Suggestions based on lessons learned

Lessons learned include the following:

• Principals need to be involved early in the implementation of the project. They need continuous professional development to allow them to be kept in the "loop". They need to know what teachers are doing in their professional development project.
• Teachers reassigned to different grade levels are a problem common to each participating school division. To help minimize this problem, teachers should be trained in a range of grade levels (i.e., K-2, 3-5, 6-8.)
• While it would have been advantageous to identify and professionally develop Lead Teachers much earlier in the program, identifying teachers that will make good Lead Teachers as the program develops is also an advantage.
• The personnel providing professional development should be carefully selected and need to be more than capable teachers; they should also be able to effectively work with and relate to adult learner.
• Elementary faculties appreciate having their peers (fellow elementary faculty who are experienced with modules and inquiry teaching) conduct professional development sessions.
• Record keeping is crucial. Documentation of professional development hours is important as teachers request verification for the re-certification process.
• While many teachers are interested in learning science content beyond the grade level of which they teach, some teachers are primarily interested in activities that can be used with students in their classrooms.
• New administrative personnel within the school districts change the support structure for the project. There is a need for new administrative personnel to understand and be involved in the project.