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Nancy:

Sounds like you have combined the right elements so that you aren't  
the "technology teacher" with the cart!! Years ago when I was the  
"science teacher" with the cart I realized I was also the science  
teacher without my own room!

I think your 24 years of teaching is extremely important. The teachers  
are seeing someone not just interested in the IT but a person centered  
on good teaching.

Your comments about "professional teacher" in the classroom are very  
important. This "adventure" that we have gotten ourselves in is about  
the teaching and learning and not about the IT.

Thanks

Frank
On Mar 17, 2008, at 8:34 AM, Nancy Gross wrote:

> I have found that the middle school teachers are not just using me  
> to be the "technology teacher".  Initially some of the teachers were  
> learning right along with the students.  Now they are signing out  
> the other mobile carts on their own and occasionally thinking about  
> their lessons with technology in mind.  We always work together to  
> integrate the technology skills with the content.  Some of the  
> elementary teachers have signed out carts on their own but their  
> time is so regulated it is difficult to fit in more than two hours a  
> month.
>
> Another bonus to this model is the second "professional teacher" in  
> the classroom.   Having me in the room to trouble shoot the  
> "technology issues" has raised the comfort level of most teachers.   
> It is intimidating to think (know) your students know more than you  
> about technology.  Another pair of eyes, especially in the middle  
> school, has been helpful.  I was a classroom teacher for 24 years  
> before starting this job so I think my co-teachers also think that  
> if I can make computers work perhaps they can as well.
>
> I have also been running after school mini technology workshops for  
> any staff member who wishes to attend.  They were well attended the  
> first year by teachers whose classes I was not visiting.  Now they  
> are mostly attended by the teaching assistants.
>
> Nancy Gross
> Technology Integration Specialist
> Bellows Free Academy
> Fairfax, VT
>
> 802 849 6711
> [log in to unmask]
>
>
>
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>>>> "Frank J. Watson" <[log in to unmask]> 3/15/2008 10:24 AM >>>
> Lauren:
>
> I read your request with interest because of work I did a long time
> ago. For about 10 years I was an elementary science consultant (k-6).
> When I started the job I planned with teachers and I went into
> classrooms and "taught" science. Much like the model described in
> Nancy's  e-mail. I even had a mobile cart for my science materials,
> etc. My goal was to get all the teachers teaching their own science
> lessons.  I did that for a couple a years, but became discouraged that
> I couldn't get the regular teachers involved in teaching their own
> science lessons, We had a very good science curriculum patterned after
> the then "new" elementary science curriculum programs. We had lots of
> science materials so we could do "hands-on" inquiry based teaching.
> But I couldn't get many teachers to teach their own lessons - why?? -
> I had become the rovering science teacher. I was "Mr. Science." What
> to do to meet my goal?
>
> I decided that I wouldn't enter a teacher's classroom and teach a
> science lesson unless they were involved in the planning of the lesson
> and we had determine how we would teach the lesson together. I also
> told the teachers I would cut off their supply of science materials
> unless they were involved in the new plan. Many of the teachers were
> upset with me. My administrator wasn't too happy!
>
> Slowly teachers came to me and said let's do it. The more we did it
> together the more excited the students became. They went home and told
> their parents about the "great" science they were doing. The parents
> told the administrator and other parents of the great experiences
> their children were having.  Best of all the students told other
> students about the great science that was going on their classrooms.
> Those students went back to their teachers and asked why they didn't
> have science. Soon I had more teachers coming to me asking if we could
> teach together. It was slow but after 3 years I had 90% of the
> classroom teachers teaching their own lessons with me as a consultant.
>
> A very important element of getting the teachers involved was a
> professional development course that was planned by the teachers. It
> was team taught by me and other teachers. The teachers also went to
> the local university and arranged for graduate credit. The course was
> in science content and the strategies of teaching. Almost every
> teacher and administrator in the school was involved as planners,
> teachers and students in the course. The course lasted for three  
> years.
>
> Hope this helps.
>
> Frank
>
>
> On Mar 13, 2008, at 12:24 PM, Lauren Parren wrote:
>
>> We are moving our technology applications teacher from teaching her
>> own classes, to a model of supporting teachers in the classroom,
>> more as a consulting teacher.  For others using this model, does the
>> consulting teacher have a lab of his/her own, or are they visiting
>> classes and using the technology available there?  How are you
>> getting the consultant into every classroom, so good technology
>> integration isn't just the luck of the draw!  Thanks.
>>
>> ------------------------------------------------------------------------
>>
>> Lauren Kelley Parren
>> ANESU Educational Technology Coordinator
>> Mt. Abraham Portfolio Coordinator
>> 802-453-2333 x 1119
>>
>>
>
> Frank J. Watson
> 1 Lochend Lane
> Cheraw, SC 29520
>
> "I'll see it when I believe it"
>

Frank J. Watson
1 Lochend Lane
Cheraw, SC 29520

"I'll see it when I believe it"