A Model for Enhancing Project Lead The Way Teacher Knowledge in Software Applications

A Maryland model for providing ongoing professional development training to Project Lead The Way (PLTW) teachers is being replicated in other states. The model was developed by The Community College of Baltimore County (CCBC) in response to requests by PLTW teachers and school administrators for additional training. Professional development sessions were conducted for Maryland and District of Columbia PLTW teachers two to three times a year over the three-year period spanning Fall 2007 to Spring 2010. The training was designed to reinforce and supplement the intense two-week summer core training program the teachers attended to receive certification in specific PLTW courses. The goals were to build teacher confidence and increase their knowledge of Autodesk Inventor, the fischertechnik educational building system (including RoboPro), Autodesk Revit, MDSolids, and civil engineering topics covered in the PLTW Civil Engineering and Architecture curriculum. The results of the training showed moderate to dramatic increases in teacher confidence and content knowledge. Using feedback from those participating in the training and data collected from assessments and surveys, the model was refined to further enhance teacher competence using PLTW-required software and teaching the civil engineering curriculum. With funding from NSF, a train-the-trainer program was designed and put in place to implement the Maryland professional development training model in other parts of the country. For the 2010-11 academic school year, the Maryland instruction team, comprised of a coordinator and a Master Teacher or professor for each of the topic areas (Inventor, fischertechnik, Revit and civil engineering), is working with the New York and Ohio PLTW Affiliate Universities to replicate the model in their respective states. Materials developed by the Maryland training team were shared with their counterparts from the Affiliate Universities. Meetings were then held to obtain input and feedback on the lesson plans and assessments, discuss the structure and frequency of the training, address past challenges and successes, and prepare the new teams for implementation of the professional development model. The first round of training sessions was conducted between September and November 2010 for approximately 80 teachers, and was met with high teacher satisfaction as evidenced by the survey ratings and comments, and a documented increase in teacher knowledge. Scores on the standardized assessments increased 28% for CEA, 23% for Inventor Level 1, 62% for Inventor Level 2 questions and 25% for Inventor Level 2 drawings, and 20% for fischertechnik Level 1. The train-the-trainer program is an effective way to increase teacher confidence and knowledge.