Professional Development & Licensure

Grants

The Education Cooperative recognizes the need to support the member districts with many types of alternative income. It is in our districts best interest to write grants to support existing program and fund new initiatives.

CURRENT:

Current funded grants include "WALKING IN THE FOOTSTEPS OF LEGENDS AND ORDINARY FOLK: BOSTON AS BACKDROP AND BATTLEGROUND" funded by the United States Department of Education. The purpose of this three-year grant is to provide teachers, administrators and Library/Media Specialists in TEC districts free professional development in American history.

ENGINEERING EPIPHANY is an innovative program, which will pair high school educators with professors of engineering from Olin College. Commonwealth Information Technology Initiative funded this grant.

Dedham Institute for Savings has awarded TEC money to support the Internship Program. High School Students from Dedham may apply to TEC if financial support is needed to participate in this program.

Math and Science Partnership Program at the Harvard Graduate School of Education Partners:

*Harvard Graduate School of Education, Cambridge Public Schools, Prospect Hill Academy Charter School (Somerville), Boston Renaissance Charter School, Richard Murphy K-8 School (Boston), and The Education Cooperative.

Year 3 of the HGSE-MMSP program will consist of six offerings intended to meet the needs of middle school math teachers. Our original case-based course, Making the Case I: Conceptually Challenging Topics in Middle School Mathematics, will be offered three (3) times during the 2005-2006 school year. The mathematical topics discussed in this course include algebra, fractions, integers, probability & proportions. One of these offerings has been specifically designed for special education teachers (Spring 2006). The dates and times of these Making the Case I courses (45 contact hours) are as follows: A 20-hour follow-up program that focuses on non-evaluative observations and lesson design is required of all participants who enroll in this course. After the training, teachers will be assigned partners to perform non-evaluative peer observations during the school year. Teachers will also be videotaped and allowed to reflect on their practices. Participants will talk with their colleagues and math coaches about student work in order to improve their own practice.