The Successful Partnership Enhancement Program (PEP) Model in Appalachian Schools

Authors: Dr. Wimberly Royster, Dr. John Yopp, Dr. Harold Peach, Barbara Shoemaker

The PEP program is an effective K12-IHE engagement model for mathematics and science education reform because:

1. K-12 mathematics and science teachers, and school and district administrators, can effectively identify the specific deficiencies and needs that contribute to a lack of targeted teacher professional development, which will lead to improved student achievement.
2. The specific deficiencies and professional development needs identified by the teachers at the local and individual school level vary from school to school and district to district in the same region of rural central Appalachia, requiring specific and differential intervention strategies.
3. Teachers are more willing to be engaged partners with IHE faculty in a program that recognizes their professionalism and provides a "voice" and distributed leadership role in the resultant intervention than in an imposed, top-down approach.
4. The IHE content faculty engagement is effective in increasing their knowledge and appreciation of the K-12 environment and culture and leads to changes in their approaches to teaching pre-service teachers.

Alone and in combination with other AMSP programs, PEPs have been shown to be successful in addressing locally specific teacher professional development needs and increasing mathematics and science achievement of the students.