Professional development experiences should focus on enhancing teachers knowledge of science and mathematics. The content recommended is found in Ohios Model Curricula and in the standards of the National Council of Teachers of Mathematics and of the National Research Council.

Professional development activities should model instructional strategies, such as inquiry, problem-solving, and cooperative grouping that teachers will use with their students. Opportunities to reflect upon and connect with other teachers experiences as part of learning communities are recommended.

Professional development experiences need to be sustained over a period of several weeks with significant contact hours (a minimum of 40 hours is recommended). These experiences may include visits to other teachers classrooms and should always include follow-up activities such as school-based seminars and/or reflection groups.

Standards-based science and mathematics curricula should form the basis of teacher professional development. (See OSI-Discoverys web site for links to reviews of K12 curricula.)

Professional development experiences should emphasize the need to challenge students to construct in-depth understandings of core concepts. They should be designed around the research concerning effective learning and teaching.

When possible, professional development experiences should connect with the professional responsibilities of teachers and be tailored to their level of knowledge, skills, and needs. Choices about the design and content of professional development should draw upon teachers expertise and knowledge.

Professional development experiences should be linked to implementing local curricular frameworks that are aligned with state and national standards in order to improve the teaching of science and mathematics.

Assessment should be integrated into the professional development experience. Assessment should include documenting changes in teaching practice and in student learning.

When appropriate, professional development experiences may include internships in business, industry, or research laboratories that will enhance teachers understanding of mathematical and scientific applications.