>> IT'S JULY AND SCHOOL'S OUT, BUT HERE AT VERMONT TECHNICAL COLLEGE IT'S TIME FOR TEACHERS TO BECOME STUDENTS AGAIN.

SUMMER SCHOOLS LIKE THIS ONE RUN BY V.I.S.M.T., VERMONT INSTITUTE FOR SCIENCE, MATH AND TECHNOLOGY, ARE IMPORTANT BECAUSE A TEACHER'S EDUCATION NEVER ENDS.

KATHY RENFREW, A 22 YEAR VETERAN TEACHER, HAS COME TO LEARN MORE ABOUT TEACHING SCIENCE, ESPECIALLY PROBLEM-SOLVING SKILLS.

WHAT'S UNUSUAL IS THAT KATHY'S BROUGHT ONE OF HER STUDENTS WITH HER.

IT'S A REFLECTION OF THE WAY MANY TEACHERS NOW SEE THEMSELVES; NOT AS DISPENSERS OF KNOWLEDGE BUT AS ROLE MODELS FOR LEARNERS.

>> I DON'T HAVE TO KNOW EVERYTHING, BUT I HAVE TO KNOW WHERE TO GO TO GET THE INFORMATION, WHERE TO SEND THEM, TO POINT THEM IN THE RIGHT DIRECTION.

>> IF WE WANT CLASSROOMS WHERE STUDENTS ARE INQUIRERS, WE SHOULD WANT TEACHER EDUCATION WHERE TEACHERS ARE INQUIRERS.

>> TEACHERS NEED TO BE LEARNERS, THEY NEED TO QUESTION, THEY NEED TO GO THROUGH THE SAME SORT OF TRAINING AND MODES OF LEARNING THAT THEY WANT TO THEN TEACH.

>> TEACHERS ARE FOCUSING MUCH MORE ON HOW TO ADAPT THEIR TECHNIQUE TO SUIT DIFFERENT LEARNING STYLES AND HOW TO HELP KIDS DEVELOP CRITICAL THINKING SKILLS, BUT ARE SUMMER SCHOOL COURSES ENOUGH TO PREPARE TEACHERS FOR THIS NEW EMPHASIS IN EDUCATION?

>> WE NEED A PROFESSIONAL DIALOGUE WITH EACH OTHER AND WITH SOME OCCASIONAL EXPERTISE COMING IN FROM THE OUTSIDE, BUT IF IT'S IN A LITTLE SPURT THAT YOU GATHER IN THE SUMMERTIME OR IN A ONE-DAY WORKSHOP HERE OR THERE, IT'S MUCH HARDER TO TRY TO PUT THAT THEN INTO THE CLASSROOM AND MAKE IT WORK.

>> THERE'S MORE BEING ASKED OF TEACHERS THAN EVER BEFORE, LESS TIME TO DO IT, MORE ABOUT ACCOUNTABILITY AND HOW TO ASSESS PERFORMANCE, SO WE HAVE TO BE CREATIVE AS COMMUNITY MEMBERS, AS PARENTS, AS TAXPAYERS TO SAY HOW DO WE GIVE OUR TEACHERS TIME.

>> HERE IN PEACHAM ELEMENTARY SCHOOL TEHE LIKE KATHY RENFREW ARE GETTING YEAR ROUND PROFESSIONAL DEVELOPMENT IN THEIR OWN CLASSROOM.

IT'S PART OF A COURSE FED BY AN EDUCATIONAL ORGANIZATION CALLED "FOOD WORKS."

DIRECTOR JOSEPH KIEFER IS HELPING TO DEVELOP A NEW CURRICULUM.

>> THE TEACHERS THEMSELVES GO THROUGH A WHOLE WAY OF THINKING ABOUT MAKING CONNECTIONS, CONNECTIONS BETWEEN WHAT THEY'RE TEACHING IN SOCIAL STUDIES AS THE MAIN ANCHOR AND LIFE IN THEIR COMMUNITY.

SO ULTIMATELY WHAT WE'RE TRYING TO DO IS WRITE A STORY ABOUT EACH COMMUNITY'S HISTORY.

>> WITH JOSEPH'S GUIDANCE THE SCHOOL HAS CREATED A SEVEN-YEAR JOURNEY FOR STUDENTS CALLED "COMMON ROOTS."

THIS YEAR KATHY'S FIFTH AND SIXTH GRADERS ARE DOING U.S.

HISTORY.

JOSEPH MAKES REGULAR VISITS TOELP KATHY INTEGRATE A SCIENCE THEME ON WEATHER.

>> COMMON ROOTS HAS REALLY GIVEN ME A FRAMEWORK FOR MY SOCIAL STUDIES AND MY SCIENCE CURRICULUM.

I HAD LOTS OF BITS AND PIECES, BUT THERE WAS NOTHING TO TIE IT TOGETHER.

JOSEPH HAS BECOME SORT OF A COLLEAGUE WHO I LOOK TO FOR INFORMATION.

HE BRIS THE PIEC THAT I DON'T REALLY HAVE, LIKE DESIGNING THE WEATHER STATION.

>> ONE OF THE MOST IMPORTANT COMPONENTS IN EDUCATION TODAY IS WORNG WITH A CHILD SO THAT THEY CAN CONSTRUCT THEIR LEARNING.

NOW THIS ISN'T HOW WE AS TEACHERS WERE TAUGHT.

WE WERE TRAID TO, IN FACT, KNOW MOST OF THE INFORMATION AND TO IMPART THAT KNOWLEDGE ON TO OUR CHILDREN, BUT WE NOW RECOGNIZE THAT, IN FACT, CHILDREN KNOW A LOT AND THAT, FACT, THEY NEED TO BE GUIDED IN THE TOOLS, THE SKILLS, THE METHODS TO FIND THEIR OWN ANSWERS.

>> Teacher: YOU KNOW WT I LIKES I REALLY LIKE THIS PICTURE.

WHERE DID YOU GET THIS PICTURE?

>> Student: WE FOUND IT IN ONE OF THESE MAGAZINES.

>> I THINK TELATIONSHI THAT I HAVE WITH KIDS HAS REALLY CHAED.

I'M MUCHORE COMFORTABLE WITH KIDS AND I THINK THEY ARE WITH ME, AND I THINK THEIR LEARNING HAS IMPROVED AS PART OF THAT.

IT'S A LOT EASIER TO HELP THEIR LEARNING THAN IT WAS 20 YEARS AGO, TO HAVE THOSE SAME KIDS IN A CLASS AND BASICALLY GIVE THEM THE SAME LESSON USING THE SAME PAGE IN THE BOOK.

I THINK I HAVE A MUCH BETTER KNOWLEDGE OF WHAT MY KIDS ARE DOING IN MY CLASSROOM.

>> Teacher: IS THERE ANYTHING I C DO TO HELP YOU GET MORE DONE TO MEET YOUR DDLES?

>> Student: YEAH.

YOU MIGHT WANT TO MAKE SOME GOALS FOR ME.

>> Teacher: DO I WANT TO MAKE THE GOALS OR DO YOU WANT TO MAKE THE GOALS?

>> I WOULD NEVER GO BACK TO STANDING IN FRONT A CLASSROOM AGAIN AND LECTURING BECAUSE I THINK THEY NEED TO BE GAD THEIR OWN LEARNING, AND THAT'S BEEN ONE OF THE CHALLENGES THAT I'VE HAD IS TO DEVELOP CURRICULUM AND ACTIVITIES SO THAT THEY ARE ENGAGED, THAT THEY'RE ACTUALLY DOING THINGS.

LEARNING IS DOING THINGS, IT'S NOT JUST LISTENING, IT'S NOT A PASSIVE ACTIVITY WHERE THEY SIT AND ABSORB.

>> AS PART OF THEIR HISTORY CURRICULUM, KATHY'S STUDENT E LOOKING AT H CLIMATE AFFECTED EARLY AMERICAN SETTLERS.

TO BRING IN SCIENCE THEY'LL BE MONITORING LOCAL WEATHER CONDITIONS.

TODAY THEY'RE SETTING OUT A WEATHER BOX TO SHIELD EQUIPMENT LIKE THERMOMETERS FROM ADVERSE CONDITIONS.

STUDENTS ARE PLANNING TO EXCHANGE THEIR DATA WITH LOCAL WEATHER STATIONS AND SCHOOLS ALL OVER THE WORLD.

>> Teacher: IF YOU HAD TO MAKE A PREDICTION, LOOKING AROUND AT WHAT'S GOING ON, WHAT WOULD YOU SAY?

>> Student: I'D SAY FREEZING COLD.

>> Teacher: FREEZING COLD.

WRITE DOWN FREEZING COLD.

IS IT GOING TO SNOW, IS IT GOING TO FLURRY, WHAT'S IT GOING TO DO?

>> Student: FLURRY MAYBE.

>> Teacher: WHAT DO YOU THINK?

>> Student: I THINK IT WILL STAY THE SAME.

THERE'S ALLY NO BIG CLOUDS EXCEPT FOR THAT ONE.

>>eacher: YOU'RE RIGHT, THERE'S REALLY NO BIG CLOUDS.

>> I DIDN'T THINK I'D EVER TEACH SCIENCE.

SCIENCE AND MATH DEFINITELY WERE NOT MY STRONG POINTS.

I FELT LIKE THERE WAS LOTS OF GOOD STUFF OUT THERE FOR KIDS, AND I FELT LIKE I HAD A DEPRIVED CHILDHOOD BECAUSE NOBODY HAD EVER TAUGHT ME THIS WAY.

>> Teacher: ALL RIGHT.

THOMAS, GET THE THERMOMETER AND LET'S TAKE A LOOK.

>> Student: LOOKS LIKE IT'S 80 FAHRENHEIT.

>> BY SUMMER STUDENTS HAVE BECOME EXPERTS IN METEROLOGY, AT LEAST IN PEACHAM WEATHER PATTERNS.

BEDES BASIC DEVICES, THEY'RE USING MORE SOPHISTICATED INSTRUMENTS THAT FEED INFORMATION DIRECTLY INTO A COMPUTER IN THE CLASSOM.

>> Student: GOO KILOMETERS FOR THIS ONE.

>> Student: THE WIND DIRECTION.

>> Student: NORTHWEST 303 DEGREES.

>>HE PROJECTS ARE MAKING LEARNING MUCH MORE EXCITING FOR KIDS AND MORE RELEVANT TO THEIR WORLD, BUT IT'S NOT AT THE EXPENSE OF BASIC SKILLS.

>> EVERYBODY NEEDS TO REALLY LEARN HOW TO BE A GOOD THINKER, A GOOD REASONER AND A GOOD PROBLEM SOLVER, AND THAT STARTS VERY EARLY.

YOU DON'T LEARN THAT AFTER YOU'VE LEARNED THE BASICS, YOU LEARN IT RIGHT ALONG WITH EVERYTHING ELSE.

A GREAT THING FOR US THIS YEARAS BEEN RKING WITH TECHNOLOGY CAUSE ATA NONE OF US ARE TECHNOLOGICAL WIZARDS, AND SO WE'VE HAD TO LEARN AS WE'VE GONE ALONG.

AND THE KIDS HAVE SEEN US LEARN AND SOMETIMES THEY'VE LEARNED FAST THAN US, AND THAT'S BEEN REALLY GOOD FOR THEM BECAUSE WHAT'S IMPORTANT FOR US TO DO IS MODEL LEARNING.

>> Student: YOU CAN E DIFFERENT PARTS OF IT.

>> Teacher: SO SHOW ME.

OH, WOW.

OH, OKAY.

LOOK AT THIS.

YOU CAN E I DIDN'T DO MUCH SCIENCE, BUT I'M LEARNING SCICE, JOHN, AND THIS IS HOW I'M LEARNING IT.

>> Mr.

Kiefer: LET'S TAKE A SLICE OF THIS HERE.

YOU CAN SEE HOW HARD THIS ROOT SYSTEM IS.

PRETTY MATTED.

LET'S JUST TAKE A LITTLE SHAKE OF ONE OF THESE HERE.

>> FOOD PRODUCTION IS ANOTHER SCNCE PROJECT THEY'RE LINKING TO U.S.

AND TO WORLD HISTORY.

IN GARDENS THEY'VE DESIGNED IN THE SHAPE OF THE CONTINENTS, STUDENTS PLANT CROPS TYPICAL OF THOSE THAT IMMIGRANTS BROUGHT TO THE NEW WORLD.

>> WHEN I WAS LITTLE WE RAISED EVERYTHING AND IT WAS KEPT IN THE CELLAR, SO POTATOES WERE THE BIG STAPLE.

>> TOWN RESIDENT THELMA WHITE HELPS MAKE LEARNING MORE MEANINGFUL BY MAKING TIES TO PEACHAM'S FARMING HISTORY.

>> Teacher: I'M ALWAYS LOOKING FOR PEOPLE WITH EERTISE, AND THAT'S A BIG CHANGE FOR ME AS A TEACHER BECAUSE PROBABLY FIVE YEARS AGO I CERTAINLY WOULDN'T HAVE GONE OUT INTO THE COMMUNITY AND ASKED FOR THAT HELP.

>> Ms.

White: THIS IS TERRIBLY IMPORTANT, THAT YOU PUT YOUR ROOTS DOWN HERE BECAUSE YOU'LL ALWAYS HAVE SOME ROOTS IN PEACHAM.

>> PLANTING TIME, OCCURRING AS IT DOES NEAR THE END OF THE SCHOOL YEAR, IS A TIME TO REFLECT ON THE SUCCESSES AND FAILES OF THE COMMON ROOTS PROGRAM.

>> IT SEEMS LIKE YOU'RE RIGHT, TOOLD EIR INTEREST OVER A WHOLE YEAR WITH WEATHER IS A LONG HAUL.

>> RIGHT.

IT WAS A LONG HAUL.

>> ONE THING THAT'S HARD, I THINK, AND MAYBE YOU CAN HELP ME WITH IT, IS THE TIME ISSUE BECAUSE GETTING YOU DOING THINGS WITH KIDS SHORTCHANGES THE PLANNING; AND THEN IF WE DO THE PLANNING WITH YOU, THEN WE DON'T HAVE YOU WITH THE KIDS.

>> Teacher: IF WE COULD SOMEHOW MAYBE ALTERNATE.

ONE TIME JOSEPH COMES AND HE DOES WORK WITH KIDS, AND MAYBE ONE DAY HE COMES AND HE WORKS WITH TEACHERS.

>> IT'S BECOME A RITUAL TO CELEBRATE PLANTING TIME WITH THE TOWN.

PARENTS HERE REALIZE WHAT SUPPORT FOR TEACHERS AND FOR PROGRAMS LE COMMON ROOTS DOES FOR THEIR KIDS.

>> THIS IS A CHANGING WORLD AND ANYBODY HAS TO BE A CONSTANT LEARNER IN ORDER TO STAY UP WITH IT.

AND I THINK THE TEACHERS HERE ARE CONSTANTLY CHALLENGING THEMSELVES, AND LEARNING AND GROWING, AND IT'S A GOOD EXAMPLE FOR THE CHILDREN BECAUSE THAT'S WHAT THEY'RE GOING TO HAVE TO DO.

>> THEY NEED THE TIME AWAY.

THEY NEED THE TIME TOGETHER AS PROFESSIONALS.

ALL OF THAT I THINK BENEFITS THE CHILDREN IN THE CLASSROOM AND MAKES THEM MUCH MORE EFFICIENT.

>> GTING YEAR-ROUND PROFESSIONAL DEVELOPMENT IN THEIR OWN SCHOOL IS A RARE EXPERIENCE FOR MOST TEACHERS, NOR DO THEY USUALLY GET THE CHANCE TO VISIT OTHER TEACHERS' CLASSROOMS, BUT TOM DRAKE WILL BE SPENDING A WHOLE WEEK IN APPLE CLASSROOMS OF TOMORROW.

A.C.O.T.

IS A TEACHER DEVELOPMENT CENTER SPONSORED BY THE APPLE CORPORATION WITH A SITE AT MORRISTOWN ELEMENTARY SCHOOL.

>> Teacher: THIS IS MARILYN MAY'S CLASSROOM, AND ONE OF HER STUDENTS, EMILY, IS GOING TO SHOW US HOW SHE CREATED A MINI BOOK.

>> TEACHERS COME HERE FROM ALL OVER VERMONT TO FIND OUT HOW BEST TO INCORPORATE TECHNOLOGY INTO THEIR TEACHING.

AS A MIDDLE SCHOOL MATH TEACHER AT CRAFTSBURY ACADEMY, TOM IS NO NEWCOMER TO TECHNOLOGY, BUT HE'S HERE AS HIS SCHOOL'S PART-TIME TECHNOLOGY COORDINATOR.

HE WANTS TO SEE FOR HIMSELF WHAT OTHER TEACHERS FROM HIS SCHOOL HAVE EXPERIENCED IN A.C.O.T.

CLASSROOMS.

>> Teacher: THAT'S WHAT IT'S ALL ABOUT IS FOR YOU TO GO AND OBSERVE THE CLASSROOMS, WORK WITH THE KIDS, WORK WITH THE TEACHERS.

>> Teacher: I FEEL FLUENT ENOUGH IN TECHNOLOGY IN THE APPLICATIONS.

WHAT I'M LOOKING FOR IS REALLY HOW THEY'RE USING IT OR HOW THE KIDS KNOW, I GUESS, THE PROPER TIME TO LEAVE THEIR DESKS AND GO OVER, AND THIS IS WHAT I NEED TO USE RIGHT NOW.

>> TEACHERS WHO COME HERE HAVE VARYING EXPERIENCE WITH TECHNOLOGY, SO THEIR GOALS ARE DIFFERENT.

AND ALTHOUGH THE CLASSROOMS USED AS A DEL ARE FIFTH AND SIXTH GRADE, ANY TEACHER CAN BENEFIT.

>> WE'RE NOT DEALING JUST WITH TECHNOLOGY AND HOW WE INTEGRATE IT BUT HOW THAT IMPACTS ON TEACHER INSTRUCTION AND STUDENT LEARNING.

SO WHAT THEY'LL SEE HERE THEY REALLY CAN USE AND GENERALIZE INTO THEIR OWN CLASSROOMS, WHETHER THEY ARE ELEMENTARY TEACHERS, OR HIGH SCHOOL TEACHERS OR MIDDLE LEVEL TEACHERS.

>> Student: AT FIRST WHAT I DID WAS I TYPED IN CLARIS WORKS AS MY RESEARCH.

>> Teacher: WHY DID YOU DO IT IN CLARIS WORKS, THE MAIN REASON?

>> Student: BECAUSE IT HAS A SPELL CHECK.

>> THIS STUDENT IS USING A COMPUTER APPLICATION CALLED "HYPERCARD" TO MAKE A MULTIMEDIA PRESENTATION OF HIS WORK.

EVEN FOR TOM IT'S AN EYE-OPENER TO SEE THE EASE WITH WHICH 11 YEAR OLDS HANDLE SUCH SOPHISTICATED SOFTWARE.

>> Computer: HELLO, I AM DANNY, THE CREATOR OF THIS K. YOU CAN GO THROUGH MY STACK, LOOK AT ANIMATION, HEAR SOUNDS AND YOU CAN ALSO PRESS BUTTONS ALONG THE WAY.

>> THEY'RE USING MULTIMEDIA HERE A LOT, AND MULTIMEDIA IS REALLY THE BIG PUSH NOW, IN TECHNOLOGY IN THE SCHOOLS ANYWAY.

AND I KNOW WHAT MULTIMEDIA IS, I KNOW HOW TO USE IT, BUT I'VE NEVER SEEN IT USED IN THE CLASSROOM.

>> Computer: THESE ARE TWO HIPP IN WATER.

HIOS USUALLY SPENDALF THE DAY IN WATER.

>> I'VE BEEN VERY IMPRESSED WITH THE HIGH ORDER OF THINKING THAT'S BEEN GOING IN.

THE KIDS ARE BRINGING IN INFORMATION IN TEXT, OR VIDEO OR PICTURES WHICH THEY MIGHT BE SCANNING IN OR USING A QUICK-TAKE CAMERA TO GET THE IMAGE INTO THE COMPUTER.

AND WHEN YOU LOOK AT THE WHOLE PICTURE OF WHAT THEY'RE DOING, IT'S NOT JUST A PICTURE, IT'S NOT JUST A PAPER, IT'S NOT JUST A POSTER THAT THEY MAKE, IT'S A COMBINATION OF MANY DIFFERENT THINGS.

>> BUT IT'S NOT JUST NEW TECHNOLOGY TEACHERS SEE HERE, THEY ALSO SEE NEW WAYS OF TEACHING THAT MAXIMIZE THE USE OF THESE NEW TOOLS >> YOU CAN BE A GOOD TEACHER AND NOT USE TECHNOLOGY.

IN FACT, COMING INTO THE APPLE CLASSROOMS OF TOMORROW, YES, THERE'S TECHNOLOGY, BUT THE IMPORTANT THING IS THE WAY THE TEACHERS ARE TEACHING.

THE BIG BUZZ WORD IN EDUCATION THESE DAYS IS TEACHER AS COACH AND FACILITATOR.

I'VE REALLY SEEN THAT HAPPENING HERE.

OFTENTIMES YOU'LL WALK INTO A CLASSROOM AND YOU WON'T EVEN SEE THE TEACHER, AND THE KIDS WILL ALL BE HUDDLED AROUND OR THE KIDS WILL BE SCATTERED AROUND AT THE MACHINES OR NOT AT THE MACHINES AND THEN THERE'S A TEACHER OVER THERE BENDING DOWN HELPING A GROUP OR AN INDIVIDUAL STUDENT.

>> Teacher: OVER HERE, HOW ARE WE GOING TO GO BEYOND THE STANDARD?

>> STUDENTS IN THESE CLASSROOMS ARE MORE ABLE TO WORK INDEPENDENTLY BECAUSE THEY KNOW WHAT'S EXPECTED OF THEM.

THEY WORK WITH THE TEACH TO SET STANDARDS AND DESIGN WAYS TO MEASURE THEIR PERFORMANCE.

>> COMPUTERS WILL NEVER TAKE THE PLACE OF A TEACHER, BUT THE KIDS ARE INVOLVED IN WHAT THEY'RE DOING, AND THEY'RE LEARNING ON THE COMPUTERS, AND IT ALLOWS THE TEACHER QUITE A BIT OF TIME TO GO AROUND AND GIVE THE INDIVIDUAL HELP.

>> TO REINFORCE THEIR EXPERIENCES, VISITING TEACHERS GET A CHANCE AT THE D OF EACH DAY TO EXCHANGE IDEAS AND TO ASK QUESTIONS.

>> WHAT DO YOU DO WITH A KID WHO COMES FROM ANOTHER DISTRICT WHO HAS NOT BEEN EXPOSED TO ALL OF THE COMPUTERS AND ALL THE TECHNOLOGY?

>> THE STUDENT WOULD MOST LIKELY BE WORKING WITH A GROUP OF STUDENTS WHO ARE INVOLVED IN THIS AND WHO KNOW HOW TO USE THE EQUIPMENT.

>> I WAS REALLY IMPRESSED WITH THE KIDS KIND OF KNOWING WHEN TECHNOLOGY WAS A GOOD THING TO USE AND WHEN PERHAPS IT WASN'T.

I DIDN'T SEE A LOT OF FRIVOLOUS BEHAVIOR GOING ON AT THE COMPUTER.

IF A KID WERE DRAWING A PICTURE, I DIDN'T SEE HIM OR HER DOING IT ON THE COMPUTER JUST BECAUSE IT WAS FUN.

>> THEY'REINNG FEWER DISCIPLINE PROBLEMS IN THE APPLE CLASSROOMS AT MORRISTOWN.

STUDENTS ARE ACTIVELY ENGAGED IN WHAT THEY'RE DOING.

SOME KIDS LEARN FAST.

THEY TEACH OTHER KS, AND VISITING TEACHERS LEARN FROM THEM TOO.

>> Teacher: ONE OF THE ASSIGNMENTS WAS YOU COULD PICK ONE ANIMAL.

>> THE PART THAT THE STUDENTS PLAY IS O OF THE MOST EXCITING PARTS, AND THAT IS THAT THE TEACHERS GET AN OPPORTUNITY TO SEE JUST WHAT STUDENTS CAN DO AND WHAT IT MEANS TO CHANGE THE ROLE OF STUDENT/TEACHER.

>> WHAT I LEARNED FROM THE STUDENTS I THINK IS THERE IS REALLY NO LIMIT TO WHERE THEY CAN GO.

I SAW FIFTH AND SIXTH GRADERS DOING THINGS THAT BEFORE THIS WEEK I WOULD HAVE THOUGHT THAT THEY PROBABLY WEREN'T CAPABLE OF IN TERMS OF TECHNOLOGY.

>> TEACHERS GET MORE THAN A SUPERFICIAL LOOK AT HOW TO USE TECHNOLOGY WELL.

COORDINATOR CAROL YOUNG WORKS WITH THEM TO SET GOALS AND TO DEVELOP A PLAN THEY CAN TAKE BACK TO THEIR SCHOOL.

>> WHAT WE'RE HOPING IS THAT TEACHERS WILL LOOK AT SOME OF THE TOOLS WE'RE USING, EXPERIENCE THOSE TOOLS AND BE ABLE TO GO BACK AND SAY, YES, THIS IS WHAT I'M DOING AND THIS IS HOW THIS CAN ENHANCE WHAT I'M DOING; OR, GEE, WE'RE NOT DOING THAT AND HERE'S WHAT I WANT TO DO TO TRY TO FOSTER THAT.

PART OF WHAT WE TALK ABOUT ISKING AT WHAT YOU HAVE IN YOUR SYSTEM AND HOW YOU MIGHT BETTER UTILIZE THE TECHNOLOGY THAT'S ALREADY THERE.

YOU'RE TALKING ABOUT HOW MIGHT I INTEGRATE TECHNOLOGY INTO MY CLASSROOM, MY CURRICULUM WHEN I ONLY HAVE ONE COMPUTER.

>> Teacher: YOU GUYS PROBABLY REALIZE THAT THE WAY THAT YOU'RE LEARNING IS MUCH DIFFERENT THAN THE WAY MOST SIXTH GRADES LEARN, RIGHT?

>> WE'RE UNDERGOING SOME PRETTY SEVERE BUDGET CUTS AND ONE OF THE FIRST THINGS TO GO IS THE TECHNOLOGY, SO I'M REALLY GOING TO GO BACK AND PUSH THE TECHNOLOGY AGENDA.

I SAT BACK AND LET A LOT OF THESE CUTS HAPPEN AND I DIDN'T REALLY GET UP THERE AND SAY, YOU KNOW, WE REALLY NEED TO TAKE A SECOND LOOK AT THIS.

>> TEACHING IN TODAY'S CLASSROOM IS AS MUCH OF A CHALLENGE FOR VETERAN TEACHERS AS FOR THOSE WHO ARE STARTING OUT IN THE PROFESSION.

CAN WE GIVE NEW TEACHERS A BETTER START BY TRAINING THEM DIFFERELY?

THE UNIVERSITY OF VERMONT IS HOPING TO DO JUST THAT.

KEN FISHELL TEACHES A GRUATE TEACHER TRAINING PROGRAM, BUT IT'S MOVED OFF THE UNIVERSITY CAMPUS.

HIS STUDENTS ARE AN HOUR'S DRIVE AWAY AT OTTER VALLEY, A SEVENTH THROUGH TWELFTH GRADE HIGH SCHOOL IN BRANDON.

JESSICA BANCROFT IS ONE OF FIVE STUDENT TEACHERS WHO ARE SPENDING A WHOLE YEAR AT OTTER VALLEY.

COMPARED TO THE ONE SEMESTER THAT MOST STUDENT TEACHERS SPEND AT A SCHOOL, THIS EXPERIENCE IS MORE LIKE THE INTERNSHIP THAT NEW DOCTORS GO THROUGH.

>> WE FEEL THAT WHEN WE PUT THIS INTERN IN THE SCHOOL SETTING FOR THE ENTIRE YEAR, IT GIVES THEM A MUCH BROADER EXPERIENCE THAN HAS BEEN THE CASE IN THE PAST.

>> WE'RE HERE ALL YEAR, AND THAT'S A BIG DIFFERENCE, TO START FROM THE BEGINNING, TO SEE IT FROM THE BEGINNING TO THE END.

THERE'S A LOT OF CHANGES.

THE SCHOOL SPEEDS UP AND SLOWS DOWN, HOLIDAYS CAN BE AZY, WORK THROUGH A FULL EXAM PERIOD AS OPPOSED TO JT ONE SEMESTER.

>> HERE THE STUDENT TEACHER GETS A CHANCE TO HEAR THE THEORY, GO BACK AND TRY IT IN PRACTICE AND THEN COME BACK AND TALK ABOUT IT IN THEIR SEMINARS AND SAY, WELL, THIS WORKED PRETTY WELL; THAT DIDN'T WORK AS WELL AS WE NEEDED TO, HOW CAN WE MODIFY THIS?

AND IT MAKES THE PEOPLE MORE INFORMED AS PRACTITIONERS.

>> LIKE WE TALK ABOUT DIFFERENT WAYS OF ASSESSING.

IS A POP QUIZ A GOOD WAY TO ASSESS OR SHOULD I BE LETTING THEM WRITE A PARAGRAPH?

>> INTERNS HAVE WEEKLY SEMINARS WITH KEN AND WITH FRANK GREEN WHO TAUGHT AT OTTER VALLEY FOR EIGHT YEARS.

FRANK CAME OUT OF RETIREMENT TO HELP WITH THE PROGRAM.

HIS ROLE HAS EVOLVED TO TAKE OVER SOME OF KEN'S RESPONSIBILITIES ON A DAILY BASIS.

>> WHEN THEY'RE THERE FOR THE FULL SCHOOL AR WE DON'T FORCE THEM IN THE CLASSROOM AS QUICKLY AND THEY GET A BROADER EXPERICE.

THEY GO AROUND AND LOOK, AND PICK AND CHOOSE AT TEACHERS THEY'D LIKE TO WORK WITH.

THEY PICK AND CHOOSE STRATEGIES THAT TEACHERS USE.

>> THE PARTNERSHIPS THAT WE ARE BUILDING HAVE TO DO WITH THE FACULTY MEMBERS IN OTTER VALLEY AND THE ADMINISTRATORS IN OTTER VALLEY TAKING A MUCH GREATER ROLE IN THE PREPARATION OF TEACHERS THAN THEY PROBABLY HAVE EVER TAKEN BEFORE.

>> EVEN FOR JESSICA, WHO GRADUATED FROM RUTLAND HIGH SCHOOL ONLY FIVE YEARS AGO, SCHOOLS HAVE CHANGED CONSIDERABLY.

>> WHEN I WAS IN SCHOOL ALL OF MY CLASSES WERE TRACKED, BUT NOW YOU HAVE TO BE AWARE THAT YOUR CLASSES ARE MUCH MORE DIVERSIFIED AND NOT EVERYBODY'S GOING TO WORK AT THE SAME LEVEL.

IT TAKES A LITTLE MORE PATIENCE AND A LITTLE MORE PREPARATION.

>> IT'S DIFFICULT FOR TEACHERS TO ADAPT THEIR LESSONS TO MEET A RANGE OF ABILITIES, ESPECIALLY BECAUSE THEY WEREN'T TAUGHT THAT WAY.

>> IF THE ONLY MODEL YOU'VE EVER HAD WAS THE TEACHER WHO STANDS IN FRONT OF A PODIUM AND LECTURES, IT'S HARD TO THINK OF ANOTHER WAY OF DOING IT.

I WOULD HOPE THAT OUR INTERNS LEAVE WITH A BAG OF TRICKS, NOT TH ALL OF THEM WL WORK WITH EVERY CLASS.

>> A BIG ADVANTAGE OF THE PROGRAM IS THAT INTERNS GET MORE PRACTICAL EXPERIENCE IN THE CLASSROOM THAN IS USUAL.

ALSO, THEY GET PLENTY OF FEEDBACK WHEN KEN OR FRANK SIT IN TO OBSERVE.

>> YOU LEARN THAT A LESSON MIGHT WORK REALLY WELL WITH ONE GROUP AND COMPLETELY BOMB WITH ANOTHER GROUP, AND I'VE LEARNED A LOT ABOUT TIME MANAGEMENT.

COMING INTO IT I THOUGHT THAT I HAD A LOT OF THESE THINGS FIGURED OUT ALREADY, AND I WAS WRONG.

>> Teacher: YOU KNOW, YOU SPENT A LOT OF TIME WITH ALICIA.

I KNOW IT WAS A SHORTENED SESSION, BUT I'D LIKE TO SEE YOU GET TO MORE DS.

>> BECAUSE WE HAVE SO MANY TEACHERS WHO ARE OLDER, THE INTERNS PROVIDE THAT ENERGY LEVEL.

JESSICA'S ON THE BASKETBALL COURT OR SHE'S OUT ON THE BASEBALL DIAMOND INTERACTING WITH THE STUDENTS ON A LEVEL THAT A LOT OF THE REST OF THE STAFF DON'T DO.

>> IT'S OBABLY THE HIGH POINT OF MY DAY.

YOU GET TO KW THE STUDENT IN A COMPLETELY DIFFERENT LIGHT.

THEYEE ME AS A TEACHER, AND ENY E ASHEOADELY SOONE THEEND.

THE MORE YOU KNOW ABOUT THEM, THE MORE YOU UNDERSTAND, THE BETTER YOU CAN COMMUNICATE WITH THEM, AND IT'S A LOT OF FUN.

>>S WE AS EXTRACURRICULAR ACTIVITIES, INTERNS ARE ENCOURAGED TO GET INVOLVED IN EVERY ASPECT OF THE SCHOOL, NOT TO CONFINE THEMSELVES TO THE CLASSROOM.

THE BENEFITS ARE FELT NOT JUST BY INTERNS, THERE ARE SPINOFFS FOR THE SCHOOL, TOO.

>> IT'S REJUVENATED TEACHER PRACTICES.

WE HAVE SOME WONDERFUL, WONDERFUL TEACHERS HERE, BUT JUST THIS THING OF BEING THE TEACHER OF TEACHERS YOURSELF ENLIVENS, IT SETS AN EXPECTATION, IT SETS A TONE.

>> THE PROGRAM GENERATES A CROSSFERTILIZATION OF IDEAS THAT CAN INFLUENCE CHANGES IN THE SCHOOL.

THIS YEAR INTERNS HAVE BEEN LOOKING INTO THE VALUE OF LONGER CLASSES CALLED "BLOCK SCHEDULING."

>> OUR INTERN GROUP VISITED OTHER SCHOOLS THAT HAD DONE BLOCK SCHEDULING, WROTE A REPORT ON IT AND THEN THEY HAD THAT EXPERIENCE OF GIVING THAT REPORT TO THE SCHOOL BOARD AT OTTER VALLEY, WHICH AGAIN IS SOMETHING THAT YOUNG TEACHERS ALMOST NEVER HAVE A CHANCE TO DO.

>> IN PREVIOUS YEARS DISCUSSIONS BETWEEN THE UNIVERSITY, INTERNS AND OTTER VALLEY STAFF PERSUADED THE SCHOOL TO START A LEARNING LAB AS AN ALTERNATIVE TO STUDY HALLS.

IT SOMEWHERETUNTS CAN GO TO GET EXA TUTORING FOR THE INTERNS, WHO LARGELY STAFF THE LAB, IT'S A CHANCE TO DO ONE-TO-ONE WORK WITH STUDENTS.

>> Intern: THEN YOU CLICK ON IT AGAIN TO HIGHLIGHT IT, EDIT, COPY.

>> OVER THE COURSE OF A YEAR INTERNS HERE WORK CLOSELY TOGETHER.

THEY PROVIDE SUPPORT FOR EACH OTHER THAT IS MOST LIKELY TO HAPPEN TO STUDENTS TRAINING IN ISOLATION.

>> THAT'S WHAT SETS US APART IS THE FACT THAT WE'RE AS CLOSE AS WE ARE.

A LOT OF THE QUESTIONS THAT YOU VE THAT YOU WANT TO ASK EH OTHER, THEY SEEM LIKE KIND OF STUPID QUTIS ASK SOONE WHO'S EN IN THE PROFESSION FOR A LONG TIME, BUT YOU CAN ALWAYS ASK FRANK, YOU CAN ALWAYS ASK KEN AND CAN YOU ALWAYS ASK EACH OTHER.

THERE HAVE BEEN SOME REALLY GOOD UPS AND DOWNS.

I FEEL REALLY CONFIDENT THAT IT IS WHAT I WANT TO DO.

>> TO GET HER TEACHING LICENSE JESSICA HAS TO PRESENT A PORTFOLIO TO A PANEL OF TEACHERS AND U.V.M.

PROFESSORS.

INTERNS AT OTTER VALLEY ALREADY HAVE THEIR BACHELOR DEGREES, SO SURVIVING A YEAR OF TEACHING PRACTICE IS ALMOST A GUARANTEE OF SUCCESS.

THOSE NOT SUITED TO TEACHING HAVE USUALLY BEEN WEEDED OUT BY THIS STAGE.

SO WHAT IS THE PANEL LOOKING FOR?

>> WE'RE LOOKING FOR MORE THAN A LITTLE BIT OF REFLECTION ON THE PART OF THE INDIVIDUAL.

DID THEY LEARN FROM THEIR MISTAKES?

HAVE THEY HAD EXPERIENCES THAT HAVE HELPED THEM TO SEE THEMSELVES MAYBE IN A DIFFERENT LIGHT?

>> COACHING HAS BEEN AND I HOPE WILL CONTINUE TO BE A VERY IMPORTANT AND REWARDING ASPECT OF MY TEACHING EXPERIENCE.

I'VE LEARNED MORE ABOUT MYSELF AND THE STUDENTS THAN I WOULD HAVE IF I HAD STAYED JUST IN THE CLASSROOM.

>> WHAT WE HOPE IS WE'RE SENDING A LIFELONG LEARNER INTO THE WORLD, SOMEBODY WHO'S GOING TO IMPROVE AS A TEACHER EVERY YEAR THEY'RE IN THAT CLASSROOM.

A LOT OF PEOPLE HAVE SAID THESE INDIVIDUALS ARE REALLY LIKE PEOPLE WHO VE FINISHED THEIR FIRST YEAR OF TEACHING MORE THAN THEY ARE PEOPLE WHO ARE JUST FINISHING A PROGRAM OF PREPARATION.

>> FOR GIVING NEW TEACHERS A HEAD START, THE IDEA OF SUCH PARTNERSHIPS BETWEEN VERMONT COLLEGES AND SCHOOLS IS A GOOD ONE.

BUT TEACHERS NEED SUPPORT THROUGHOUT THEIR CAREERS OFHE KIND THAT WE SAW AT MORRISTOWN AND ACHAM SCHOOLS.

THE CHALLENGE FOR COMMUNITIES IS HOW TO FIND THE TIME AND MONEY TO MAKE THESE OPPORTUNITIES MORE WIDELY AVAILABLE.