RENEW was a four-year leadership development project in mathematics education that addressed the need to retain qualified mathematics teachers in the profession while increasing their ability to teach mathematics effectively. The project involved teachers and districts in Ventura and Santa Barbara counties, in particular, two cohorts of 30 experienced teachers received 36 days of professional development over a three-year period. The external evaluation developed, tested and implemented custom survey scales and conducted one-on-one interviews to illustrate how these teacher- preceptors, increased their knowledge of mathematics and mathematics pedagogy, developed their leadership capabilities, and in turn each developed and implemented strategies to mentor three to five beginning teachers for a period of three years.
Deliverables included: Four annual reports to the NSF, two peer reviewed articles and one conference paper
Hough, S., Erbes, S., O’Rode, N., & Terman, N. (2004). Understanding beginning teachers’ needs: The effects of RENEW, a retention and renewal mathematics project. Paper presented at the Annual Meeting of the American Educational Research Association. April, 2004. San Diego, California. [conference paper]
Hough, S., Terman, N., & Weissglass, J. (2006). Beginning teachers’ knowledge networks in statistics: How they develop during an intensive summer institute. International Journal of Learning, Volume 12(11), 121-134. [peer reviewed journal article]
Hough, S., Rode, N., Terman, N., & Weissglass, J. (2007). Using concept maps to assess change in teachers’ understandings of Algebra: A respectful approach. Journal of Mathematics Teacher Education, 10(1), 23-41. [peer reviewed journal article]
Hough, S., Terman, N., Weissglass, J., & Sandoval, N. (2008). The role of support in preventing emotional exhaustion of beginning teachers and keeping them in the profession. Paper presented at the American Educational Research Association. March. New York, NY. [conference paper]