The project is a five-year study centering on the need for schools to develop and sustain technology-rich, school-based professional development activities rather than rely on university-based professional development. It addresses two major challenges of implementing innovative professional development: a)transitioning professional development to schools and b)assessing its effects on teacher and student learning. It is common for research-based and technology -rich curricula to be introduced to teachers through university-based professional development programs, but its transition to schools requires careful planning, monitoring and support from the university at the initial stages. This program provides a detailed research plan to build on a university-based mentor model to design school-based approaches.
