Professional development is key to improved student and school success, however research in this field is relatively new and teacher learning is often lackluster. Additionally, alternative strategies are needed to address the unique professional development needs of experienced teachers. One possible strategy is classroom-embedded reciprocal coaching, such as that used in the National Science Foundation's GK-12 program, between experienced classroom teachers and graduate student scientists. Teachers were surveyed to determine if their participation in GK-12 provided a positive professional development experience. It was found that teachers benefited from this type of professional development with a perceived increase in their science content knowledge and an overall high level of satisfaction with the program. Interviews revealed common themes such as the teacher's viewpoint of whether this was professional development, the teachers' areas of learning, the reciprocal nature of the coaching relationship, and the prospect of sustainability. / text

The Georgia Institute of Technology (Georgia Tech), one of the nations leading engineering schools, has limited institutional history of collaboration with surrounding K-12 schools. K-12 outreach is not a part of Georgia Techs mission, though recent years have seen greater outreach activities. Campus organizations have sponsored tutoring, academic schools have sponsored recruitment fairs and the College of Engineering has established a partnership with a high school. Two offices within Georgia Tech, the Center for the Enhancement of Teaching and Learning (CETL) and the Center for Education Integrating Science, Math and Computers (CEISMC), have been working to expand and deepen Georgia Techs K-12 outreach through a National Science Foundation grant program combining graduate student development and K-12 outreach. Through this program, the Student and Teacher Enhancement Partnership (STEP), CETL and CEISMC seek to build meaningful and lasting relationships between Georgia Tech and local high schools. Given the novelty of mutually rewarding relationships between Georgia Tech and local high schools, this study attempts to account for differences in outcomes of the (STEP) program over its first three years. STEPs Project Officers at Georgia Tech developed dyadic relationships with high school personnel with the same programmatic goals in mind. However, at the end of three years, some of these pairings were more mutually rewarding. A narrative analysis of these relationships is presented through case studies and tested against a literature-based logic model depicting factors likely to lead to successful, inter-organizational partnerships.

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Improving student achievement is a major concern across the United States. One strategy being implemented to help students achieve in math and science is the partnering of teachers with professionals in math and science careers. One such program is the Fellows Integrate Math/Science in Rural Middle Schools program, from which this research stems. The intent of the program was to match middle school teachers with graduate students preparing for careers in science, technology, mathematics, or engineering fields. The graduate students spent ten hours a week in classrooms, interacting with teachers and students. Improved student performance in math and science, improved teacher content knowledge, and improved graduate student communication skills were expected program outcomes. This research assessed the impact of program participation on the teachers and graduate students involved. Data were collected from 33 middle school teachers and 33 graduate students over the course of two years of program participation. Questionnaires included a pre post measurement of knowledge, experience, and comfort level with education related groups and issues and summative program evaluations. Major findings of the research included: 1. Teacher knowledge, experience, and comfort levels with education related groups and issues did not change significantly because of participation in the program. 2. Graduate students experienced a decrease in knowledge, experience, and comfort level with several education related groups and issues from the beginning of the school year to the end. Knowledge decreases were noted with the following groups and issues: a. High school students b. Teaching college students c. Theories of learning d. Planning a project e. Following through on project tasks Experience level decreases were noted with the following groups and issues: a. Science education reform b. Current issues in K-12 education c. Teaching college students d. Theories of learning e. Assessing student learning Comfort level decreases were noted with the following groups and issues: a. Elementary school students b. University faculty engaged in K-12 education c. Science education reform d. Teaching college students e. Theories of learning f. Evaluating educational activities 3. Graduate student gender, race, and age were not found to be predictors of success in this partnership program.

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