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PROFESSIONAL DEVELOPMENT &
TECHNICAL ASSISTANCE
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"BC, or before the Coalfield RSI, there was really no professional development program in place for mathematics and science. Most of the central office personnel had a lot of hats to wear; they did a lot of jobs. . . . After CSRI, you could describe what happened as AD, meaning 'after data.' We spent our first 2 years studying data and how to use it—and it changed what happened in our schools. . . . We are better able now to talk about what we need in the middle school, or in the high school. We are able to talk about higher expectations for students. . . . The reality is that now our teachers are making decisions, and we are being facilitated and supported by the central office, and that changed the culture."
Jonathan Escue, Science Teacher
Lincoln County High School, Hamlin, WV
Improving Math and Science Instruction
in Rural Settings:
Empowering Teachers to Act Locally
For 14 years, from 1994 to 2007, the National Science Foundation supported Rural Systemic Initiatives (RSIs) that helped educators build capacity in their own regions, districts, and schools. One of the first of these was the Appalachian Rural Systemic Initiative, and Edvantia's Dr. Keith Smith took part. He went on to direct one of the next-generation RSIs, the Coalfield Rural Systemic Initiative.
During the Coalfield RSI work, Dr. Smith networked with members of 28 other projects across the nation. As the RSI funding was winding down in 2006, the directors of these projects wanted to be sure the lessons they learned—and the successes their educators experienced—would not be forgotten. Thus began the planning for a variety of events and publications directed by Dr. Smith, with the assistance of Dr. Hobart Harmon.
- A national report: A Legacy of Lessons Learned: Results of the Rural Systemic Initiatives for Improving Mathematics and Science Education (available here as a PDF)
- A forum and webinar for policymakers in Washington, DC: The Forum on Leveraging a Legacy of Leadership in Rural Mathematics and Science Education, held July 14, 2008 (available here in our webinar archives)
- A publication that captures the daylong forum: Proceedings of the Forum on Leveraging a Legacy of Leadership in Rural Mathematics and Science Education (available here as a PDF)
"This forum clearly identified the need to convert isolated teachers into interconnected, collaborative teams of professionals—that is, to change the expectations of the job. . . . The process of keeping the RSIs going is the legacy issue that has to be brought to policymakers. It is wonderfully clear today that one project doesn't fit all. . . . Local needs and local control constitute the storm driving things, especially in rural communities. . . . In the words of Albert Hubbard, an essayist who wrote in the early part of the last century, 'Those who want milk should not seat themselves on a stool in the middle of the field in the hope that the cow will back up to them.' In this particular area of rural education—mathematics and science education—there is a real need to go and chase the cow."
Dr. James Rubillo, Executive Director
National Council of Teachers of Mathematics
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Growing Teacher Leaders
One approach to keeping teachers in rural schools—where opportunities for professional growth can sometimes be few, and where central office staff may not have enough time and resources—is to provide support for them to develop their leadership skills. To learn more about growing your own teacher leaders, contact Dr. Steven Moats at 800.624.9120 ext. 2005, steven.moats@edvantia.org
Coalfield Rural Systemic Initiative
Directed by Dr. Keith Smith of Edvantia, this RSI served 18 counties in the rural coalfield areas of Virginia and West Virginia. Read more about its results.
"We have a lot of partners in the [Wind River RSI]. When we first started, we saw the need for a bottom-up reform effort. We also saw the need for top-down reforms and hoped we would meet somewhere in the middle. So we brought in superintendents and the advisory council. One of the important elements also was listening to the community, elders, tribal leaders, and tribal government. . . . It traditionally has been difficult getting high-quality professional development in the rural areas. So we partnered with higher education, including our tribal colleges. We also worked with business and industry . . . particularly those who eventually might hire the students."
Gene Meier, Superintendent
Fort Washakie Charter High
School, WY
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