This Board of Cooperative Educational Services (BOCES) plans to serve 100 teachers in 15 school districts in its south central New York region; concentrating on teachers from 4 districts who have the highest percentage of at-risk students. The State University of New York (SUNY) at Binghamton and the Southern Tier Teacher Center Network are the district's partners. The SUNY history and education faculties are working jointly on this project along with school and district-based curriculum specialists. The content knowledge will be provided primarily in summer sessions, and the teaching strategies will come from afternoon sessions throughout the school year.

This project will provide elementary and secondary level American history teachers ongoing, intensive in-service support to further develop their understanding of effective strategies to improve teaching methodology and student achievement. The project also seeks to enhance teachers’ expertise regarding the impact of industrialization on the growth of the United States, and particularly New York City. Through the topic of industrialization, project staff will exemplify best practices in content analysis and curriculum development for any period in American history. Educators will also engage in collaborative teaching by providing mentoring to new cohorts of teachers entering the program. Project partners include Hofstra University, the Brooklyn Historical Society, and local cultural institutions.

The Monroe BOCES will provide professional development to 120 teachers in 10 districts within the BOCES region. The University of Rochester, the Susan B. Anthony House, the George Eastman House of Photography, and the Seneca Falls Women’s Rights Historical Park are the partners. The University's history and education faculties are working alongside master teachers. Together they will put forth a solid content core and a series of methods to help teachers put this content core into practice in a way that will engage the interest of the students. The teachers from each district will work in teams in order to help each other make progress in these areas.

This district in Queens, New York, will prepare 90 mentor teachers in three-person teams to help them enhance the professional development of 300 fifth and eighth grade history teachers. The partners are the National Council for History Education, St. John’s University, and WYNE-FM and the Library of America. The teachers will participate in curricula development, dissemination and mentorship focusing on improving their knowledge skills appreciation and understanding of American History. Project activities include Summer Academy sessions, classroom mentoring, hands-on technology use, research, lesson plan development, and the utilization of radio program recordings and other forms of technology.

This urban district in league with its partners, Queens College and the New York Historical Society, will offer intensive professional development to history teachers at 67 high schools. There will be annual two-week summer institutes that include history presentations, discussion of teaching strategies, and teachers working in small groups on two-week curriculum projects involving primary source material. Project coordinators will ensure that teachers translate the lessons of the institutes into classroom practice.

This southern Manhattan school district will provide intensive professional development to 120 third through eighth grade teachers and an annual professional development conference for 600 other teachers. Its partners are Bank Street College, City Lore, and the Gotham Center for New York City History. The program includes four semester courses, a student-teacher history conference, a mentorship program for history teachers who develop into mentors themselves, a 4-day history-technology course, a conference for 600 teachers, and a teacher-friendly publication with teacher-generated project ideas, lesson plans, and curriculum models.

This northeastern Manhattan school district will use a research-based professional development model combining knowledge, resources, methodology and collegiality to train seventh and eighth grade teachers. Groups of experienced and new teachers will attend lectures and methods workshops and work together with project staff to enhance the content knowledge and teaching skills of all participants. They will devise tests and rubrics to measure student performance in history and they will help revise and strengthen the district’s history curriculum. The partners are Hunter College and the Museum of the City of New York.

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