INNOVATIVE by dffhrtcv3


									                         I N N O VAT I V E
                         FOR TEACHERS

     Even though professional development is acknowledged as important in
     retaining teachers, in building capacity to address challenges in education,
     and in improving educational organizations, it suffers a poor reputation
     among teachers (Pritchard and Marshall, 2002). To that end, Wilson and
     Berne (1999) found that “teachers are loath to participate in anything that
     smacks of one-day workshops” and that there is a lack of empirical evidence
     that teachers actually learn anything through professional development.

     One approach that has played a viable yet underdeveloped role in educational
     reform and professional development is the field of experiential education.
     Emphasized is the need to use one’s experiences as the context for education.
     Through facilitated reflection on these experiences, growth and transformation
     are possible for professional educators. A study on the effects of an Outward
     Bound Teachers’ Practica (Hawkes, 1970) found that an Outward Bound model of
     professional development did have strong and discernible effects on the teachers’
     classroom practices after their time on course.
     O’Steen, B., Ph.D (2006). Beyond Sit and Get: Experiential Education Theory and Practice
     in Teacher Education and Professional Development. Tertiary Education Research in
     New Zealand Conference. 23-24 November, Christchurch, New Zealand.

     The purpose is to advance the practice of teaching in schools in order to create
     a future of informed and engaged world citizens.

North Carolina Outward Bound’s Educators’ Initiative is a year-long professional development
program for classroom school teachers. It combines the transformational experience of a
North Carolina Outward Bound wilderness expedition with on-going follow-up activities to
support teachers in increasing their understanding and integration of experiential education
in their classrooms.

An evaluation of the Educators’ Initiative was conducted in the 2007-2008 school year by the
Evaluation, Assessment and Policy Connections (EvAP), a unit of the School of Education at
the University of North Carolina at Chapel Hill. The study confirmed that upon completion
of the Educators’ Initiative:
	      •	Educators	have	increased	job	satisfaction	
	      •	The	overall	instructional	environment	in	classrooms	improved	
	      •	Behavior	among	individual	students	improved	
	      •	Educators	changed	instruction	styles	to	better	assist	individual	students	
	      •	The	social	structure	in	teachers’	classrooms	changed	

“I have been to many conferences, professional development programs, etc. Your program was by far the
most powerful and effective program that I have ever attended. I can honestly say that I am a better
teacher because of the Educators’ Initiative. Kudos.”
                               PROGRAM COMPONENTS INCLUDE
                               • The program begins with a seven-day backpacking and rock climbing wilderness
                                 expedition in the North Carolina mountains.

                               • One-on-one monthly coaching calls with North Carolina Outward Bound professional staff help
                                 teachers reflect on their teaching practice, set goals, get encouragement and celebrate successes.

                               • Development of a personal portfolio that includes documentation and reflection of teachers’ work.

                               • Monthly meetings between teachers at each school provide face-to-face opportunity for team
                                 planning, idea sharing and community development.

                               • Monthly readings on thought provoking topics that spark discussion and collaboration.

                               • Mid-year and end-of-year retreats with all Educators’ Initiative participants.

      “This has been one of
       the best professional   GOALS & OBJECTIVES
development experiences in     • Develop and reinforce teachers’ understanding and appreciation of experiential
  my career! I immediately       teaching philosophy.
    wanted to share it with    • Provide teachers with specific tools to use in the classroom to facilitate both the content
      my colleagues to help      and process of experiential education.
                them grow”     • Provide teachers with tools to conceptualize and support intentional community
                                 development among students.

                               • Encourage teachers to focus on reflective and student centered practice, empowering
                                 student responsibility for classroom leadership.

                               • Develop community among participating teachers at their school as well as colleagues
                                 at other schools.

                               • Create accountability for teachers and encourage sustainability of the program
                                 through ongoing contact between colleagues as well as with North Carolina
                                 Outward Bound staff.

Schools who have previously participated in the Educators’ Initiative
Myers Park High School, Charlotte NC
Charlotte Country Day School, Charlotte NC
Episcopal Academy, Newtown Square PA
The Galloway School, Atlanta GA
Boys Latin, Philadelphia PA
Grymes Memorial School, Orange VA
Art Space Charter School, Asheville NC
Club Boulevard Elementary, Durham NC

“Accountability. [At our school] we’ve had a fair number of bad workshops and bad presentations,
but we’ve had a fair number of good workshops and strong presentations. But even then, there
is no one there to hold you accountable for implementing those strategies. According to some
crazy statistic, if you don’t use them within three to six months, they rarely get used. Here that
simply wasn’t the case. We were accountable through a portfolio, we were accountable through
reflective practices, we were accountable through coaching calls. It wasn’t a fly in, fly out, flash
in the pan presentation.”

     • Must have on-going support from administration of school.
     • Minimum of two teachers per school providing a support network.
     • Minimum one year full-time classroom teaching experience in a
       public or private school; two years preferred.
     • Must be teaching in a classroom setting during the up-coming school year.
     • Ability to balance school and program requirements.

     “During the Educators’ Initiative, focusing on challenges, thinking about
     how I got challenged on the course, and thinking about how to bring those
     challenges in for my kids and making those challenges positive so they
     can learn and grow from them, and want to meet their own. Focusing on
     the idea of team, and that we need one another. I’m reaching out to
     colleagues and asking for help when needed, and encouragingmy kids
     to ask for help from one another when they need it.”

“The personal challenge of the wilderness experience helped me to cultivate my sense of the beginners mind.
We (teachers) really are not what we intend to be sometimes, the experts in the classroom, sometimes an
erroneous belief that we’re all-knowing and powerful, but we’re beginners too. When I was out there on the rock
faces and realized I’m just as much a beginner as the kids are in class. This made me realize that not only
do I need to look at what they’re going through, but also that those challenges are powerful and they build
growth. In addition, the focus of the program - the coaching calls and having to be accountable each month
is a good thing. Also the sense of collegiality is great, having this network of people across several states is
a powerful thing, sharing that experience. But most of all is the fun - education can be fun, and having fun
makes education memorable, you remember what you did in school that was fun.”

                        For more information please call 800.841.0186
      2582 Riceville Road, Asheville, NC 28805

                                             The	Mission	of 	North	Carolina	Outward	Bound
                       To inspire people to discover and develop their potential to care for themselves, others and
                             the world around them through challenging experiences in unfamiliar settings.

       “The U.S. Department of Agriculture (USDA) prohibits discrimination in all
        its programs and activities on the basis of race, color, national origin, age,    “I am normally very successful at changing
      disability, and where applicable, sex, marital status, familial status, parental
          status, religion, sexual orientation, genetic information, political beliefs,   the rules and persuading people that there
      reprisal, or because all or part of an individual’s income is derived from any
       public assistance program. (Not all prohibited bases apply to all programs.)       is a ‘better’ way. My instructors did not
                                                                                          allow me to do that. They let me fail. I grew.”
    Persons with disabilities who require alternative means for communication of
          program information (Braille, large print, audiotape, etc.) should contact
  USDA’s TARGET Center at (202) 720-2600 (voice and TDD). To file a complaint of
discrimination, write to USDA, Director, Office of Civil Rights, 1400 Independence
           Avenue, S.W., Washington, DC 20250-9410, or call (800) 795-3272 (voice) or
      (202) 720-6382 (TDD). USDA is an equal opportunity provider and employer.”

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