School Type: Public	School Setting: Suburban
Level: Elementary	School Design: Traditional
Content Presented By:
Edvantia

Replication Details

Replication Tips

Knowing that organizational change may not come easily to many teachers, a rigorous interview process was established for staffing Hart School. Those accepted had to express a strong interest in educational technology and a student-centered approach to teaching. They had to be willing to participate in extensive staff development and to exhibit an aptitude for creative approaches to learning as measured by standard assessments: the Teacher Attitude Inventory, the Measure of Innovativeness, and the Attitudes Towards Computer Technologies.

Applicants were informed that the ideal teacher at Hart School should:

• Be flexible
  
• Embrace a student-centered approach to teaching
  
• Enjoy challenge and change; be willing to risk within reason
  
• Be visionary, innovative
  
• Willingly participate in extensive staff development; see active learning as an integral part of teaching
  
• Be a "Team Player," planning and coordinating with others on a regular basis
  
• Embrace technology, seeking out ways to use new tools effectively in instruction
  
• Be committed to and knowledgeable about the constructivist approach
  

The professional development provided by SEDL was spread throughout the school year, providing for continuous improvement. The design of the professional development sessions was customizable, based upon the needs of the school and the teachers. In between the whole-group professional development sessions, onsite and online follow up assistance was provided to individual teachers or small groups of teachers. Evaluations were regularly conducted, to gain feedback to best serve the needs of the participants.

For the professional development sessions presented by SEDL and other providers, teachers were sometimes paid stipends. In other cases, the training occurred after school or on student release days, and in some cases substitutes were provided to release teachers during the school day.

The most critical factors in the successful implementation of this project included the strong instructional leadership of the principal and the support provided by the technology and projects coordinators for school staff.

Costs and Funding

The projects coordinator position has been funded for three years through a grant from the RGK Foundation. Because the SEDL project required each participating school to have a technology support person on campus, the district provided funding for the technology coordinator for two years. SEDL paid teacher stipends for 6 days of training, and local funds or staff development days were used for the matching 6 days. Sources of funding also included other local funds and Title I.

• In-kind Consultant Services from Judi Harris @ $1,000 a day plus expenses for two days per month for three years; Ongoing research and summary report
• Apple Computer: Use of facilities for training/classes
• Donation of 16 computers (University of Texas)
• Donation of 12 computers (Apple Computer)

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This resource is developed and maintained by The Education Alliance at Brown University. Seed funding was provided by the U.S. Department of Education. Send comments to: loom@alliance.brown.edu