CALIFORNIA

Cheryl Anderson, Cupertino
K to 8th Grade Mathematics Teacher
Cupertino Union School District
Partners: Susan Holtzapple, Charissa Korobov, Pallavi Shah, Jan Yamaguchi

Ms. Anderson leads a study group involving two groups of middle school mathematics teachers who increase their knowledge of mathematics, improve their assessment of student learning, and improve the quality of their lessons. Through two lesson study groups, teachers work to improve the teaching of fractions and probability. As a result of the improved lessons, students better understand how to retain the material and apply what they have learned to new situations. Lessons are videotaped for further review and, to measure success, students collect samples of their work for self-assessment in a personal portfolio. After the project is completed, participants share their findings with the district’s Math Forum and at various conferences.

FLORIDA

Barbara Ann Rumph, Kissimmee
K to 5th Grade Mathematics Teacher
Partin Settlement Elementary School
Partner: Dawn Kinder 

Ms. Rumph and Ms. Kinder form a mathematics learning group to increase student achievement by expanding their knowledge of the curriculum. Participants review research literature about teaching mathematics and view videos on how to use student work to assess student understanding of mathematics. In addition, the team develops mathematics workshops for their colleagues and sponsors Family Math Nights. Teachers keep journals on what they learn and document effective strategies for teaching the curriculum. Analysis of the journals enables participants to evaluate their study group project. 

INDIANA 

Lisa Eldridge, Gosport
2nd Grade Teacher
Gosport Elementary School
Partners: Gina Boyd, Debbie Edwards

Ms. Eldridge and her partners form a study group to identify strategies to improve three specific areas of student writing: writing effective beginnings, using satisfactory endings, and including supporting details. Teachers read “6 + 1 Traits of Writing” to help address the three areas of concern and collaborate to determine which strategies to use in the classroom. After implementing their ideas, teachers discuss their experiences and revise their strategies. Teachers also participate in workshops led by Lola Schaefer, a trainer and children’s author, who helps identify teaching needs and strategies. Groups collaborate to teach lessons together which are videotaped to begin building a professional development video library. Participants present their findings at the International Reading Association (IRA) conference in May 2006, in addition to sharing with the school district’s elementary, middle, and high schools. The group also submits an article for publication in the local newspaper.

IOWA 

Leslia Gould Mercural, Sioux City
6th to 8th Grade Reading Academy/Special Education Teacher
North Middle School
Partners: Pam Decker, Mary Jordt, Eutana Kaufman, Denice Kolker 

Ms. Mercural and her partners form a study group to learn about the most current and effective ways to teach reading comprehension. Teachers meet with each other to develop reading comprehension strategies and lesson plans for struggling readers in their classrooms, and administer the Basic Reading Inventory to students to assess comprehension. Participants then share their findings with other teachers through the North Middle School computer network and compile a bibliography of literature on reading strategies as a teaching resource. 

MARYLAND

Sharon Delgado, Phoenix
K to 5th Grade Reading Teacher
Jacksonville Elementary School
Partners: Julia Honeycutt, Timothy Hurley, Joyce Kipp, Sue Schmitz

Ms. Delgado leads a study group on gender preferences and education. Participants will facilitate single-sex reading clubs for low-performing reading students to determine the various responses of boys and girls to reading materials. During each school day, participating teachers analyze gender differences in their classrooms, experiment with single sex grouping, and record reflections and observations. Teachers also read Why Gender Matters by Leonard Sax, view “Raising and Educating Boys/Girls” from the Gurian Institute and meet monthly to discuss and share reflections on these materials. Collegial sharing includes presentations to the faculty, the school’s PTA, and the Maryland State Teacher’s Convention. Some participants also write an article for the Baltimore County Council of the International Reading Association.

NEW YORK

Kathy R. Carroll, Oswego
Kindergarten Teacher
Charles E. Riley Elementary School
Partners: Wendy Ballard, Kathy Solazzo 

Ms. Carroll and her partners form a study group to examine the connection between illustrations and literacy. Teachers develop lesson plans to teach kindergarten students to become authors and illustrators. Study-group participants meet twice per month to evaluate the most effective ways to use the arts to teach basic writing and reading skills. Students participating in this project experiment with a variety of art media; study the work of well-know authors and illustrators such as Eric Carle, Jan Brett, and Leo Leonni; and use artwork to illustrate their own stories. Following field trips to a children’s dramatic production and an art gallery at Oswego State University, students write about their observations and experiences. Study-group teachers share their work and their findings with their peers at two district training sessions. Ms. Ballard also uses her findings to write and submit an article for publication to educational magazines.

TEXAS 

Penny A. Ghinaudo, San Antonio
9th to 12th Grade Science Teacher
Wagner High School
Partners: Jari Kimberly Grantham, Lanette Miller, Mary Real 

Ms. Ghinaudo and her partners form a learning group to create campus-based science teacher resource centers. Each campus will host six students whose work will be assessed and teachers will engage in book study using books chosen by students. Lessons are recorded and photos are posted on teacher websites to compile a library of materials for future reference.

UNITED KINGDOM

Cary James Sand, London
7th to 12th Grade Music Teacher
London Central High School 

Mr. Sand attends Oxford University in England to study string techniques and choral pieces by composers such as Bach, Handel, and Elgar. By studying the history, performances, and interpretations of choral masterpieces, Mr. Sand enhances his knowledge of string instruments to improve the strings program and to add more challenging literature into the music program at London Central High School.

WISCONSIN

Elizabeth Binz, Appleton
K to 6th Grade Reading and Writing Teacher
Franklin Elementary School
Partners: Rebecca Fleischman, Tiffany Nienow, Lou Ann Perry, Lois Zamzow 

Ms. Binz and her partners form In-Depth Study Groups through half-day workshops to help students read independently, understand and discuss books, and become life-long readers. After attending the Reading and Writing Institute at the Teacher’s College at Columbia University, participants develop units of study for a reading workshop. Teachers use the latest resources to improve reading among students and to learn the best teaching practices. The in-depth study group shares its findings with Franklin School staff and attends local, regional, and national conferences.

Thomas Brown, Milwaukee
Literacy Coach
Morgandale School
Partners: Ida Campos, Jane Paul, Karen Rehorst Porras, Irma Villegas 

To become more effective writing teachers, Mr. Brown and his learning group study how writers write. Led by a consultant, the participating teachers work collaboratively in ten demonstration lessons on writing theory. Teachers, students, and literacy coaches work together in study groups to determine what it means to think and act like a writer. Student improvement is measured through writing samples and results are shared with other teacher study groups.