Reflections from the end:

As we near the end of our ASSET project we realize that we have only just begun.

• We know that ASSET is about much more than science. It is about applying mathematics, reading, and writing skills to collect, organize, analyze and communicate information. It is also about developing relationships among school personnel, administrators, politicians, business and industry and community members.
• One of the greatest benefits that ASSET brings is the development of collegiality among teachers which enables the lending of a hand when and where needed and providing support and encouragement as we become our own best cheerleaders.

Accomplishments:

• A high degree of cooperation among the four school districts is evident in the implementation of the project.
• Faculty may use 105 hours of ASSET Professional Development in lieu of a three-hour graduate course normally required for certificate renewal (a special accommodation granted by the Virginia State Department of Education at the request of the four division superintendents.)
• Approximately 450 K-8 teachers have received a cumulative total in excess of 30,000 hours of professional development.
• ASSET serves more than 10,000 K-7 students annually.
• The professional development plan provides for 75 hours of module instruction.
• The new science curriculum and teaching methods are given credit for the improvement in the divisions' Standards of Learning test scores.
• A newsletter for educators and parents is used to share project information.
• A project website has been established and is maintained by one of the four school districts.
• A Materials Resource Center, where curriculum materials are collected, refurbished and distributed for use throughout the four school divisions, was established and is currently located in Buchanan County.
• Outreach activities are being conducted to assist neighboring school divisions who are planning educational reform.

Reflections:

• Primary, elementary and middle school teachers have different needs and the professional development for these teachers should reflect these differences.
• Designing professional development for teachers in the SOL testing grades (i.e., 3rd 5th and 8th grades) is more difficult because the teachers feel pressure to teach to the test.
• Professional development is considered necessary in developing process skills, content knowledge, and teaching techniques in all areas.
• The use of inquiry-based, hands-on instruction during module training in a non-threatening environment encourages teachers to become active learners who see the value of using cooperative learning strategies, effective questioning, and alternative methods of assessment.
• School personnel involved with the project are more comfortable with the materials and the new teaching strategies and are excited about the response and the progress of their students.
• We have seen the value of a well-planned, long-term, professional development program in improving learning, and morale for students and teachers.
• The use of a pamphlet and video produced for ASSET have been useful in creating awareness about the scope and needs of the project.
• Interdisciplinary teaching and integrated learning is more likely to occur in self-contained classrooms.
• The professional development plan must change to meet the needs of the school personnel therefore, implementing change is on going and is never complete.
• Inquiry based learning promotes the development of problem solving skills, critical thinking and reasoning skills, and the ability to work cooperatively with others.
• The project advocates learning by "doing" and being involved in active hands-on/minds-on lessons.
• The science modules not only include science standards of learning, but also many mathematics, language arts, and social studies standards of learning.