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Tennessee First to the Top

Local System Scope of Work
System: Marshall County Schools * If consortium, list all participating systems with lead system first Total amount of award (over four years): $684,037 Director of Schools: Roy Dukes * If consortium, list Director of lead system System Contact Person: Phone Number: Correlation to state plan
B(3)

Suzanne Ingram 931-359-1581 ext 42 Budget Recurring Expense
N

Year 1 (2010-11)
Activity
Increase STEM literacy so 9-12 students can learn deeply and think critically by creating domain projects in which students complete an intensive set of assignments. Identify teachers who demonstrate change in practice of pedagogical p p g g content & build online community of practice, support, and mentoring. Identify teachers who use virtual environments to enhance and energize learning and support their ideas with training. Focus on improving student achievement by strengthening corporate leadership and maximize the effectiveness of corporate philanthrophy.

Correlation to TCSPP
Goal 1, 2, 3

Plan for Implementation
Students will explore an idea, concept, or practice central to STEM curriculum areas. Students will create e-portfolios consisting of multiple tasks to show their progress. (see #1) The goal is to achieve guided and supported study and mentoring. g Through g a virtual interactive web-based community, teachers will interact other educators.(see #2) Teachers will "flatten" their classrooms by working collaboratively with others around the world to create students who are competitive and globally minded.(#3) The district will partner with business to provide hands-on experiential learning activities that strength academic skills, develop personal leadership abilities& build community connections. Extend the train the trainer concept provided by the state by using a distance learning environment. Each school will have a distance lab in place in the fall to be utilized for training.(#5)

Key Personnel
Supervisors; principals, teachers Supervisors, principals, p p , teachers Supervisors, principals, teachers Supervisors, principals, teachers Supervisors, principals, teachers

Performance Measure Target
Math: increase prof/adv by 2% LA:increase prof/adv by 2% Math: increase prof/adv by 2% LA:increase prof/adv by 2% Grad.Rate: increase by 3%

35,000

D(5)(i) ( )( )

Goal 1, ,2

72,000 ,

N

D(5)

Goal 3

10,000

N

B(3)

Goal 3, 4

Grad.Rate: increase by 3%, CTE perf.level 2% Math: increase prof/adv by 2% LA by 2%;grad by 3%

27,000

N

Create a Learning Guild using distance learning labs to extend the training the state provides.

B(3)

Goal 1, 2, 3

27,000

N

Tennessee First to the Top

Local System Scope of Work
System: Marshall County Schools * If consortium, list all participating systems with lead system first Total amount of award (over four years): $684,037 Director of Schools: System Contact Person: Phone Number: Correlation to state plan Correlation to TCSPP Plan for Implementation Students will explore an idea, concept, or practice central to STEM curriculum areas. Students will create e-portfolios consisting of multiple tasks to show students' progress. (see #1) Launch a district-wide public relations campaign to emphasize the importance of getting an education to obtain good jobs. Consultants will train teachers on how to adapt their curriculums to meet students' needs. E-portfolios will engage teachers in reflection and evaluation of their learning. They will create them collaboratively with other teachers in the same subject area and grade level.(see #3) In order to make sustainable improvements, the district will contract with consultants such as School Improvement Network's Leadership and Learning Framework System. Total budget 2010-11 Key Personnel Supervisors; principals, teachers Supervisors, principals, teachers Supervisors, principals Supervisors, principals, teachers Supervisors, Teachers, Principals Performance Measure Target Math: increase prof/adv by 2% LA:increase prof/adv by 2% Grad.Rate: increase by 3%, CTE perf.level 2% Math: increase prof/adv by 2% LA:increase prof/adv by 2% Math: increase prof/adv by 2% LA:increase prof/adv by 2% Math: increase prof/adv by 2% LA by 2%;grad by 3% Roy Dukes Suzanne Ingram 931-359-1581 ext 42 Budget Recurring Expense Y/N N

* If consortium, list Director of lead system

Year 2 (2011-12)
Activity Increase STEM literacy so 6-8 students can learn deeply and think critically by creating domain projects in which students complete an intensive set projects. F i i student t d t achievement hi t by b Focus on improving strengthening corporate leadership and maximize the effectiveness of corporate philantropy. Teachers will learn what to teach and test by developing, aligning, and auditing their curriculum. Teachers will develop an electronic portfolio to maximize their learning and professional development. Extend state training by providing comprehensive interventions to schools which have D's and F's on TVAAS in reading/language, science, social studies, and

B(3)

Goal 1, 2, 3

41,000

B(3)

Goal 4

5,000

N

B(3)

Goal 1, 2, 3

35,000

N

D(5)(i)(ii)

Goal 1, 2

40,000

N

E(2)

Goal 2

50,000 $171,000

N

Tennessee First to the Top

Local System Scope of Work
System: Marshall County Schools * If consortium, list all participating systems with lead system first Total amount of award (over four years): $684,037 Director of Schools: System Contact Person: Phone Number: Correlation to state plan Correlation to TCSPP Plan for Implementation Students will explore an idea, concept, or practice central to STEM curriculum areas. Students will create e-portfolios consisting of multiple tasks to show their progress. (see #1) Financial incentives will be offered school-wide to faculties whose students show 1 year of gain or more on TVAAS. Teachers will participate in seminars led by higher education staff. E-portfolios will engage teachers in reflection and evaluation of their learning. They will create them collaboratively with other teachers in the same subject area and grade level.(see #3) Eleventh grade teachers will receive focused and intensive training in STEM skills and strategies and will create online units via Moodle. Teachers identified as needing support and resources will use PD 360 to improve their teaching. With the tools for tracking tracking, reflection reflection, and follow-up follow-up, principals can follow their teachers' progress Total budget 2010-11 Key Personnel Supervisors; principals, teachers Director, principals, teachers Principals, teachers Supervisors, principals, teachers Supervisors, principals, teachers Principals, teachers Performance Measure Target Math: increase prof/adv by 2% LA:increase prof/adv by 2% 85% of students show 1 yr or more growth Read/LA:increase prof/adv by 2% Math: increase prof/adv by 2% LA:increase prof/adv by 2% Math: increase prof/adv by 2% LA:increase prof/adv by 2% Math: increase prof/adv by 2% LA:increase prof/adv by 2% Roy Dukes Suzanne Ingram 931-359-1581 ext 42 Budget Recurring Expense Y/N N

* If consortium, list Director of lead system

Year 3 (2012-13)
Activity Increase STEM literacy so 3-5 students can learn deeply and think critically by creating domain projects in which students complete an intensive set of assignments. Financial incentives will be offered for certified staff for continuous improvement in content areas on TVAAS. Provide paid, college-level professional development opportunities for current math and science teachers in an adult-friendly format, such as a seminar or internship. Teachers will develop an electronic portfolio to maximize their learning and professional development. Expand the STEM Academies' concepts at the 11th grade level in all HS so they learn how to apply the tools and methods of STEM. Use technology to offer convenient & sustainable professional development using PD 360 resources

B(3)

Goal 1, 2

25,000

D(2)

Goal 1,2

80,000

N

D(5)(i)

Goal 2

20,000

N

D(5)(i)(ii)

Goal 1, 2

21,000

N

B(3)

Goal 1

25,000

N

D(5)(i)

Goal 1, 2

45,000 $171,000

N

Tennessee First to the Top

Local System Scope of Work
System: Marshall County Schools * If consortium, list all participating systems with lead system first Total amount of award (over four years): $684,037 Director of Schools: System Contact Person: Phone Number: Correlation to state plan Correlation to TCSPP Plan for Implementation Students will explore an idea, concept, or practice central to STEM curriculum areas. Students will create e-portfolios consisting of multiple tasks to show students' progress. (see #1) E tf li will ill engage teachers t h i reflection fl ti and d E-portfolios in evaluation of their learning. They will create them collaboratively with other teachers in the same subject area and grade level.(see #3) Financial incentives will be offered school-wide to faculties whose students show 1 year of gain or more on TVAAS. Teachers identified as needing support and resources will use PD 360 to improve their teaching. With the tools for tracking, reflection, and follow-up, principals can follow their teachers' progress Education is the most critical public institution for shaping individual lifecourse Key Personnel Supervisors.; principals, teachers Supervisors, principals, teachers Director, principals, teachers Principals, teachers Supervisors, principals, teachers Performance Measure Target Math: increase prof/adv by 2% LA:increase prof/adv by 2% M th i Math: increase prof/adv by 2% LA:increase prof/adv by 2% 90% of students show 1 yr or more growth Math: increase prof/adv by 2% LA:increase prof/adv by 2% Grad.Rate: increase by 3% Roy Dukes Suzanne Ingram 931-359-1581 ext 42 Budget Recurring Expense Y/N N

* If consortium, list Director of lead system

Year 4 (2013-14)
Activity Increase STEM literacy so ALL students can learn deeply and think critically by creating domain projects in which students complete an intensive set projects. Teachers will develop an electronic portfolio to maximize their learning and professional development. Financial incentives will be offered for certified staff for continuous improvement in content areas on TVAAS. Use technology to offer convenient & sustainable professional development using PD 360 resources Project Inspire will focus on improving student achievement by strengthening corporate leadership and maximize the effectiveness of corporate philantropy.

B(3)

Goal 1, 2

26,000

D(5)(i)(ii)

Goal 1, 2

20,034

N

D(2)

Goal 1,2

75,000

N

D(5)(i)

Goal 1, 2

45,000

N

B(3)

Goal 4

5,000

N

Total budget 2010-11

$171,034

Tennessee First to the Top

Local System Scope of Work
System: Marshall County Schools * If consortium, list all participating systems with lead system first Total amount of award (over four years): $684,037 Director of Schools: 0 * If consortium, list Director of lead system

Summary of Four-Year Scope of Work
Year 2010-11 2011-12 2012-13 2013-14 Budget 171,000 $171,000 171,000 171,034 Total Four-Year Budget *If any recurring expenses have been incurred over the four-year
period, attestation below must be signed.

Recurring Expense Y / N N

$684,034.00
Total four-year budget must match amount of award

Required System Signatures I have approved the "Scope of Work" for use of funds generated by the "Race to the Top" grant, am fully committed to it, and will support its implementation. I understand that recurring costs that can be paid from curent level LEA funding do not require a funding agency sign off. Director of Schools On behalf of the Board of Education, I affirm that the Board has approved the "Scope of Work" for use of funds generated by the "Race to the Top" grant and that the Board is fully committed to it and will support its implementation. Chair, Board of Education TEA Representative * On behalf of the funding agency for the Board of Education, I affirm that the funding agency is aware that "Scope of Work" for use of funds generated by the "Race to the Top" grant creates recurring costs beyond the four-year scope of the grant and that they acknowledge that these costs will become the responsibility of the local funding body. Chair, Local Funding Agency (Optional)

RACE TO THE TOP SCOPE OF WORK FOR MARSHALL COUNTY 2010‐2011  Activity 1:    Increase STEM literacy so 9‐12 students can learn deeply and think critically by creating domain  projects in which students complete an intensive set of assignments with e‐portfolios.  Correlation to State Plan    B (3) – Standards and Assessments (3) Supporting the transition to enhanced standards and  high‐quality assessments.    Correlation to TCSPP    Goal 1‐Improve math scores and performance; Goal 2‐Improve reading/language arts scores and  performance; Goal 3‐Improve graduation rate.    Plan for Implementation and Overview  • Teachers will create inquiries for their students designed to explore an idea, concept, or  practice central to a particular curriculum area. As an extension of these projects,  students will create e‐portfolios consisting of several tasks to show students’ progress  over time and in a subject. This combines project‐based learning with digital media. Self‐ evaluations, feedback from other students, and rubrics by teachers will comprise the  portfolio. Teams of four teachers, one for technology, one for math, one for science,  and one for language arts, will craft the theme and content standards into significant,  meaningful questions that engage the students and help them focus. At least one of the  team members will be one who has the primary responsibility for student instruction  within that year. A cadre of Project Facilitators will complete rubrics on the e‐portfolios  and suggest ways to improve the content. This group will bring accountability and  structure to the process by offering specific recommendations for managing and  evaluating a project. This person may interact with students online or may facilitate at  the school where the students are enrolled. The Project facilitators will receive a  stipend.  With the emphasis on test results, our curriculums are becoming so narrowed  that 21st century skills are falling to the wayside. Principals will review the results of the  rubrics and evaluations to determine if there are additional trainings or resources that  are critical to the projects’ success.  A portion of students’ e‐portfolios will be shared  with the state department to illustrate how performance‐based assessments provide a  richer, more open‐ended curriculum and more accurately assess the skills of our  students.  • The district will contract with consultants to train teachers on how to:   1. Design rigorous and relevant standards‐based projects that engage students in  authentic learning activities;  2. Teach 21st skills including information media literacy, technology literacy, critical  thinking and problem solving skills, creative thinking skills, communication skills, 

collaboration skills, cross‐cultural skills, leadership skills, social skills, self‐ direction skills, and accountability.  3. Teach and learn online.  • The district will build supportive communities within the district by launching a Project  Laboratory. The laboratory will offer project planning toolkits and links to sites useful  designing domain projects. Moderators will available to the teachers to address issues and  concerns that teachers may have. The Project Laboratory will have a collaboration feature  where multiple teachers can connect and plan activities. The goals of the Project  Laboratory are to enable teachers to:  1. Align their project goals and objectives with state and local standards;  2. Explore their role as a coach, mentor, or tutor in guiding students through the  projects;  3. Design collaborative learning activities that support student learning;  4. Develop formative and summative assessments for evaluating projects and student  outcomes.  We want the Project Laboratory Moderators to mimic the methods we expect teachers to  use in their classrooms. “Drive‐by” coaching is not acceptable. We will recruit moderators  who will be partners with the classroom teacher by supporting teaching and learning.  These moderators will be paid a stipend. The Moderator group and the Distinguished  Teacher Evaluator group may or may not be the same personnel.  • As the focal point for this idea, students are an integral part in its success or failure.  Schools will identify student ambassadors who can interact with teachers, administrators,  and schools by sharing information, make professional development connections for  teachers based on their learning experiences, and collaborate on identified changes. The  venue for this would be student access and participation in the Project Laboratory.  • The district has Sharepoint 2007 in place to serve as the platform for the e‐portfolios  and has server space to create a Moofolio using Moodle.    Key personnel    Teachers, Supervisors, Principals    Budget    Consultants    $3,892    Stipend for Moderators  $1,500 X 17.3% (benefits, etc)= 1759.5 X 4 PER SCHOOL = $7036           X 3 SCHOOLS = $21,108    Science lab materials for 9‐12 – 10,000    Total      $35,000    Recurring Expense    None   

Evaluation  1. Written recommendations and meeting logs from the Student Ambassadors which  reflect the changes in teacher preparedness and training will be used to improve  the program. Ten percent of the student advisory council will be special education.  2. 100% of the students will be engaged in this activity; 85% of the students will  achieve a rating of 3 on the rubric scale of 1 to 5. Sixty percent of the special  education students will achieve a rating of 3 on the rubric. 100% of the Sp. Ed. and  ESL student population will participate.  3. Logs from the Project Laboratory mentors reflecting teacher preparedness and  participation will be shared with principals and other administrators and be the  basis for reorganization of the activity in subsequent years.  4. Rubric results from project evaluations will be used to assess quality and content of  the projects.  5. Each student will show evidence of starting a project and portfolio.  6. The teacher teams will evaluate each other on the participation of their team  members.           

Activity 2:   Identify educators who demonstrate change in practice and application of pedagogical content  and build an online community of practice, support, and mentoring.  Correlation to State Plan    D‐Great Teachers and Leaders; (5) Provide effective support to teachers and principals; (i)  Quality professional development  Correlation to TCSPP    Goal 1‐Improve math scores and performance; Goal 2‐Improve reading/language arts scores and  performance; Goal 3‐Improve graduation rate.  Plan for Implementation and Overview  • Mentoring is key in developing novice teachers and supporting the development of  experienced teachers. The goal is to achieve guided and supported study and mentoring.  Through a virtual interactive web‐based community, teachers will interact with other teachers.  Each school’s mentoring program will be designed specifically for the school’s staff, size, and  instructional approach. Mentees will benefit through the development of knowledge and skills;  mentors will benefit through the development of leadership and communication capabilities;  schools will benefit through the sharing of ideas and expertise. In subsequent years we will build  supportive communities with teachers around the state, culminating in a day of sharing ideas  that worked.  • We will include the participation of 20 people in the New Teacher Center model (NTC)  by the University of Memphis. We have approached Milan Special School District about taking  part in a consortium plan. Their proposal consists of three two day trainings. The first two day  session would be an Introduction to Mentoring; the second two day session would be Coaching  and Observation Strategies, and the third two day session would be Setting Professional Goals  and Coaching in Complex Situations.  • We will award the teachers who demonstrate change in practice and application of  pedagogical content a “Distinctive Teacher” designation. This cadre of educators will form an  online community of practice, support, and mentoring for other teachers within their schools  and across the district. They will be trained for their responsibilities by participating in the  district’s extension of the state’s training. The teachers who participate in the NTC will be part of  the consortium that identifies the Distinctive Teacher along with principals and other  administrators.     Teachers will be the links that make professional development appropriate and effective  by actively developing professional development courses for their peers. The majority of our  teachers declare their comfort zone to be that of a passive learner rather than becoming an  interactive professional who creates solutions. We will coach those teachers to restructure this  predisposition and become active participants in their training and the training of their peers. .  The goal is to achieve guided and supported study and mentoring. Through a virtual interactive  web‐based community, teachers will interact with higher education consultants and other  educators to discuss their challenges and to seek advice on overcoming obstacles. 

Teachers will develop an electronic portfolio to maximize their learning and professional  development. The portfolios will engage teachers in reflection and evaluation of their learning  thereby extending the states professional development.  They must create the portfolios  collaboratively with teachers in their subject area and/or grade level. The collaboration  creates interdependence, individual accountability, interaction, and access to others’  expertise.   

Budget    $390 fee X 3 two day sessions = $1170 x 20 people= $34,000 (8 for high school/10 for K‐8/2  central office)    Lodging and food = $3400 + mileage $60 per car x 8 cars= $480 totals $3880    Substitutes= $68 x 6 days=$408 x 18 teachers = $7344    Stipend for Distinctive Teachers = $500 X 17.3% =586.50 x 45 teachers = $26,392.50    Total  $71,616.50  Reoccurring Expense    No  Evaluation  1. Pre‐surveys and post surveys of NTC participants will be done. Ten percent of the  mentoring teachers will be special education teachers.  2. Reflections written by participants stored in e‐portfolios. Each teacher participating in  the Mentor program will have an e‐portfolio with reflections available. Every teacher  new to the system, to a grade level, or a content area will complete the portfolio.  3. Web log participation will be used to evaluate success. 100% of the mentees will  complete the portfolio. 10% of all teachers overall will begin a portfolio.  4. Improvement of in targeted teacher needs by mentors and administrators will be used  to guide principals in developing appropriate professional development and inservice  training.         

Activity 3:    Identify teachers who use virtual environments to enhance and energize learning and support  their ideas with training.  Correlation to the State Plan:    D‐Great Teachers and Leaders; (5) Provide effective support to teachers and principals  Correlation to TCSPP:    Goal 1‐Improve math scores and performance; Goal 2‐Improve reading/language arts scores and  performance; Goal 3‐Improve graduation rate.  Plan for Implementation and Overview:  • Teachers will embrace a constructivist educational approach by working collaboratively  with others around the world in order to create students who are competitive and globally  minded. One such method is to “flatten” or lower classroom walls so that instead of working  isolated and alone, classes are joined “virtually” to become one giant classroom. The world’s  greatest challenges are borderless, and our classrooms can be the impetus that designs  solutions. We will also use real community issues as the impetus for authentic learning as  teachers, students, and community partners will collaborate. Students need to become more  aware of the issues and needs in their communities and develop the skills and confidence to  address them. We want our students to show more concern for their communities and feel they  can make a difference. Teams from the high schools will participate in the KC3 (Kids Creating  Community Content), a national contest that challenges middle and high school teams to  develop and present an engaging videoconference program about their community.  • The district received two grants which placed distance learning labs in every school. The  three high schools have the labs in place, and the five elementary schools and middle school will  have them in place in the fall. However, additional training is needed to obtain the needed buy‐ in from classroom teachers.  The Center for Collaboration and Interactive Learning Center (CILC)  will serve to advance student involvement on a variety of projects. The professional  development arm of CILC will join with the district to actively mentor and coach students and  teachers on how to develop, engage in, and reflect on collaborative projects. Very few of our  currently enrolled students have a formative recollection of the 20th century. We will meet the  21st century need of students to work in a responsive information environment, to share  personal experiences, to form learning communities, to have an audience, and to communicate.  We will reform our teachers into being Master Learners. We have isolated pockets of teaching  with distance learning, but they are extremely small.  Budget       $5,000 for consultants (such as David Warlick) to work with teachers.  $5,000 for teacher training 

Reoccurring expense    No 

  Evaluation  1. Twenty‐five percent of teachers will have a collaborative project started at the end of  the year.  2. At least one class from each school will participate in the KC3 project with CILC.  3. Pre and post surveys of consultant assistance which evaluate the expectations of  collaborative learning with the reality of what occurred in the classroom.  4. An increased number of teachers will share professional development ideas with other  teachers. Particular focus will be given to cross‐curricular conversations.     

Activity 4    Focus on improving student achievement by strengthening corporate leadership and maximize  the effectiveness of corporate philanthropy.  Correlation with State Plan   
B. Standards and Assessment; (3) Supporting the transition to enhanced standards and highquality assessments. 

Correlation with TCSPP    Goal 3 –improve graduation rate; Goal 4‐ improve CTE performance 

Plan for Implementation and Overview  • The district will partner with business to provide hands‐on experiential learning activities that  strengthen academic skills, develop personal leadership abilities, and build community  connections. While involving corporate volunteers in schools is not a new concept, skills‐based  volunteering is less common and can offer corporations an opportunity to bring unique value to  their philanthropy programs. The infusion of ideas, more than dollars, is what is important. The  ideas will be used to form the “Community School”.  The Community School will have a board made up of the Director of Schools, Chairman of the  School Board, MCEA President or designee, and leaders from the Marshall County business and  industry area. The board will partner with businesses who, in turn, work with groups of students  to provide hands‐on experiential learning activities that develop leadership, strengthen  academic skills, and build community connections.  When students learn by doing and then teach others, they learn more deeply. For example, the  student apprentices will not just study broadcasting, they will create their own; they don’t just  use the web, they design web pages. The result is authentic learning.  Principals will be partnered with business leaders to learn how others create a vision for change  and manage budgets and staff in an environment other than schools. Meetings will alternate  between the school building and the business so each partner may see how the other half  works.   The Community School  Board will create a summer teacher internship program. The summer  internship program will allow teachers an opportunity to spend one week at a regional employer  learning about the business and the needs of individuals to succeed in the workplace  environment. As a result of the experience, teachers will develop standards‐based projects or  units for implementation in the classroom with their students. During the initial year of the  project, the district will pay the participating teachers a stipend during their internship. First a  teacher will develop a relationship with an employer. The relationship and experience in that  business should lead to the development of a curriculum unit. The unit will not only be  implemented with the teacher’s class, impacting many students, but shared with other teachers 

who also implement it.  The impact will be much broader than simply on the teacher and the  employer.  Budget     Stipend for teacher internships$500 X 17.3% =586.50 x 45 teachers = $26,392.50     Total = $27,000  Reoccurring Expense     No  Evaluation  1. Evaluation by Community Board of the effectiveness of the program. A written plan will be  developed to implement the changes.  2. An evaluation of the standards‐based projects developed by teacher interns will be  reviewed. 100% of the participating interns will return to their classrooms, develop, teach,  and share their lessons or units or projects with their students and peers.     

Activity 5:     Create a Learning Guild using distance learning labs to extend the training the state provides.
Correlation to the state plan: B. Standards and Assessment; (3) Supporting the transition to enhanced standards and highquality assessments. Correlation to TCSPP: Goal 3-improve graduation rate; Goal 4-improve CTE performance Plan for Implementation and Overview: • The state has an impressive and highly effective plan for reaching the four First to the Top 

initiatives of creating and supporting teachers and leaders, standards and assessments, struggling  schools, and data. What the local district faces is how to preserve the teachers’ time in the  classroom while ensuring they receive the state’s training. Through a virtual interactive  community using videoconferencing labs, teachers will interact with higher education consultants  and other educators to discuss their challenges and to seek advice on overcoming obstacles. We
want to extend the training the state offers without stressing teachers by removing them from their classrooms. To succeed a teacher must be prepared, have access to the internet, time to devote to the training, and a reason to participate.

We will present our teachers with the opportunity for face‐to‐face teacher professional  development with their trainers without barriers in relation to technology skills.   Face‐to‐face via videoconferencing is a very effective means of modeling instructional methods.  Seven of our schools will have mobile videoconference labs which they can have in their  classrooms while they connect with their trainers with students present.  The district will establish Learning Guilds to provide teachers access to learning resources for use  in the classroom. Peer mentoring and teacher communities wills support the state initiatives. The  connections can take place when the teachers need support. It will support a range of teachers’  learning styles while offering the potential of reaching large populations of teachers.  While the district has videoconference carts or labs in all of its schools, a centralized lab that is  dedicated to training is needed so the schools’ labs remain available to the teachers for  classroom work. 

Budget:    Centralized Videoconference Lab‐$27,000 

Reoccurring Expense:    No 

Evaluation:  1. Pre and post surveys of teachers who participate in the Learning Guilds will be reviewed to  assess the impact of the Learning Guild on teachers’ instruction.  2. Fifty percent of the teachers will actively participate in the Learning Guild. All of the Professional  Learning Communities will communicate at least once in the initial year with a PLC in another  school district.