School Type: Public	School Setting: Urban
Level: Elementary	School Design: Traditional
Content Presented By:
National Awards Program for Model Professional Development

Replication Details

Replication Tips

NOTE: If you have not already read the 'Design and Implementation' section, selecting that from the menu before reading further will provide a context for the replication details below.

Mary Russo, Principal 1990-6
Hear Mary Russo comment on getting started. (transcript)

A mapping process was used to assess phases, reforms, and points of reference:

Summary of Mapping Exercise
1990	1991	1992	1993	1994	1995-6
Major Phases
Preparation	Putting structure in place	Deeper structural development	Change in ways of doing business	Control of resources	Consolidation and future planning
Development/Reforms
Reflection on status Scouting reform Training New leadership	Team development Taking stock Vision Expectations Customer focus	Schoolwide Program development Inclusion Teaching & learning Partnerships	Locus of control Training Inquiry/ evaluation Outcomes Teacher teams Teaching & learning	Recognition Staff development Use of talent Inclusion Technology	Future orientation Learning
Key Events/Points of Reference
X becomes Principal Choice is implemented in Boston schools Basal-driven reading curriculum	School-based management Accelerated Schools training implemented early childhood program Teams (curriculum, teacher, school climate)	Became Title I Schoolwide Program Inclusion in early childhood program Whole language Portfolios	John Hancock/ TQM training Teacher reports/plans program evaluation	Wheelock reading program 25-50 hours staff development Began winning awards Computers in classes Dual- certification of teachers	Bright Start program Teacher study groups Focus on core academic mission Student motivation/ learning increasing

Site Visit Documentation

Samuel Mason Elementary School's success was recorded based on a site visit conducted by the National Awards Program for Model Professional Development in 1996:

Criteria	Evidence
There is a connection between professional development and school/district improvement plans (needs assessment). If goals and mission have changed over time, there is a rationale for change.	1. From 1991-1996, Mason School's professional development plan has been based on continuous needs assessment of what should be done to achieve goals in the school plan. This connection is evident at individual, grade, and organizational levels. 2. Goals are adjusted as needs change; for example, early needs -- as determined by teachers, parents, and the principal -- were recruitment of students, establishment of an after-school program, and increased reading achievement for all students. The last is being accomplished through inclusion of all special education students in regular classrooms. Other early goals were to increase enrollment (it went from 133 to 296), and to provide an after-school program (which now has a waiting list). Needs being addressed today include more effective teaching of reading and mathematics and appropriate integration of technology into the curriculum.
There is a connection to student achievement (including the process of how professional development is connected to student outcomes).	1. The connection is strong. For example, as part of their professional development interests a groups of teachers conducted action research that involved surveying students and parents to determine if curricular and other changes were effective and valued. Due to student and parent dissatisfaction with the health (the school has no gymnasium for an active PE-Health program) and reading curricula, staff changed both. Students now have swimming lessons at a local pool and creation of a new reading curriculum was undertaken. 2. All teachers have obtained dual certification in regular and special education in order to better serve students who are included in all regular classrooms. A consultant from Wheelock College attends the school regularly to help with inclusion. In turn, the school provides year-long internships for students seeking master's degrees in special education from the college.
There is evidence of the extent to which distinct professional development experiences are connected and ongoing and linked to goals.	1. Staff first draw on strengths among staff before seeking outside help, thus, teacher talents are fully used. All teachers have developed their own areas of expertise to help and guide other staff, and teachers offer their support to and rely on the support of other teachers on an ongoing basis. 2. When expertise from outside is needed, teachers interview and select consultants. For example, during 1995-1996, a consultant has trained teachers first to use technologies and then to integrate technology into their curriculum. A lead teacher at the school has now undertaken the technology leadership role.
There is evidence of teacher change (teacher outcomes).	1. There is an abundance of evidence. Based on specific professional development activities, teachers evidence considerable growth in understanding new assessment and instructional strategies. 2. During 1991-1996, the entire staff has become dual certified in regular and special education. There is higher staff satisfaction and leadership; participation in professional development has increased from 6 h ours in 1991 to 50 hours in 1996. Improved school climate is directly attributable to staff development.
There is evidence of desired student outcomes. There are ways for the school/district to show that professional development activities lead to desired teacher and student outcomes.	1. Student attendance improved from 87.9% to 95.2% for kindergarten and from 89.8% to 92.4% for grades 1-5. 2. Throughout 1993-1996, second through fifth graders have shown a greater gain on the Metropolitan Achievement Test in reading and mathematics than second through fifth graders in the Boston Public School System at large.

Costs and Funding

Mason staff have been particularly resourceful in locating funding to support this range of professional development activities. The budget draws revenue from the City of Boston General School Purposes Fund, Massachusetts Department of Education's Education Reform and Restructuring Network, Federal Title I, and grant writing. A partnership with John Hancock also provides an invaluable in-kind support for summer externships that team teachers with parents. Two important components of the program supported because of this resourcefulness are the involvement of parents in programming (e.g., monthly parent workshops and the school-based Family Center, offering weekly meetings to integrate all those adults who have an impact on student learning), and the after-school and Mason Summer Camp initiatives, which extend the learning opportunities for students.

Sources of funding for Samuel Mason School's professional development 1996:

* The cost is approximately $600 per teacher and pays for consultants, stipends for the lead teachers, and substitute teacher coverage.

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