VI. Implementing quality training and recruitment for teachers validated by SBRR

SERVE is piloting a number of professional development programs. These are described briefly in this section:

SERVE offers training for literacy coaches interested in a structured approach to working throughout the course of a school year on formative assessment of reading techniques. Teachers can benefit from this yearlong course designed to help them better understand their students so that they can better meet their instructional needs. The workshop materials are best used as part of a whole-school approach to improving reading. For more information about the Comprehensive Assessment program, or contact Nancy McMunn at 800-755-3277.

Well-structured, purposeful Professional Learning Teams have shown tremendous promise in improving the quality of professional development.

In addition, SERVE has worked for 10 years in the area of improving teacher evaluation systems and has developed a SERVE Teacher Growth and Assessment System for Career and Beginning Teachers (TGA) that is currently being used in over 20 districts. There are regular workshops offered on implementation of the TGA that are open to school districts.

Technical Assistance Academy for Science and Mathematics Services (the Academy)

The Academy's goal is to provide high-quality professional development to a cadre of selected educators with major responsibilities for facilitating continuous instructional improvement through teacher change at the classroom level, and who function as regional experts in training teachers and other players in strategies for improving the teaching of mathematics, science, and technology (By invitation only). For more information, contact Michael Vigliano at 800-755-3277.

Middle School Mathematics Project

The Middle School Mathematics Project (MSMP) is a collaborative initiative to improve mathematics achievement through research, school site analysis, and research-based professional development for middle schools. Activities for this project include annual summer institutes, on-site planning and technical support visits, and a site-based leadership team at each school. Five schools participate in the project, one from each of the following states: Florida, Georgia, Mississippi, North Carolina, and South Carolina. For more information, contact Catherine Hill at 800-854-0476.

Advancing Reading Achievement (ARA) Orientation

This two-hour session for elementary and middle school faculties who plan to participate in Advancing Reading Achievement activities provides an overview of the ARA document, a review of scientifically based reading research, a summary of professional learning teams, and a description of Reading First legislation. For more information, contact Treana Bowling at 800-755-3277.

Advancing Reading Achievement (ARA) Training Level I

This trainer-of-trainers professional development opportunity (1.5 days) combines the dimensions of professional learning teams and the key components of reading instruction (phonemic awareness, phonics, fluency, vocabulary, and comprehension). For more information, contact Treana Bowling at 800-755-3277.

Advancing Reading Achievement (ARA) Training Level II

This trainer-of-trainers session (1.5 days) includes an in-depth analysis of Advancing Reading Achievement by exploring the norms of effective professional learning teams and engaging in more advanced coaching strategies. A deeper study of reading content knowledge is also a part of this training. For more information, contact Treana Bowling at 800-755-3277.

In 2003–2004, at the request of the state school superintendent in Alabama, SERVE sponsored a study to identify the costs associated with existing high-quality teacher preparation and administrator training programs. The report, Teacher Preparation Cost Study: A Comparative Analysis of Select Alabama and National Programs describes the findings of this study.

In addition to professional wisdom gained from onsite work in one low-performing district, SERVE’s experience in low-performing schools has shown that a commitment to individual and organizational inquiry about what is and is not working in the classroom is often lacking. Teachers may blame students or not acknowledge the need for help. Realizing this commonality across low-achieving schools in which we have professional development projects underway, SERVE staff initiated a multiple-site descriptive study to describe the process of attempting to implement high-quality professional development in reading and math.

In March 2004, we used the descriptive data and insights already collected through the site visits, interviews, and observations to draft a publication on some emerging issues in ensuring high-quality professional development as outlined in NCLB. The audience is school and district leaders who may be ready to address the challenges of implementing high-quality professional development.

SERVE is also completing a toolkit to enhance teacher recruitment in rural districts.

VII. Identifying effective drop-out prevention programs

SERVE is the lead laboratory coordinating the work of a cross-laboratory design team composed of staff from three other regional laboratories with expertise in dropout prevention, assessment, and evaluation. This team created and implemented the announcement and selection process for a national recognition program for dropout programs that have reduced student dropout-rates. In March 2005, school districts that qualified for recognition will be honored at an event in Washington, D.C. In addition, SERVE worked with WestEd to coordinate the development of an evaluation database and an evaluation of National School Dropout Prevention Program grantees' annual performance reports.

VIII. Enhancing Education Through Technology programs

SERVE's work involves SEA academy initiatives, an evaluation seminar for SEA directors and EETT coordinators, issues of NewsWire on evaluating the impact of technology, and supporting the State Educational Technology Directors' Association's national.

IX. Implementing ELL programs for LEP students

A 2004 SERVE publication entitled English Language Learners in the Southeast: Research, Policy, and Practice describes policy, research, and practice related to English Language Learners in the Southeast.

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