A MODEL FOR PROFESSIONAL DEVELOPMENT IN SPARSELY POPULATED REGIONS OF OREGON

A model for high-context, place-based, technologically and computationally-rich professional development to support teachers in multi-grade, multi-subject classrooms is emerging in Harney County, Oregon (pop. den.=0.3/km2). Teacher work environments include one- and two-room K-8 schools, a boarding high school, and a larger district initiating an elementary/middle/high school format. The achievement gap in sparsely populated, low ethnic diversity regions of Oregon is linked to economic factors. Low numbers of teachers in Harney County requires PD workshops and courses to concurrently accommodate the interests and needs of all public school teachers. A summer workshop is embedded in a 3-quarter credit graduate course focused on teacher-generated and scored work samples to model approaches teachers may use to measure student achievement through field-based work samples. Critical habitat for an endemic fish in a hot-spring fed lake allows teachers to practice formulating questions, designing investigations, gathering and analyzing data, and report results and interpretations. Technology uses and calculations are built into data gathering and analysis. Scoring their own work samples allow teachers to reflect on the scientific process and experience standards-based scoring using the state approved rubric for scientific inquiry. Research questions include: Do curriculum embedded, multidisciplinary, high-context, place-based activities improve student achievement and reduce the rate of achievement score decline in science from elementary, to middle, to high school? What aspects of work samples most effectively support student achievement as measured by standardized exams? Do computationally and technologically rich activities improve scores in math problem solving? What strategies can be used to link place-based science curriculum, community resources, and PD resources to improve student learning and engagement in science and mathematics? What is the optimal balance between on-site workshops, one-on-one interactions with PD staff, and online teacher and PD staff communication? Do interactions between teachers and university faculty and/or community professional resources result in improved teacher retention and improved valuing of schools within their communities?