Category: Uncategorized

  • From Our Alums: The Power of Place

    2016 Monticello Teacher Institute alumnus Kenny Blum, a library media specialist at Oak Grove Elementary School in Peachtree City, Georgia, wrote a post for the National Council for History Education on their blog,  History Matters, about his time at the Monticello Teacher Institute. Kenny noticed anecdotally a key aspect of what the research has revealed […]

  • Come See Us at AAM!

    We are headed to the American Alliance of Museums Annual Meeting in New Orleans, Louisiana next week! Come meet up with members of the project team, with two key opportunities We will be facilitating an open forum session on Wednesday, May 22 at 11am-12pm CDT,  entitled Museum Educators as Teacher Educators: Research and Reflections on […]

  • How the Q-sort Evaluation Shifted our Thinking about Teacher Professional Development: Four Big Take-Aways

    Mystic Seaport Museum in Mystic, Connecticut employed the Q-sort evaluation tool in 2017 and 2018 with two summer professional development programs for teachers: the Connecticut Teachers of the Year Program (TOY) and our Mystic Seaport for Educators Summer Fellowship Program. In this blog post, Krystal Rose, Manager of Digital & Primary Source Education at Mystic […]

  • In The Literature: Journal of Museum Education

    Findings from our first year of data collection at Monticello was published this summer in the Journal of Museum Education, which we’ve made available to you via open access.  As a journal written for practitioners by practitioners, this is the perfect venue for sharing with our fellow museum educators. Take a look to see: How […]

  • Calling Museum Educators: Your Input Needed

    After three years of researching ‘how does teacher education provided by historic sites affect teachers’ professional growth?’ we have an enormous amount of data that the research team is still processing. Initial findings suggest implications for program evaluation, the individual programs, how teachers interact with difficult history, and more.  However, it is our goal to […]

  • Factor 3: A Focus on Learning from Peers On-Site

    Factor 3 can be characterized as having a Monticello-Learning from Peers/Colleagues focus. This is the largest factor, consisting of nine participants prior to the Institute, and a total of eleven participants afterwards, with eight remaining constant, creating a fairly stable group. While it is not exclusive, one of the interesting aspects about the individuals who […]

  • Tacos & Next Steps: Staff Reactions to the Initial Findings

    As we, the Monticello Teacher Institute staff, read the factor descriptions and talked to the research team, we knew that some time and thought would be required to make actionable meaning of the initial findings. So, we ordered our favorite local tacos and called a lunch meeting to figure out “what’s next?” For the Monticello […]

  • Factor 2: A Focus on Learning from the Experts

    Factor 2 can be characterized as having a Monticello-Learning from Experts focus. This is the smallest and most stable grouping, comprised of three teachers at the beginning of the Institute, and three afterwards, with two teachers remaining on the factor throughout. These teachers were characterized by statements that emphasized the value of working with the […]