OVERVIEW OF MINI-SABBATICAL DESIGN

Like any curriculum, the design of the mini-sabbatical addressed both content and process--what to teach and how to teach it. In this section we present a brief overview of the mini-sabbatical content and process. Subsequent sections discuss each in more detail. The process we developed is based on theories of adult learning and learning to teach.[1] In brief, these theoretical perspectives suggest that teachers learn best when they are active in their own learning and when their opportunities to learn focus on concrete tasks of day-to-day work with students. Further, teachers' opportunities to learn should be problem-oriented and grounded in inquiry, experimentation, and reflection. Teacher learning opportunities should also be collaborative and involve interaction with other teachers or education professionals as sources of feedback and new ideas. Ideally, these learning opportunities should be intensive, ongoing, and linked to broader goals for student learning and school improvement (Smylie, 1996; Sprinthall, Reiman, & Thies-Sprinthall, 1996).

The mini-sabbatical was a six-week (four days per week) course, with six to eight hours of training per day. We identified four explicit goals that we wanted teachers to achieve.

1. Increase teacher knowledge of work practice and the authentic applications of domain knowledge (e.g., math, science, and English) in work.
2. Create high-quality, integrated curricula that incorporates domain-specific and generic skills.
3. Adopt teaching roles to support authentic learning.
4. Develop alternative assessments that provide meaningful feedback to students and the teacher.

The mini-sabbatical activities were organized around three phases. The first phase addressed the first learning goal by linking teachers to the workplace. It involved a week of preparation for teachers to learn how to carry out structured observations at work sites. In Week 2, teachers visited worksites, completed fieldnotes on their work observations, and conducted interviews. The second phase of the mini-sabbatical, Weeks 3 and 4, focused on classroom design, including developing authentic assessments and curriculum development. This phase incorporated direct teaching by mini-sabbatical staff, activities to promote curriculum development, and group discussions and feedback. In the final phase of the mini-sabbatical, Weeks 5 and 6, teachers taught their curriculum units to a small group of students. During the teaching phase, teachers received feedback on their teaching from mini-sabbatical staff and through videotape playback of selected lessons. Further details on the mini-sabbatical activities are presented in Appendix A.

As mentioned above, the mini-sabbatical was structured to reflect conceptions of adult learning and learning to teach. Specifically, we incorporated the following design characteristics:

• Active Learning
  The mini-sabbatical promoted active learning in several ways.[2] The first two weeks were devoted to learning about work. We trained teachers to conduct, analyze, and document worksite observations. Teachers practiced their skills by first observing a RAND employee, and then by spending several days in assigned worksites.

  The mini-sabbatical incorporated teacher presentations at various stages of the process. For example, after worksite observations, each teacher presented an overview of their worksite and identified authentic work activities that incorporated their subject area. In the last two weeks of the mini-sabbatical, teachers actually taught their curriculum unit.

• Focus on a Concrete Task
  Each teacher in the mini-sabbatical was required to create a product--a curriculum unit that integrated work context with subject-matter curriculum. The curriculum unit was to be built around a project or investigation that followed the principles of authentic practice and solving authentic problems.

• Inquiry, Experimentation, and Reflection
  Because teachers come into the mini-sabbatical with a broad experience base, we did not know what any individual teacher needed to know and do in order to change his or her classroom practice. However, we wanted teacher participants to seriously call into question their current model of practice. To accomplish this, the mini-sabbatical process needed to facilitate teachers' reflecting on personal practice and exploring the new approaches. We incorporated several inquiry and reflection opportunities in the mini-sabbatical, including daily journal writing, specific homework assignments, frequent discussion and exchange among peers, videotaping of classroom lessons with replay feedback, and presentations to the group.

  Mini-sabbatical staff adopted the roles of coach and guide to support teachers' inquiry. Rather than provide answers to teachers' questions, for example, staff encouraged teachers to arrive at their own conclusions, to seek advice from peers, or to discuss issues and questions as a group. Staff attempted to model the kinds of teacher roles that we hoped teachers would adopt with their own students. In particular, we wanted teachers to relinquish control over student learning and to permit active, self-directed learning in students. Staff also read journal entries to provide individual feedback to teachers, and coached teachers during videotape replay of lessons.

  The mini-sabbatical incorporated experimentation by giving teachers the opportunity to teach their new curriculum unit to a small group of students. To give them a framework for evaluating their own performance and teaching practice, the curriculum introduced teachers to the concept of action research.

• Collaboration
  We attempted to create a learning community among the mini-sabbatical teachers by emphasizing peer discussion and review in all three phases. The mini-sabbatical staff modeled facilitative and group techniques to enhance collaboration efforts that teachers might adopt in the future.

[2] In a few instances, the mini-sabbatical incorporated direct teaching to convey information. These teaching sessions took the form of briefings, with ample time for discussion and questions.