Posted by:
Richard Comfort
Posted on: May 16, 2001 at 4:17 PM
Message:
Having the 'HASP system' (infrastructure) in place before the LSC was very helpful in several ways. First, a Materials Center was already operational and all that was necessary was to scale up to accommodate the additional numbers. This was one less aspect to have to worry about starting up. Second, a model for implementation had already been developed and tested by the personnel involved, so that there was confidence that the overall approach would be effective. For new projects in other places, some of these same benefits can be achieved by visiting other projects that have already solved similar problems.
Third, the project could begin with an identified group of local teacher professional development (PD) providers who could be contracted to help. The entire leadership did not fall on just the project staff.
Fourth, a psychology of success operated from the beginning (we've done it once, we can do it again).Those were the benefits. The downside was that the previous project districts (prior to LSC's) were allowed to 'coast'. Attention and resources were directed to the new LSC project. While materials support was continued, the PD for the prior districts was limited for the most part to new/transfer teachers. While a few opportunities were available with the new project for the previous project teachers, there was no pressure from either the district leadership or project staff to have those teachers receive continuing PD in science. As a result, development was stunted and, with teacher turnover, overall capability for those districts to provide an effective program of inquiry-centered science instruction eroded. This is why we have put so much effort into the sustaining phase of this LSC project of having some minimum level of PD for all teachers each year. And the previous project districts' teachers are also participating in this sustaining phase (for two of three districts).
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