This Handbook assumes that those involved in professional development programs realize that they teach more by how they teach than by what they teach. The decision about how time is spent is part of that teaching. Since we are recommending a relatively short program, decisions about how time is spent are especially important.
Our program included spring Saturdays, a 3-week summer institute, academic year meetings, and a 1-week follow-up summer institute. We have also offered the program as a one-week summer program with some academic year follow-up and a two-week summer program and are planning a academic-year only afternoon/evening workshop series. All shortened programs reduced the number of plenary activities - concentrating instead on the Research Community experience. One week programs were too short; they served as an excellent introduction but would have been strengthened by more time the first summer or an additional week the second summer.
Scholars have continued to emphasize the importance of "continuing the conversation." They stress the importance of call-back meetings in providing them with an opportunity to be inspired by the work of their colleagues, to refine some of their own classroom activities, and to become more confident in working with colleagues in their own school. In fact, every major evaluation questionnaire asks Scholars to list the most valuable resources; the most commonly listed resource is always "the other Scholars." In planning these activities, you can assume that a few summer participants will drop out (moving to jobs outside the area, transferring to different positions within their system, personal and family illness). The Partnership usually has 1 out of every 20 participants drop out during the follow-up year.
We have included details of the NSF/5C5E Program Schedule.