Monica M' Beglau, Ed'D'

1
eMINTS A Brief Overview
Presented By Monica M. Beglau, Ed.D. eMINTS
National Center September 10, 2007
2
What

• A non-profit unit of the University of Missouri
  located in Columbia, MO
• Providing a range of professional development
  programs for teachers, administrators, and others
  
• Goal ensuring the most transformative uses of
  technology possible in education

3
Where

• Missouri - original proof of concept began in
  1997
• Expanded to Utah in 2003
• Now serving schools in Maine, Nevada, Arkansas,
  Illinois, and soon in Alabama
• More than 1,800 technology-rich classrooms grades
  3-12 serving 38,000 students

4
How

• Schools and districts use Title II.D competitive
  grant funding, local funds, and other resources
  to secure required hardware/software, pay
  professional development fees to eMINTS National
  Center, and provide other support to teachers
  (i.e, stipends, graduate credit, etc.)
• eMINTS staff or certified trainers who have
  completed our train-the-trainer program deliver
  eMINTS PD curriculum to teachers
• PD curriculum fully aligned to ISTE NETS-T

5

• eMINTS PD curriculum for teachers
• Modules to complete 45 four-hour sessions
• 132 hours in Year 1 and 90 hours in Year 2
• Versions for facilitators and participants
• Content 30 how to tech skills, 70
  inquiry-based pedagogy/teaching methods
• Accompanied by in-classroom coaching sessions
  with teachers
• Curriculum support - internet resources called
  eThemes - aligned with their state standards

6
So What?

• Students in eMINTS classrooms consistently
  outperform their peers in non-eMINTS classrooms
  (program evaluation 2001-2006)
• Grades 3 - 8
• Reading, mathematics, science
• Missouri and Utah
• Sub groups students on IEPs, students in
  poverty, students of all ethnic groups
• Quasi-experimental research design
• Seeking funding for large-scale RCT

7
Teacher Efficacy

• the factors that contribute to the confidence
  teachers have to successfully achieve their goals
  related to classroom instruction
• Growing body of data to suggest that eMINTS
  contributes to substantial increases in teacher
  efficacy

8

• Teachers with higher levels of efficacy tend to
• Make better decisions about the use of time,
  classroom management strategies and questioning
  techniques,
• Are more willing to try and to persist at
  adopting innovations,
• Are more committed to teaching, stay in the
  profession longer and,
• Create classrooms where higher levels of student
  performance are documented