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Descriptions and agendas of in-service implementations (F2)
In-service Implementation B -- Description

In-service Implementation B

This was the second implementation of our in-service program, the one featured in the narrative reported in Section B.2. Note that, after their separate Summer Institute experience, participants in Implementation B and C joined for all the other components of their program. Both implementations took place within the NSF-funded project "Supporting middle school learning disabled students in the mainstream mathematics classroom" (award # TPE-9153812).

Participants:

Twenty-one participants began the Summer Institute, although two dropped out after the first two days. The remaining participants were a diverse group comprised of three middle school mathematics teachers, two high school math teachers, four elementary teachers, four middle school special education teachers, 2 high school special education teachers, two school administrators (a principal and a vice-principal), and two secondary math pre-service teachers.

Incentive provided to participants:

All these teachers volunteered their time without additional compensation from the project.

Summer Institute and follow-up meetings:

As described in Section B.2.

Field experiences expectations:

Mathematics teachers were expected to implement one of our illustrative units at the very beginning of the school year, plus another inquiry unit later in the year (either another of our illustrative units or a unit of their own design). Special education teachers were expected to participate as much as possible in the innovative math units taking place in their school, collaborating in their design whenever they co-taught a blended math class. Every participant was also expected to write a "final reflection" on their field experiences at the end of the year (only a few participants complied with this requirement).

Support during the field experiences:

Because of the nature of our reduced funding, this group of participants received less support than we had wished during their field experiences. Groups of 6-10 Implementation B and Implementation C participants from nearby schools formed a "support team" that met weekly for 1-1 1/2 hours under the guidance of a mathematics teacher educator. The same teacher educator had the responsibility to support team members in the planning and implementation of inquiry experiences, but could actually only devote a couple of meetings and visits to each participant over the year.

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