MODELS


				MODELS Mentors MODELS developed a school-based mentored professional development approach, where teachers are paired with experienced mentors within each school. School-based mentors are selected based on their history of use of WISE projects, willingness to customize WISE projects, and willingness to work with fellow teachers and administrators. Our school-based mentored approach stems from a university-based approach. Our university mentors, also expert teachers, guide teachers' first year enactments of WISE projects, help teachers interpret student performance, and enable teachers to customize projects based on student responses. We are transitioning to the school-based approach that begins with an established inquiry science curriculum and situates the professional development in the school context. Our university mentors guide school-based mentors as they learn to support teachers.
				University Mentors Melissa was a high school chemistry and physics teacher for four years before obtaining her Ph.D. in science education. Melissa also has experience with technology-enhanced science, both in the high school classroom and in her doctoral research on integrating a modeling tool to support students’ understanding of climate change. In addition, she has over 10 years of work in science classrooms in a curriculum design and science research capacity.
				David was a middle school science teacher for 35 years. He has extensive experience with inquiry-oriented science and technology-enhanced instruction, particularly through teaching with WISE modules and prior iterations of the research project. He is also an experienced mentor of teachers, having been involved with the teachers using WISE through the university-based research program for several years.
				Shannon is a postdoctoral researcher who joined the project at the end of the first year. She has taught educational psychology courses at the college level. Shannon’s previous research focused on students’ development of metacognitive and problem-solving skills within technology-enhanced learning environments.
				School-Based Mentors Patricia has 12 years of teaching experience and 3 years experience with integrating WISE projects. She has instantiated the school-based mentor position by organizing science department planning meetings, helping teachers plan their WISE enactments, supporting teachers during classroom enactments, and attempting to support teachers in critically looking at their student work. Patricia spent much of her first year working with the administration to upgrade the school's technology. She justified the expenditure by highlighting the science department's committment to utilize improved technology. Additionally, Patricia inspired other members of the science department to engage in professional activities. For example, teachers presented their use of WISE projects at the California Science Teachers Association.
				Kathy has 30+ years teaching science at the middle school level. She's held numerous leadership positions including department chair and liason to administration. She's newer to technology integration and began using WISE projects last year. She's embraced WISE projects and works to refine and customize the projects she uses. She routinely organizes department meetings around the integration of WISE and works with teachers to assess student work in WISE projects.
				Tonya is the newest member of the team. She's taught science for 2 years and began using WISE last year. She organizes department meetings and works with teachers to plan their WISE projects.