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Educational Research and DisseminationDCFT's ER&D ProgramIn June 1998, the Douglas County Federation of Teachers was welcomed into American Federation of Teachers’ (AFT) Educational Research and Dissemination (ER&D) Program. Through the efforts of Doug Hartman, past President, and Rob Weil, past President, AFT awarded DCFT a grant to launch a local ER&D program. Joanne Slanovich was appointed local site coordinator, an Educational Issues Department was established, and the initiative began. Four educators in Douglas County were chosen to become local trainers. Margaret Brinker, Kathy Granas, Brenda Smith and Joanne Slanovich attended Summer Institute in July 1998. The twelve day training session prepared the quartet for instructing the "Foundations of Effective Teaching 1: Organizing the Classroom for Teaching and Learning" strand of ER&D. When the four returned to Douglas County, they spent the next school year putting together a program tailored made for the needs of educators in Douglas County. Douglas County welcomes almost 380 new hires every year. This means the DCFT must continually offer teachers an organization committed to helping them become better teachers. Providing professional development opportunities is a tangible way for these new teachers to recognize the value of membership in the Douglas County Federation of Teachers and the American Federation of Teachers. Teachers in Douglas County Schools have the opportunity to experience ER&D first hand by participating in the Union sponsored Skill Blocks. The Skill Blocks are offered during each school year and are part of the Douglas County Performance Pay Plan. Foundations of Effective Teaching Skill BlockThe Foundations of Effective Teaching class is designed to help teachers improve their instructional practice based on research findings that help the day-to-day process of teaching and learning. Participants learn strategies for effective group management and cooperative small groups instruction, beginning-of-the-year classroom management, interactive direct instruction, time on task, teacher praise and homework. Reading Comprehension (Elementary)Reading Comprehension at the elementary level focuses on research and exemplary practices that will help teachers increase the knowledge, skills and experiences they need to help students acquire more solid comprehension skills. It provides participants with a synthesis of a strongly developed research base for reading comprehension, as well as, time for reflection and sharing around successes or concerns. Reading Comprehension (Secondary)Reading Comprehension at the secondary level focuses on how teachers can help students develop strategies for reading expository text. It provides participants with a synthesis of the research base on reading comprehension instruction and vocabulary development. This course is appropriate for teachers who need help increasing student comprehension of text. Thinking Mathematics IThinking Mathematics focuses on research about how children learn mathematics and how these findings can be applied in the classroom. Ten Principles capture practices that lead to a better understanding of math for all students and are applicable at all levels. This course takes a broader look at the importance of patterns and relationships throughout math, addresses the kind of questioning that promotes thinking in math class, and provides a framework for thinking about curriculum and lessons. Thinking Mathematics IIThinking Mathematics II extends the application of the Ten Principles drawn from research to work with fraction, decimals and ratios. It examines differences between whole numbers and common and decimal fractions and why students have difficulty with the latter. TMII provides teachers with techniques that will help students visualize and understand why dividing by a fraction makes a number larger and multiplying by a fraction makes a number smaller. Thinking Math for Middle SchoolThis course is built on the premise that students who are struggling with mathematics when they get to middle school have missed some fundamental concepts that must be learned before they can be successful with middle school curriculum. Each unit covers its topic starting with whole numbers and progressing through fractions, negative numbers, and algebra. Teachers can see how early concepts develop and thread up through levels of the curriculum, providing insight into what students might need. Managing Antisocial BehaviorManaging Antisocial Behavior presents the most recent research on antisocial behavior and provides teachers with effective strategies for managing antisocial behavior across a number of learning environments. MAB provides teachers and support staff with the information, tools and skills they need to prevent a great deal of antisocial behavior and/or to manage much of this behavior when it arises. Instructional PlanningInstructional Planning provides practical application of instructional strategies outlined in the research base on effective instruction and proven to support student learning. At the center of this Skill Block are cognitive strategies fostering critical thinking and the transferability of skills learned. Evaluation of curriculum materials for any content area, organizing content for leaning and developing scoring guides for student tasks are strategies presented in Instructional Planning. Thinking Mathematics IIIUnder construction: This particular Skill Block is currently being developed by DCFT. Look for it in the year 2005-06. Foundations of Effective Teaching II: Delivering Effective InstructionUnder Construction: This particular Skill Block is currently being developed by DCFT. Look for it in the 2005-06. **Upon successful completion of a Skill Block, teachers and school related personnel receive a stipend and Colorado Department of Education credit. Check the online Staff Development listings for course dates and times. ER&D Goals
History of DCFT's ER&D Program
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