Falls, IA 50614-0009

(319) 273-6088

Kansas

Kansas Cosmosphere and Space Center

NASA Regional Teacher Resource Center

1100 North Plum

Hutchison, KS 67501-1499

(316) 662-2305 or

1-800-397-0330

Kentucky

Murray State University

NASA Regional Teacher Resource Center

P.O. Box 9

University Library

Murray, KY 42071-0009

(502) 762-2850

Louisiana

Bossier Parish Comm. College

NASA Regional Teacher Resource Center

2719 Airline Drive

Bossier City, LA 71111

(318) 748-7754

Southern University Shreveport

NASA Regional Teacher Resource Center

Downtown Metro Center

610 Texas Street

Shreveport, LA 71101

(318) 674-3444

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Michigan

Central Michigan University

NASA Regional Teacher Resource Center

Ronan Hall, Room 101

Mount Pleasant, MI 48859

(517) 774-4387

Northern Michigan University

NASA Regional Teacher Resource Center

Olson Library Media Center

Marquette, MI 49655

(906) 227-2270

Oakland University

NASA Regional Teacher Resource Center

O'Dowd Hall, Room 216

Rochester, MI 48309-4401

(313) 370-2485/4230

Minnesota

Mankato State University

NASA Regional Teacher Resource Center

Department of Curriculum and Instruction

MSU Box 52/P.O. Box 8400

Mankato, MN 56002-8400

(507) 389-1516

St. Cloud State University

Center for Information Media

NASA Regional Teacher Resource Center

720 4th Avenue South

St. Cloud, MN 56301

(612) 255-2082

Mississippi

Mississippi Delta Community College

NASA Regional Teacher Resource Center

P.O. Box 668

Moorhead, MS 38761

(601) 246-5631, ext. 125

Tri-State Learning Center

NASA Teacher Resource Center

P.O. Box 058

luka, MS 38852-0508

(601) 423-7455

Montana

W. Montana College of the University of

Montana

NASA Regional Teacher Resource Center

Carson Library

710 South Atlantic

Dillon, MT 59725

(408) 683-7541

Nebraska

University of Nebraska State Museum

NASA Regional Teacher Resource Center

14th & U Streets

307 Morrill Hall

Lincoln, NE 68588-0338

(402) 472-6302

University of Nebraska at Omaha

Mallory Kountze Planetarium

Durham Science Center, Room 144

60th and Dodge Street

Omaha, NE 68182-0266

(402) 554-2510

Nevada

Community College of Southern Nevada

NASA/Nevada Regional Teacher Resource

Center

C2A

Learning Resource Center

Room 2100 F

3200 E. Cheyanne Avenue

North Las Vegas, NV 89030-4296

(702) 651-4505

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New Mexico

New Mexico State University

NASA Regional Teacher Resource Center

New Mexico Space Grant Consortium

Box 30001, Department SG

Las Cruces, NM 88003-0001

(505) 646-6414

University of New Mexico

NASA Regional Teacher Resource Center

Continuing Education and Community

Service

1634 University N.E.

Albuquerque, NM 87131-4006

(505) 277-3861

New York

The City College

NASA Regional Teacher Resource Center

Harris Hall, Room 109

Convent Avenue at 138th Street

New York, NY 10031

(212) 650-6993

North Carolina

University of North Carolina Charlotte

NASA Regional Teacher Resource Center

J. Murray Atkins Library

Charlotte, NC 28223

(703) 547-2559

North Dakota

University of North Dakota

NASA Regional Teacher Resource Center

The Wayne Paterson Room

Clifford Hall 5th Floor

Space Studies Department

P.O. Box 9008, University Station

Grand Forks, ND 58202-9008

(701) 777-4856 or

(800) 828-4274

Ohio

University of Cincinnati

NASA Regional Teacher Resource Center

Curriculum Resources Center Library

Mall Location 0219

600 Blegan Library

Cincinnati, OH 45221-0219

(513) 556-1430

Oklahoma

Oklahoma State University

NASA Aerospace Education Resource

Center

308A CITD

Stillwater, OK 74078-0422

(405) 744-7009

Oregon

Oregon Museum of Science and Industry

NASA Regional Teacher Resource Center

Science Program Department

1945 SE Water Avenue

Portland, OR 97214-3354

(503) 797-4579

Pennsylvania

University of Pittsburgh

School of Education

Computer Curriculum Information Center

NASA Regional Teacher Resource Center

230 S. Boquet Street

Pittsburgh, PA 15260

(412) 648-7580/7558

Rhode Island

Rhode Island College

NASA Regional Teacher Resource Center

Curriculum Resources Center

600 Mt. Pleasant Avenue

Providence, RI 02908

(401) 456-8567/8065

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South Carolina

Stanback Planetarium

NASA Regional Teacher Resource Center

P.O. Box 7636

South Carolina State University

Orangeburg, SC 29117-7636

(803) 536-8709/7174/8119

South Dakota

NASA Regional Teacher Resource Center

1925 Plaza Boulevard

Rapid City, SD 57702

(605) 394-1676

Tennessee

Tri-State Learning. Center

NASA Teacher Resource Center

P.O. Box 508

luka, MS 38852-0508

(601) 423-7455

University of Tennessee at Martin

NASA Regional Teacher Resource Center

Center for Excellence in Mathematics and

Science

Martin, TN 38238-5029

(901) 587-7191/7166

Texas

NASA Regional Teacher Resource Center

Education Service Center Region 12

P.O. Box 23409

Waco, TX 76702-3409

(817) 666-0707

Utah

Utah State University

College of Education

NASA Regional Teacher Resource Center

Logan, UT 84322-2845

(801) 797-3377

Weber State University

NASA Regional Teacher Resource Center

Curriculum Library

College of Education

Ogden, UT 84408-1302

(801) 626-7614/6279

Vermont

Norwich University

Vermont College Educational Resource

Center

NASA Regional Teacher Resource Center

Schulmaler Hall

Montpelier, VT 05602

(802) 828-8845

Virginia

Radford University

NASA Regional Teacher Resource Center

P.O. Box 6999 Walker Hall

Radford, VA 24142

(703) 831-6284

Washington

University of Washington

NASA Regional Teacher Resource Center

AK-50, c/o Geophysics Department

Seattle, WA 98195

(206) 543-1943

West Virginia

Wheeling Jesuit College

NASA Regional Teacher Resource Center

316 Washington Avenue

Wheeling, WV 26003

(304) 243-2401

Wisconsin

University of Wisconsin at LaCrosse

NASA Regional Teacher Resource Center

Morris Hall, Room 200

LaCrosse, WI 54601

(608) 785-8148/8650

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Goal 4 Teacher Professional Development

Wyoming

University of Wyoming

NASA Regional Teacher Resource Center

Learning Resource Center

P.O. Box 3374 University Station

Laramie, WY 82071-3374

(307) 766-2527

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Appendix IX

ERIC Directory

The Educational Resources Information Center (ERIC), funded by the U.S. Department of Education,

is a nationwide information network that acquires, catalogs, summarizes, and provides access to

education information from all sources. The data base and ERIC document collections are housed in

about 3,000 locations worldwide, including most major public and university library systems. ERIC

produces a variety of publications and provides extensive user assistance, including AskERIC, an

electronic question answering service for teachers on the Internet (askeric @ericir.syr.edu). The ERIC

system includes 16 subject-specific clearinghouses listed below, the ERIC Processing and Reference

facility, and ACCESS ERIC which provides introductory services. For more information call

ACCESS ERIC at 800-LET-ERIC (1-800-538-3742).

The main address and phone number for ERIC is:

Educational Resources Information Center (ERIC)

U.S. Department of Education

Office of Educational Research and Improvement (OERI)

555 New Jersey Avenue NW

Washington, DC 20208-5720

Telephone: (202) 219-2289

Internet: eric @inet.ed.gov

Clearinghouses

Adult, Career, and Vocational

Education

The Ohio State University

1900 Kenny Road

Columbus, OH 43210-1090

Toll Free: (800) 848-4815

Telephone: (614) 292-4353

Internet: ericacveemagnus.acs.ohiostate.edu

Assessment and Evaluation

The Catholic University of America

210 O'Boyle Hall

Washington, DC 20064

Toll Free: (800) 464-3742

Telephone: (202) 319-5120

Internet: eric_aeacua.edu

Community Colleges

University of California at Los Angeles

3051 Moore Hall

Los Angeles, CA 90024-1521

Toll Free: (800) 832-8256

Telephone: (310) 825-3931

Internet: eeh3usc@mvs.oac.ucla.edu

Counseling and Student Services

University of North Carolina at

Greensboro

School of Education

101 Park Building

Greensboro, NC 27412-5001

Toll Free: (800) 414-9769

Telephone: (919) 334-4114

Internet: bleuerj @iris.uncg.edu

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Goal 4 Teacher Professional Development

Disabilities and Gifted Education

Council for Exceptional Children

1920 Association Drive

Reston, VA 22091-1589

Toll Free: (800) 328-0272

Telephone: (703) 264-9474

Internet: ericec @inet.ed.gov

Educational Management

College of Education

5207 University of Oregon

Eugene, OR 97403-5267

Toll Free: (800) 438-8841

Telephone: (503) 346-5043

Internet: ppiele@oregon.uoregon.edu

Elementary and Early Childhood

Education

University of Illinois

805 West Pennsylvania Avenue

Urbana, IL 61801-4897

Toll Free: (800) 583-4135

Telephone: (217) 333-1386

Internet: ericeece@uxl.cso.uiuc.edu

Higher Education

The George Washington University

One Dupont Circle NW, Suite 630

Washington, DC 20036-1183

Toll Free: (800) 773-3742

Telephone: (212) 296-2597

Internet: eriche@inet.ed.gov

Information & Technology

Syracuse University

4-194 Center for Science and Technology

Syracuse, NY 13244-4100

Toll Free: (800) 464-9107

Telephone: 315) 443-3640

Internet: eric @ericir.syr.edu

AskERIC (Internet -based questionanswering

service): askeric@ericir.syr.edu

Languages and Linguistics

Center for Applied Linguistics

1118 22nd Street NW

Washington, DC 20037-0037

Toll Free: (800) 276-9834

Telephone: 202) 429-9292

Internet: eric@cal.org

Reading, English, and Communication

Indiana University

Smith Research Center, Suite 150

2805 East 10th Street

Bloomington, IN 47408-2698

Toll Free: (800) 759-4723

Telephone: 812) 855-5847

Internet: ericcs@ucs.indiana.edu

Rural Education and Small Schools

Appalachia Educational Laboratory

1031 Quarrier Street

P.O. Box 1348

Charleston, WV 25325-1348

Toll Free: (800) 624-9120

Telephone: 304) 347-0400

Internet: ericrc@ael.org

Science, Mathematics, and

Environmental Education

The Ohio State University

1929 Kenny Road

Columbus, OH 43210-1080

Toll Free: (800) 276-0462

Telephone: 614) 292-6717

Internet: ericse@osu.edu

Social Studies/Social Science Education

Indiana University

Social Studies Development Center

2805 East 10th Street, Suite 120

Bloomington, IN 47408-2698

Toll Free: (800) 266-3815

Telephone: 812) 855-3838

Internet: ericso@ucs.indiana.edu

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Teaching and Teacher Education

American Association of Colleges for

Teacher Education

One Dupont Circle NW, Suite 610

Washington. DC 20036-1186

Toll Free: (800) 822-9229

Telephone: 202) 293-2450

Internet: ericsp @inei.ed.gov

Urban Education

Teachers College, Columbia University

Institute for Urban and Minority

Education

Main Hall, Room 303, Box 40

525 West 120th Street

New York, NY 10027-6696

Toll Free: (800) 601-4868

Telephone: 212) 679-3433

Internet: eric - cue @columbia.edu

Adjunct Clearinghouses

Art Education

Indiana University

Social Studies Development Center

2805 East 10th Street, Suite 120

Bloomington, IN 47408-2373

Toll Free: (800) 266-3815

Telephone: 812) 855-3838

Internet: ericso@ucs.indiana.edu

Chapter 1 (Compensatory Education)

Chapter 1 Technical Assistance Center

PRC, Inc.

2601 Fortune Circle East

One Park Fletcher Building, Suite 300-A

Indianapolis, IN 46241-2237

Toll Free: (800) 456-2380

Telephone: (317) 244-8160

Clinical Schools

American Association of Colleges for

Teacher Education

One Dupont Circle NW, Suite 610

Washiniton, DC 20036-1186

Toll Free: (800) 822-9229

Telephone: 202) 293-2450

Internet: iabdalha @inet.ed.gov

Consumer Education

National Institute for Consumer Education

207 Rackham Building, West Circle Drive

Eastern Michigan University

Ypsilanti, MI 48197-2237

Toll Free: (800) 336-6423

Telephone: 313) 487-2292

Internetnice@emuvax.emich.edu

ESL Literacy Education

Center for Applied Linguistics

1118 22nd St. NW

Washington, DC 20037

Telephone: (202) 429-9292, Ext. 200

Internet: ncle@cal.org

Law-Related Education

Indiana University

Social Studies Development Center

2805 East 10th Street, Suite 120

Bloomington. IN 47408-2698

Toll Free (800) 266-3815

Telephone: 812) 855-3838

Internet: ericso@ucs.indiana.edu

Test Collection

Educational Testing Service

Rosedale Road

Princeton, NJ 08541

Telephone: 609) 734-5737

Internet:mhalpem@rosedale.org

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Goal 4 Teacher Professional Development

U.S.-Japan Studies

Indiana University

Social Studies Development Center

2805 East 10th Street, Suite 120

Bloomington, IN 47408-2698

Toll Free: (800) 266-3815

Telephone: 812) 855-3838

Internet: eabrooks@ucs.indiana.edu

Support Components

ACCESS ERIC

1600 Research Boulevard

Rockville, MD 20850-3172

Toll Free: (800) LET-ERIC (538-3742)

Telephone: 301) 251-5264

Internet: acceric@inct. ed-gov

ERIC Document Reproduction Service

7420 Fullerton Road, Suite 110

Springfield, VA 22153-2852

Toll Free: (800) 443-ERIC (3742)

Telephone: 703) 440-1400

Internet: edrs @inet.ed.gov

ERIC Processing and Reference Facility

CSC Systems Engineering Division

1301 Piccard Drive, Suite 300

Rockville, MD 20850-4305

Toll Free: (800) 799-ERIC (3742)

Telephone: 301) 258-5500

Internet: ericfac @inet.ed.gov

PUBLISHERS

To order the Thesaurus of ERIC

Descriptors or the Current Index to

Journals in Education, contact:

Oryx Press

4041 North Central Avenue, Suite 700

Phoenix, AZ 85012-3397

Toll Free: (800) 279-ORYX (6799)

Telephone: 602) 265-2651

Fax: 800) 279-4663; (602) 2654250

Internet: info@oryxpress-com

To order Resources in Education, contact:

United States Government Printing

Office (GPO)

Superintendent of Documents

P.O. Box 371954

Pittsburgh, PA 15250-7954

Telephone: 202) 783-3238

Fax: (202) 512-2250

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Appendix X

A REPORT OF THE

GOAL 4 RESOURCE GROUP

TEACHER EDUCATION AND

PROFESSIONAL DEVELOPMENT

NATIONAL EDUCATION GOALS PANEL

JULY 1995

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Goal 4 Teacher Professional Development

Goal 4: Teacher Education and Professional Development

By the year 2090, the nation's teaching force will have access to programs for

the continued improvement of their professional skills and the opportunity to

acquire the knowledge and skills needed to instruct and prepare all American

students for the next century.

Objectives:

All teachers will have access to preservice teacher education and continuing

professional development activities that will provide such teachers with the

knowledge and skills needed to teach to an increasingly diverse student

population with a variety of educational, social, and health needs.

All teachers will have continuing opportunities to acquire additional knowledge

and skills needed to teach challenging subject matter and to use emerging new

methods, forms of assessment, and technologies.

States and school districts will create integrated strategies to attract, recruit,

prepare, retrain, and support the continued professional development of

teachers, administrators, and other educators, so that there is a highly talented

work force of professional educators to teach challenging subject matter.

Partnerships will be established, whenever possible, among local educational

agencies, institutions of higher education, parents, and local labor, business,

and professional associations to provide and support programs for the

professional development of educators.

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Introduction

While there are many ingredients for successful school reform, it all comes down to the

classroom teacher. Indeed, the success of the entire school reform movement is dependent

upon teachers acquiring the skills, perspectives and knowledge necessary to transform the

learning of all students. However, because we only now fully appreciate the ways of

teaching complex subject matter to diverse students, many of our current teachers remain

under- or unprepared. Insufficient or inadequate preservice and inappropriate or incoherent

in-service teacher education retard the effort to realize the National Education Goals.

Linda Darling-Hammond, a member of the Goal 4 Resource Group, presented a number of

items in a recent publication (The Current Status of Teaching and Teacher Development in

the United States, November, 1994) that reinforces the importance of Goal 4. For example:

Given the fact that fully half of the teachers who will be teaching in the year 2005

will be hired over the next decade, this is a critical historical moment for

transforming the capacity of the American teaching force by transforming the quality

of their preparation.

While a growing number of teachers are prepared in rigorous courses of study

including intensive internships, the majority are still prepared in underfunded

undergraduate programs that are treated as "cash cows" by their universities.

Despite current efforts to raise licensing standards for new teachers, more than one in

four new hires in 1991 held either a substandard certificate or none at all.

One-third or more of all new teachers assigned to teach mathematics, science, social

studies, physical education, and special education were neither certified nor eligible

for certification in those fields.

Fully one in five public school teachers reported in 1987-88 that they were not

teaching in the area in which they felt best qualified.

Inner-city high school students in high-minority schools have a 50 percent chance of

being taught by a qualified mathematics or science teacher.

While the function of teacher preparation is increasingly seen as empowering teachers

to own, use, and develop sophisticated knowledge about teaching and learning, a great

many systemic changes are needed for this view to become widespread in preservice

and in-service development.

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Goal 4 Teacher Professional Development

National school reform will be thwarted without serious attention to Goal 4. Substantial

investment in helping teachers gain new knowledge and beliefs about content, pedagogy,

student learning and the ability to engage in critical reflection is essential. Goal 4

encompasses both dimensions in its statement of intent and purpose. It is a statement that

calls for all teachers to have access to teacher development programs following opportunities

to acquire, through rigorous and high quality preservice programs, skills, perspectives and

knowledge to teach diverse learners.

The Resource Group accepts the Education Department's definition of Professional Development as including "the rigorous and relevant strategies and organizational supports that

ensure the career-long development of teachers and other educators." It envisions

Professional Development as encompassing both preservice and in-service education.

The Resource Group accepts the strategy that is conveyed in Goal 4. It holds that all teachers need to be prepared through intellectually rigorous preservice programs that demand

mastery of content, in-depth knowledge of pedagogy, and broad understanding of diverse

learners. Such beginning teachers, it believes, should be prepared in academically rich

programs, that are field oriented and require sufficient time and other resources to enable

preservice teacher candidates to develop their individual capacity and to learn and work

together. The Resource Group believes beginning teachers should have the opportunity to

progress through well-organized induction/internship programs, conducted in the increasing

number of professional development or partner schools. These activities must occur before

teachers are required to assume full responsibility for the learning of students, or partner

schools, before being required to assume full responsibility for the learning of students.

Throughout their practice as full professionals, teachers should have access to meaningful

ongoing and relevant professional development that deepens their understanding of the

process of teaching and learning and of the students they teach. This conception of lifelong

or continuous professional development rejects old norms and outmoded paradigms. It calls

for integrated and systemic strategies that link together all facets of professional development

to facilitate long-term and meaningful teacher practices. It also calls for new forms of

partnerships to build capacity among teachers and other school professionals.

Centrality of the Role of the Teacher

While the role of the school principal and other school professionals is critical for the

successful transformation of schools, the attainment of the National Education Goals is

primarily dependent upon effective teacher-student interactions. The interactions that occur

between student and teacher, the opportunities for students to construct knowledge, the

modeling of appropriate behavior by teachers, the setting of high and rigorous expectations,

the existence of a supportive classroom environment, the use of results-driven practices and

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Achieving the Goals:

performance-based assessment systems, are dependent upon skilled, knowledgeable and

compassionate teachers. The support and/or leadership provided by other school personnel is

important; the role of the teacher, however, is central.

Importance of High Quality Preservice and Teacher Development Programs

The task of learning to teach is challenging; it is difficult and demanding to learn to teach all

children, to respond to their needs and aspirations. Transforming subject matter into age

appropriate concepts, instructing students using appropriate pedagogical methods, assessing

their accomplishments using new forms of performance assessment, requires more than

casual acquaintance with new knowledge. Sustained and rigorous preparation, with sufficient

teaching and learning in real school situations, is a requirement for the types of teachers

necessary to transform schools. This is not something to be learned in a casual way through

limited orientation experiences.

New forms of teacher development are needed to sustain the knowledge and skill brought to

the initial teaching assignment. Such professional development is continuous, sustainable,

site-based, context driven, focused on student learning and designed to promote school wide

innovation and change. It's focus is on both the individual teacher and the whole-school

faculty and staff. From previous research on school change, we know that such forms of

teacher development can result in transformed schools and improved student achievement.

Impact on Student Achievement

While a number of studies have documented the potential of teacher development for

transforming schools, few of these studies have attempted to measure the impact of particular

forms of teacher development upon student achievement.

Intuitively, we know that helping teachers master new and challenging knowledge and skills

directly related to student learning will produce improvements in student learning. Similarly,

meta-analyses of the influence of preservice teacher education programs on effective teaching

provide ample documentation of the positive effects of high quality teacher education

programs. However, there is the absence of research findings that correlates successful

completion with student achievement gains.

Interrelationship of Goal 4 to School Reform

If one accepts the role of the teacher as central in the effort to transform schools, then the

successful implementation of Goal 4 should produce positive benefits in raising student

performance and improving schools. More than fifty years of American education history

offer sufficient evidence of the futility and failure of trying to by-pass teachers in the reform

of schools. So-called "teacher proof' curricula and materials have always failed. The

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Goal 4 Teacher Professional Development

teacher's presence is central in the reform of schools; the quality of the preservice and

teacher development programs is a key ingredient in the implementation of reform strategies.

Interrelationship of Goal 4 to Other National Education Goals

High quality teachers and teaching, supported by effective principals, are essential to

achieving the eight goals. Thus, without hesitation, the Resource Group asserts that Goal 4

is worthy of high priority as the nation moves ahead in meeting the National Education

Goals.

Recommendations for the 1995 Goals Panel Report

Data Sources

After conducting an extensive data search, it was determined that the data available to the

Schools and Staffing Survey (SASS) would be the main source of national data. Fortunately,

the SASS Survey provides the needed state data in addition to presenting information from a

national perspective. The SASS Survey is conducted by the National Center for Education

Statistics. The Goals Panel will continue to seek additional data sources.

Recommended Indicators

While this first set of indicators does not represent the full scope and intent of Goal 4, they

disclose interesting data regarding the preparation of aspiring teachers and the current status

of professional development being provided for those persons currently serving in schools.

We anticipate succeeding reports being more comprehensive regarding Goal 4 and its

objectives.

The following ten indicators are recommended for inclusion in the 1995 National Education

Goals Panel Report:

Indicator I. Teacher Preparation

The percentage of teachers who held undergraduate or graduate degrees in

their main teaching assignments, 1994.

The Resource Group believes that proper teacher preparation and teaching assignments,

which are commensurate with the training, are essential if there is to be a reasonable chance

of increasing student learning. This indicator reports the percentage of teachers who majored

in nine different subjects and have been assigned to teach the subject in which they majored.

The subjects chosen for this indicator are: mathematics, science, English, history,

geography, fine arts, foreign languages, civics/government and economics.

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Achieving the Goals:

Indicator 2. Teacher Licensure in Main Teaching Assignment

Percentage of secondary teachers who held a teaching credential in their main

teaching assignment.

An essential factor related to effective teaching, is the matter of teachers being properly

credentialed for their main teaching assignment. Thus, our goal is to have 100 percent of the

nation's teachers properly credentialed.

This indicator lists (non-inclusive) eleven subjects: mathematics, science, English, history,

geography, fine arts, foreign languages, civics/government, economics, bilingual education

(English as second language) and special education.

Indicator 3. Support for Professional Development

Percentage of teachers who reported they received various types of support

during the current school year for in-service education or professional

development in their main teaching assignment field.

The Resource Group believes little professional growth among teachers will occur without

the active support of building principals, superintendents, school boards and parents. This

support should include a review of current policies and practices and a concerted effort to

increase overall public support and awareness.

This indicator measures support given through, released time from teaching schedule, travel

and per diem expenses, tuition and/or fees, and professional growth credits.

The indicator also measures the amount of support provided to beginning teachers, teachers

with 4 to 10 years of experience and those with more than 10 years of experience.

Indicator 4. Support through Formal Teacher Induction Programs

The percentage of teachers who reported that during their first year of

teaching, they participated in a formal teacher induction program to help

beginning teachers by assigning them to master or mentor teachers.

Frequently, new teachers are put into "sink or swim" situations with nothing more than

student teaching experiences on which to rely. New teachers should have frequent

opportunities to learn from experienced and successful teachers who have proven their

excellence. This means providing time and materials for the experienced and new teachers

to meet and develop strategies for increasing teaching skills and improving student learning.

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Goal 4 Teacher Professional Development

This indicator examines teacher induction at the elementary, junior high/middle school, and

high school levels.

Indicator 5. Participation in Professional Development Activities on Selected

Topics

Percentage of teachers who reported they participated in various in-service or

professional development programs since the end of the previous school year.

We believe the relevancy of professional development activities is important. The activities

included in this indicator are: Uses of educational technology; methods of teaching subject

field; in-depth study in subject field and student assessment. The indicator also shows the

percentage of teachers who participated according to length of service i.e. beginning

teachers, 4 to 10 years of experience and those with more than 10 years of experience.

Indicator 6. Temporary or Emergency Teacher Licensing

Percentage of teachers who reported they were teaching with a temporary

license, emergency license or a waiver.

These conditions portend less than desirable, teaching capabilities and student learning

experiences. Quite frequently, these temporary licensed teachers serve in schools especially

in many urban and rural areas, where the best teaching possible is needed.

Research literature continues to indicate that there are a considerable number of teachers who

are teaching thousands of students while holding only temporary licenses, emergency

certificates or waivers. We are anxious to see these numbers reduced and eventually

eliminated.

The indicator displays the percentages by school levels (elementary, junior high and

secondary) and in the fields in which shortages have been known to exist in the past

(mathematics, science, bilingual education/English as a second language and special

education).

Indicator 7. Participation in Types of Professional Development Activities

Percentage of teachers who reported they participated in various activities

related to teaching since the end of the previous school year.

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Achieving the Goals:

It is essential that large percentages of teachers, if not all, participate in professional

development activities. However, the participation should not be just for the sake of

participation. These activities should lead to increased knowledge and skills that promote

increased student learning.

This indicator reports the percentage of teachers who participated in workshops, college

courses, and activities sponsored by professional associations. The indicator also presents

the percentage of all teachers, included in the sample, who participated in professional

development activities. In addition, it shows the percentage of beginning teachers, those with

4 to 10 years of experience and teachers with more than 10 years of experience who

participated in these professional development activities.

Indicator 8. Teacher Assignment

The percentage of teachers who reported that their main assignment was not

the field they felt best qualified to teach.

Teachers should be assigned to teach subjects for which they have been adequately prepared

and are qualified to teach.

This indicator reports the percentage of teachers who believe they are not teaching the field

for which they are best qualified. This does not necessarily mean that the teachers are not

licensed to teach the subjects they are currently teaching. However some, because of recent

training and experiences, bring new talents and skills to the work place and are not able to

use them. Others, licensed in several subjects, have had to choose their weakest area in

order to gain employment.

The subjects listed in this indicator are: mathematics, science, English, history, geography,

fine arts, foreign languages, civic/government and economics.

Indicator 9. Teacher Influence over School Policy

The percentage of teachers who reported that teachers in their schools have

influence over school policy in selected areas.

Engaging teachers in policy and decision-making processes has been viewed as important and

essential to school improvement for many years. However, true collaboration among

teachers and administrators in developing professional development activities that enhance the

teaching and learning process, remains a challenge.

This indicator shows the percentages of teachers who reported they had a great deal of

influence over determining context of in-service programs and establishing curriculum. The

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Goal 4 Teacher Professional Development

indicator also reports teacher responses according to school level (elementary, junior

high/middle school) and setting (urban, suburban, and rural).

Indicator 10. Preparation to Teach Limited English Proficient (LEP) Students

Percentage of teachers who reported limited English proficient students are

enrolled in their classes and the percentage who reported they have received

training to teach LEP students.

The increasing ethnic diversity among student population in the nation's schools is well

documented. New and experienced teachers in all schools must have access to professional

development activities that will promote cultural understanding and assist them in developing

teaching strategies that will increase student learning.

This indicator reports the percentages by school level (elementary, junior high/middle, and

high school) geographical setting (urban, suburban, and rural) and teaching experience

(beginning, 4 to 10 years and more than 10 years).

Core Report Indicators

The Resource Group selected two indicators to be included in the National Education Goals

Panel Core Report:

Indicator 5. Participation in Professional Development Activities on Selected Topics

Indicator 6. Temporary or Emergency Teacher Licensing

Future Data Needs

The selection of the indicators to be included in the 1995 National Goals Panel Report, was

based on availability of data and their relevancy to Goal 4 and its objectives. While an

extensive data search was conducted, most, if not all of the data that truly represented a

national survey, will come from the 1994 Schools and Staffing Survey conducted by the

National Center for Education Statistics. The Resource Group is aware of the data gaps that

exist and make the following observations and recommendations that should lead to new or

revised indicators in future annual reports:

0 The matter of equity regarding the number of teachers having full access to high

quality professional development activities should be reported.

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Achieving the Goals:

The Resource Group believes all teachers should have opportunities to improve their

teaching skills and gain additional knowledge in their subject area. Having the time

and financial support to engage in professional development activities must not be

limited to those teachers who happen to work in affluent school districts.

More attention should be paid to the education, placement and professional

development of elementary teachers.

Most of the existing data examines the training and placement of secondary school

teachers. While this is important, it is equally important to examine and record the

curriculum content and the overall preparation of elementary teachers.

There is a need to measure the amount of professional development that occurs at

the college level.

The Resource Group is aware of Goal 4's emphasis on professional development for

K through 12 teachers and other educators. However, there was general agreement

that the "teachers of teachers" should be just as up-to-date, regarding their teaching

strategies and the overall preparation of prospective teachers, as those who serve in

the nation's schools.

Collaboration between states and school districts in recruiting, educating, placing

and retaining teachers remains a national challenge.

Several organizations have worked diligently to identify and recruit people into the

teaching profession. However, it is somewhat unclear as to what happens to those

who have expressed interest in teaching at a time when many urban and rural school

districts continue to have shortages of appropriately prepared teachers.

Objective #3 under Goal 4 suggest states and school districts create integrated

strategies to attract, recruit, prepare, retain, and support the continued professional

development of teachers, administrators and other educators, so that there is a highly

talented work force of professional educators to teach challenging subject matter.

Thus, it is important that the Goals Panel seek to measure progress related to all of

the areas listed in this objective.

Partnerships that provide and support programs for the professional development of

educators should be established.

A great deal of education reform literature encourages the establishment of

partnerships that will promote community stakeholders' involvement and support of

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Goal 4 Teacher Professional Development

schools and professional development programs for educators. The fourth objective

in Goal 4 supports this approach.

An indicator that shows the percentages of schools and school districts that are

engaged in partnerships that support programs for the professional development of

educators would be appropriate.

Measurement of the quality of professional development activities in relationship to

increased teaching skills and student learning.

The indicators recommended in this report give little attention to the measurement of

the quality of the activities, policies and procedures. Therefore, there is a need to

determine if teachers enhance their teaching skills and students learn more because of

teachers' participation in professional development activities.

The Resource Group recommends that a quality component be added to the

appropriate indicators.

Monitoring Promising Goal 4 Related Activities

As the nation engages in school reform, several refined and new initiatives are emerging as

critical elements of sustained improvement of teacher education and professional

development. These initiatives address areas such as:

Teacher Education

The Resource Group believes new levels of excellence and new strategies for preparing

teachers to function at high levels, with all students, must exist in all institutions of higher

learning. This means the faculties of the nation's colleges and universities must assess

themselves and determine if they are really preparing their students to teach in a more

complex and diverse country and world. Schools of education should be able to document

the professional development activities in which their faculties have participated and how

those activities are expected to enhance their teaching so that they may better prepare future

teachers.

The Resource Group spent considerable time debating the merits of including as an indicator

the number of schools and colleges of education that are nationally accredited and/or the

number of beginning teachers who gradate form accredited institutions. Given the fact that

only 40 percent of the nation's schools and colleges of education are nationally accredited,

the Resource Group chose not to include this indicator at this time.

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Achieving the Goals:

National accreditation for teacher education remains a voluntary system of professional

judgment about the quality of the entire school or college of education in a higher education

institution. The National Council for Accreditation of Teacher Education (NCATE) is the

body recognized by both the U.S. Department of Education and the Council for Recognition

of Postsecondary Accreditation as the agency to review and recognize schools and colleges of

education. NCATE expects its voluntary accredited schools of education to "ensure that

prospective teachers have the knowledge and skills they need to work effectively with all

students". Some of the skills these prospective teachers must demonstrate are:

Use of strategies for developing critical thinking /problem solving

Use of formal and informal evaluation strategies to ensure continuous student learning

Use of computers and other technologies for student learning and evaluation

Classroom management

Collaboration with parents and others in the community

Ability to select teaching strategies appropriate to subject matter and student needs.

Teacher Competency and Professional Development

Educators and policy workers should also examine the national efforts to identify highly

accomplished teaching and to establish high standards of performance to which all teachers

should aspire.

The work of the National Board for Professional Teaching Standards (NBPTS) holds promise

for identifying and recognizing excellent teaching through its national certification program.

NBPTS in addition to establishing standards in numerous subject areas that suggest what

teachers should know and be able to do, assesses teachers' competencies and certifies those

who meet the NBPTS standards. This voluntary certification program uses many forms of

assessment such as: portfolios that document teachers' work, video tapes of lessons taught,

interviews, and samples of student work.

NBPTS indicates it seeks to identify and recognize teachers who effectively enhance student

learning and demonstrate the high level of knowledge, skills, disposition and commitments

reflected in the following core propositions:

Teachers are committed to students and their learning.

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Goal 4 Teacher Professional Development

Teachers know the subjects they teach and how to teach those subjects to students.

Teachers are responsible for managing and monitoring student learning.

Teachers think systematically about their practice and learn from experience.

Teachers are members of learning communities.

The process teachers go through in preparing for National Board certification is commonly

viewed as a significant professional development experience.

The Resource Group suggests that indicators that show the number of teachers who are

seeking to become Board Certified and the number of school districts who are supporting

teachers who are seeking National Board certification, be considered for future Goals Panel

reports.

Summary

The Resource Group joins the National Governors' Association in believing that:

"Reforming the nation's schools takes more than solely adopting higher

achievement standards for students. Improving the education system will

require highly skilled educators capable of teaching the content skills

established by the reform initiatives. Professional development for educators,

within a context of standards-driven systemic reform should be top priority."

High quality teacher education and professional development are essential components of any

national systemic education reform effort. It is with this sense of importance that the

Teacher Education and Professional Development Resource Group submits this report to the

National Education Goals Panel.

(202) 632-0952

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