Context:

BRIDGES project is grounded on the following five principles of professional development:

1. BRIDGES will have students and their learning at the core -- that means ALL students . Participants will (a) collaborate and make shared decisions, (b) work on teams with diverse abilities, (c) be active learners and (d) participate in BRIDGES courses to refine their mathematics knowledge and teaching strategies, (e) and apply in their classrooms what they have learned.
2. A special and unique kind of knowledge, mathematics related pedagogical content knowledge, essential for highly qualified mathematics teachers will be enhanced/developed through ongoing feedback and guided metacognitive reflection.
3. Principles known to guide the improvement of student learning will also guide learning for BRIDGES participants: engaging in active problem-based learning, focusing on fewer ideas more deeply, and learning collaboratively.
4. BRIDGES will honor the knowledge of the practicing teachers as well as draw on research about best practice. The mathematics content will come from both the inside (based on needs) and outside - based on professional knowledge of experts and research about what middle school teachers need to know in order to be "highly qualified" teachers of middle school math.
5. BRIDGES will align with and support system-based changes that promote student learning. WPS has mandated that their middle school content teams meet daily and that one of those five days must be devoted to mathematics. BRIDGES leaders will be present at least once a month at these meetings to assist and keep informed about teachers mathematical needs.

Summary of subject content: The specific selection of the content is made based on: (a) The School Improvement Plans of six partner schools, (b) State/local mathematics content and assessment standards and (c) teacher licensure standards. Curriculum materials from various NSF projects (e.g., Interactive Mathematics Project) will be used to assist teachers in making connections between (a) mathematics contents in grades 6-8, (b) high school mathematics content, (c) college-level mathematics content, and (d) real-world applications. BRIDGES will facilitate effective strategies that support standards-based teaching, such as inquiry- and problem-based learning to improve instructional practices and consequently student achievement.

All participants will be involved in (a) decision-making about the specific mathematics content to be delivered based on their individual needs and needs of their students, (b) on-line sharing of "what works" and reflecting on disposition about teaching and learning mathematics, (c) university experiences (summer), and (d) visits to the university and community resources such as National Institute for Aviation Research and airplane-industry sites to gain appreciation of real world and understanding of math application.

Principals will be involved in at least 3 BRIDGES meetings, participate in online discussions and in designing a rubric for walkthrough observation that recognizes good mathematics teaching.

4. Management Plan: Neal, Alagic, Krehbiel will carry primary responsibility for the operation of BRIDGES project. Alagic will provide coordination for the project technology use and integration and fiscal oversight. Neal will coordinate instructional activities. Neal and Krehbiel will be coordinating recruitment activities. All Co-PI’s are going to be actively and collaboratively involved in planning, implementation, and evaluation of all professional development activities.

Steering Committee will consists of PI, all Co-PIs, representatives from each participating school (Leroy Parks – Marshall, Molly Jacoby - Curtis, Cici Naiceh - Curtis, Klen Cuffa –Hamilton, Lisa Donley - Pleasant Valley, Connie Quintanilla – Horace Mann), Mathematics Department (Dr. Dowei Ma and Mr.Bill Richardson) and WPS mathematics curriculum specialist (Charlene Ekrut and Charlotte Phillips). Steering Committee will periodically provide feedback to the Instructional team to make sure that BRIDGES activities are consistent with and supportive of other schools and university initiatives.

The Instructional Team will be responsible for planning and delivery of professional development activities supported by BRIDGES. Instructional Team members will include Sue Neal, Diana Palenz, Mara Alagic, and Mary Krehbiel. Team will also include Tonya Witherspoon who will provide technology assistance, organization and technology support for both in-class and online activities and organize the BRIDGES online newsletter and yearly online conference.

Spring 2003: BRIDGES team will

1. Recruit teachers and paraprofessionals who will be participants in the BRIDGES project throughout the years of the project (limited to 3-5 per building with largest number from Marshall Middle School),
2. Work with each school "data mentor" and mathematics team to refine proposed content according to specific needs in the area of mathematics and mathematics instruction delivery for BRIDGES activities,
3. Establish online communication network for sharing and assessing knowledge and resources
4. Conduct online discussion group (at least once a month)
5. Monthly online BRIDGES newsletter
6. Facilitate weekend workshops on problem-based learning in selected area of mathematics (15 contact hours - 1 hour graduate credit available).

1. Three weeks of half-day classes with intensive problem-based learning strategies in selected areas of mathematics (at least 60 contact hours - 4 hour graduate credit available).
2. The participants will also visit informal learning centers and University research labs, business and industry to explore real-life math application and adapt them for middle school grades.

1. BRIDGES team will meet with individual school mathematics faculty, staff and administrators to

(a) Determine progress of the project,

(b) Further assist with site-based staff development in mathematics

2. Refine plans for the Fall based on the formative assessment results
3. Continue to nurture online communication network for sharing and assessing knowledge and resources
4. Conduct discussion group (at least once a month)
5. Facilitate a fall-workshop (15 hours, 1 graduate credit hour available).
6. Organize BRIDGES online fall conference
7. Prepare yearly report with suggestions for necessary refinement to insure the progress in teacher quality and student achievement

2004 – 2006: A very similar yearly timeline/structure is planned for years 2 and 3 of the project. Careful monitoring – formative assessment and feedback - will help reinforce successes and eliminate failures. The expanded curriculum and new/advanced technology tools as planned under content summary (Appendix B) will be implemented.

FROM THE BUDGET:
$1,000.00 stipend

Technology integration opportunities

Possibilities for graduate credits

SUPPLEMENTARY MATERIAL

1. BRIDGES Project Application Form (View - HTML format , Download - MS Word format)
2. BRIDGES Survey (View - HTML format, Download - MS Word format)

USEFUL LINKS:

June 2003
	These pages are always under construction: I am trying to keep them up-to-date  with my activities :) Questions and/or comments are welcome!	Maintained by:  Mara Alagic Mathematics Education Curriculum & Instruction Department Wichita State University Wichita, Kansas  67260-0028