NSF Org:	DRL Division of Research on Learning in Formal and Informal Settings (DRL)
Recipient:	MAINE MATHEMATICS AND SCIENCE ALLIANCE
Initial Amendment Date:	August 30, 2001
Latest Amendment Date:	July 13, 2006
Award Number:	0101928
Award Instrument:	Continuing Grant
Program Manager:	David B. Campbell DRL  Division of Research on Learning in Formal and Informal Settings (DRL) EDU  Directorate for STEM Education
Start Date:	August 1, 2001
End Date:	June 30, 2007 (Estimated)
Total Intended Award Amount:	$0.00
Total Awarded Amount to Date:	$2,296,273.00
Funds Obligated to Date:	FY 2001 = $463,376.00 FY 2002 = $697,869.00 FY 2003 = $691,362.00 FY 2004 = $443,666.00
History of Investigator:	Page Keeley (Principal Investigator) pkeeley@mmsa.org Francis Eberle (Co-Principal Investigator) Douglas Harris (Co-Principal Investigator) Daniel Hupp (Co-Principal Investigator) Douglas Heuser (Co-Principal Investigator)
Recipient Sponsored Research Office:	Maine Mathematics and Science Alliance 343 WATER ST AUGUSTA ME  US  04330-4665 (207)626-3230
Sponsor Congressional District:	02
Primary Place of Performance:	Maine Mathematics and Science Alliance 343 WATER ST AUGUSTA ME  US  04330-4665
Primary Place of Performance Congressional District:	02
Unique Entity Identifier (UEI):	V2LAZJTM2JM3
Parent UEI:	V2LAZJTM2JM3
NSF Program(s):	TEACHER ENHANCEMENT PROGRAM, EPSCoR Co-Funding
Primary Program Source:	app-0401  app-0402  app-0403  app-0404
Program Reference Code(s):	9150, 9177, SMET
Program Element Code(s):	730000, 915000
Award Agency Code:	4900
Fund Agency Code:	4900
Assistance Listing Number(s):	47.076

ABSTRACT

This four-year Teacher Enhancement Renewal and Retention project will prepare 180 experienced teachers to be mentors for 360 novice science, mathematics and technology teachers. Over a span of three years each novice teacher will receive a minimum of 150 hours mentoring. The phased mentoring plan has each mentor teacher mentoring one novice teacher the first year, two the second year and three the third year. Mentors are supported by project personnel, their local districts and for travel to professional meetings to participate in the larger professional learning community of mentor teachers. The novice teachers receive the mentoring support plus educational materials and local district support. The project emphasizes a rigorous content-focused professional development (PD) curriculum, dictated in part by hiring practices that employ teachers who have not fully met state licensing standards. PD opportunities will be delivered through summer institutes and statewide conferences. Of the teachers who are supported directly by the project, 180 will serve as district and statewide content mentors for the states of Maine, New Hampshire and Vermont.

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