good teaching is central to student success (Kaycock, Reeves)
	transformation from entry level use to independent user took years (ACOT)
	reflection time is central to developing teacher habits (Cuban, Darling-Hammond)

	good teaching is central to effective technology use.
	traditional staff development venues produced traditional results.
	teaching skills out of context is not effective model for learning technology.
	external incentive is a quick burning fuel.
	shallow sub pool with high demands for 3-R training limits training resources.
	behind the class model worked.
	student-driven projects benefit students more than computer-driven activities.
	a technology expert didn't imply a teaching expert.

	TLC seed money to lower student-computer ratio in under performing 4-8 cluster schools.
	1-year teacher commitment in cluster schools (professional track).
	3-year teacher commitment district-wide (graduate track).

	grow a practicing community requires personal commitment and  an extended period of time.
	expected performance bar was set significantly higher than traditional  staff development venues.
	sets up a long term intrinsic and external reward system.
	assessment data is purer.
	client-centered rather than program driven.
	core beliefs about teaching and learning are refashioned.

	conflict of interest between district and participant
	IHE goals not synchronized with district goals
	personal Cost time - over 540 hours treasure - $5,400 to complete the program talent - volunteerism demand greatly increases

	synergistic learning
	diverse points of view
	familiarity sponsors personal risk taking
	culture change

	book studies Growing up Digital by Don Tapscott (1999) Teaching with the Brain in Mind by Eric Jensen (2000) Teaching with Technology by Sandhotz, Ringstaff, Dwyer (2000) Constructivist Approach to Classroom Learning by (2000) With Portfolio in Hand by Nona Lyons (2001)
	article reviews - online listserve Converge Technology & Learning
	pizza meetings - professional discourse.
	online courses through Classroom Connect CU

	Cognitive Coaching training - Bill Baker
	CVCUE conference speaker - Visalia in the fall, Fresno in the spring
	technology consultant at each site - tech planning, staff training,  program evaluation

	modeling the constructivist approach throughout pathway
	cadre nurturing with face-to-face meetings
	careful transition from face-to-face to online venues
	advanced degree carrot
	equipment to fuel the growth

	clarify the personal cost
	focus on one cohort at a time
	begin with a portfolio class
	hire an evaluator
	insist on administrator participation

	Re-packaging of the traditional Project/Thesis
	Professional Portfolio based on work outlined by Dr. Hellen Barret
	CSTP frame with a 12-month process
	Monthly sharpening sessions

	TLC Grant paid - $4,500 per teacher (30) for three years of IHE instruction
	District paid - $400 in books, software, and supplies per teacher
	Teacher paid - $140 per unit x 36 units = $5,040 per teacher

Quantitative student participation in technology related activities  increased 150% during the life of the project computer use in the classroom by target teachers for instructional  purposes rose 50% first year, 70% second year, 30% third year computer use by students in target classrooms rose 5% first year,  50% second year, 70% year. API growth targets for all four target schools were met and  exceeded due in part to project VISTAS.

Qualitative - teachers report student engagement on content specific  subjects increased, parent interest in student work increased, teacher  comfort level with technology support lessons greatly decreased.

	sustainable benefits for the district - pool of strong teachers who reflect district goals. for the site - ongoing teacher leadership as school becomes digital. for the teacher - increased opportunities to serve in a paid capacity at the site, district, county, and university training events. for the student - engagement.
	what's next for the district - begin a 2nd masters cohort. for the site - use new leadership to develop a professional track. for the teacher - lifelong learning, open doors to walk through. for the student - author their own learning.