Middle and High School Teacher Professional Development

Abstract Middle and High School Teacher Professional Development Through University Research Experiences and Curriculum DevelopmentA professional development model for middle and high school STEM teachers has beendeveloped, implemented over two years, and assessed. The model involves a partnershipbetween the middle and high school teachers and administrators, education graduate students andfaculty members, STEM graduate students and faculty members, and a NOAA research center.The highlight of the teacher experience was a three week intensive Summer Research Institute inwhich teachers developed modules connected to Earth systems science research, NASA research,and North Carolina science and mathematics standards-based curricula. Twenty high schoolscience and mathematics teachers participated in the Institute both summers. This arrangementprovided an opportunity for the teachers to explore together how STEM concepts can beintegrated between mathematics and science courses. During the second summer, the high schoolteachers served as mentors for twenty middle school science and math teachers from the sameschool district region. This arrangement provided an opportunity for the teachers to exploretogether how STEM concepts are taught and understood by students as students matriculate frommiddle to high school STEM classes. Web 2.0 technologies were demonstrated and utilized,which resulted in teacher leadership related to technology affordances at the end of the Institute.The professional development model was assessed through surveying and focus group interviewswith the participants along with evaluation of the curriculum developed.