Abstract Professional Development Schools, in partnership with the School of Education, work with KU students during the fall semester in a collaborative program to plan curriculum activities based on school performance data. During the spring semester, interns carry out specific projects (Action Research and an integrated curriculum unit) in collaboration with their clinical supervisor (cooperating teacher). Because PDSs have KU students in training each year on a consistent basis, there is an opportunity to engage teachers in sustained training and support. The integration of technology is a major goal of each PDS. A team consisting of four KU interns and their clinical supervising classroom teachers will receive training in a specific technology determined by the curriculum goals of the school and will introduce the technology to elementary students in their classrooms. Training will occur during the fall semester. KU Interns, clinical supervising teachers, and elementary students will practice using the selected technology throughout the spring semester. KU interns will be required to use the technology in their Integrated Curriculum Unit project. The interns can also elect to use the technology as part of their Action Research project. KU interns and classroom teachers will share their work at the annual KUPDS Alliance spring workshop. Student projects will be presented to the entire faculty of Cordley PDS in May and posted on the website. Purpose and Need for the Cohort Professional Development Schools (PDSs) in partnership with the School of Education are assigned several KU fifth year students completing their internship each year. One of the benefits of having several KU Interns is the opportunity for more collaboration between site faculty and interns as well as among the interns. This group is viewed as a cohort or team in working to improve learning for the students (elementary or secondary) at the PDS. The opportunity to collaborate in the integration of technology into the curriculum assures a higher chance of sustained use when several teachers are trained and work with interns to carry out projects with the students. Members School of Education Faculty Member: Flora Wyatt Associate Professor fwyatt@ku.edu 785-864-7035 School of Education Students: Jennifer Wilk Kathryn Dodson David Slayton Greta Danner Field-Based Teachers: Marion Anderson Christy Kelly Joni Weiss Mary Barke Virginia Rollison Sandra Sanders Scope of Work The cohort will meet to review school data and identify a specific technology that supports the integration of technology into the curriculum. The technology selected should have the potential to fit in as a match with concerns of the school for the Action Research or the integrated unit project required of KU interns. Once the technology has been identified, a pre-survey will be administered to KU interns and classroom teachers to determine their understanding of the technology selected. LearnGen will provide a training session to the KU interns and the clinical supervising teachers. The training session will be open to all faculty at the school but the cohort will involve only the five interns and their supervising teachers. The cohort will determine appropriate projects in which to involve elementary students in their classrooms. A post-survey (KU interns and classroom supervising teachers) will be administered at the end of the school year. Deliverables The faculty member will submit a white paper describing the projects intended to be produced by elementary students under the guidance of the KU interns and clinical supervising teachers. The over-all plan (Action Research or curriculum unit requirement of the KU interns) will be outlined by the cohort. Lesson plans that engage students in creating projects using the technology will be submitted to the faculty member. Elementary student products created through the use of the technology will be shared at the KUPDS workshop (April 2003) and with Cordley faculty (May 2003). A website will be established and maintained by the school (KU interns). Timeline August 15, 2002 to May 15, 2003 Identification of technology selected: October Training of all interested faculty at the PDS school, KU Interns and supervising teachers: November and February Presentation of products at KUPDS Alliance workshop: April Presentation of products by elementary students to school faculty: May Resources Training: KU Interns, all site faculty, and clinical supervising teachers. Stipends: four KU interns and four clinical supervising teachers. Each supervising teacher on the cohort will receive a $300 stipend. Each KU Intern will receive a $200 stipend. One laptop computer for work on projects or website. Two-week summer salary for one faculty member. Institutionalization/Extension Clinical supervising teachers will continue to use the technology at the PDS site. It is expected that all teachers in the school learn to use the technology from teachers who have practiced and implemented the technology. KU Interns will have this knowledge and experience to use in their own practice. Evaluation Review of KU Intern project plan (Action Research or curriculum unit) and findings. Feedback from KU Interns and clinical supervising teachers (post-survey). Elementary student products. KU Intern lesson plans. White paper by KU faculty member. Website.

Learning Generation, University of Kansas, 2005.