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New Mexico Foundation for Human Rights Projects

Partnership Provides Opportunities for Teachers

The New Mexico Foundation for Human Rights Projects has formed a partnership with KNME TV5/TalNet Cable Channel 28, in which we will mutually assist each other in providing educational opportunities for both students and teachers. 
One of those opportunities for teachers, a project called "TeacherLine," appears below, along with an application form.  Please feel free to call either NMFHRP or our KNME/TalNet partner if you have questions about "TeacherLine."

What Is PBS TeacherLine?

PBS TeacherLine is creating a bold new vision to bring teacher professional development to the Internet for the nation's teachers. Funded by the U.S. Department of Education, TeacherLine is pioneering a new and innovative model for on-demand, high quality, and standards-based teacher professional development using the Internet in the areas of mathematics and technology. It is designed to be adapted to local and state professional teaching standards and integrated into current professional development efforts through local partnerships between public television stations and state departments of education, local education agencies (LEAs), and school districts.

TeacherLine is a unique collaboration powered by the national expertise of the National Council of Teachers of Mathematics (NCTM) and the International Society for Technology in Education (ISTE). Through a network of nationally recognized educational content providers, including universities and other educational organizations, TeacherLine provides content specifically designed to help educators more effectively integrate technology into teaching and learning, improve the teaching and learning of mathematics, and ultimately help educators enhance their teaching to improve student learning.

Why Is TeacherLine Needed?

TeacherLine directly addresses the policy recommendations of three recent high-level studies described below.

          In 1999 the National Commission on Mathematics and Science Teaching for the 21st Century, chaired by John Glenn and appointed by the Secretary of Education, concluded that teacher training is not "simply a matter of preparation; it depends just as much-or even more-upon sustained, high-quality professional development." The Commission recommended the establishment of an ongoing system to improve the quality of mathematics and science teaching in grades K-12.

         In 1999 the Web-based Education Commission, appointed by President Bill Clinton, Education Secretary Richard Riley, and Congress, called for continuous, relevant training and support for teachers, and it called for public-private partnerships to develop more high-quality online educational content.

         The National Research Council, in a study performed at the request of the U.S. Department of Education and the National Science Foundation, concluded that short-term, fragmented professional development has been shown to be ineffective for developing teaching proficiency. It recommended that teacher professional development programs should not only be of high quality, but also sustained and systematically designed and deployed in order to maximize effectiveness.

 At the same time, technology is having an impact on education just as it has at home and in the workplace. Schools have been connected to the Internet at breakneck speed and 98% of schools were connected to the Internet in 2000, according to the National Center for Educational Statistics (NCES). This rapid pace of change has left many teachers struggling to integrate these new technology tools into their teaching and learning. In fact, despite advances in computing and connectivity, the NCES study also shows that only 20% of teachers feel capable of integrating technology into classroom instruction. It is clear that a great gap exists between teachers' access to technology and their comfort using it in the classroom. As mounting evidence links student achievement to teacher quality, flexible professional development programs are more critical than ever before.

 hat Makes TeacherLine Unique?

TeacherLine recognizes that traditional professional development programs can be greatly enhanced with an ongoing, online addition. TeacherLine online professional development opportunities provide educators with the tools they need to create their own professional development plan based on their unique goals and schedules. TeacherLine also recognizes that high-quality teacher professional development:

         Is an ongoing process

         Needs to be aligned with school district goals as well as local, state, and national education standards

         Requires local support and input

         Needs to be available to all teachers when and where they need it and on their own time

TeacherLine Partners

TeacherLine benefits from the unique local partnerships that member stations and local school districts bring to the service. The national Web site offers both unfacilitated and facilitated online professional development, meeting a range of local needs and challenges. Combining local resources with national infrastructure makes TeacherLine a powerful professional development service from urban centers like Prince George's County, Maryland, and San Antonio to outposts in the Mississippi Delta and rural New Hampshire.

A total of 29 local public television stations are partnering with TeacherLine to bring anytime, anywhere online professional development to schools and districts in their local area. Stations and LEAs provide face-to-face TeacherLine training and support educators as they transition to learning online. Local customized Web sites further expand community options as stations and LEAs offer teachers online professional development. More information about how the national staff, stations, and LEAs work together to implement TeacherLine services into local communities is discussed in this training manual.

TeacherLine Professional Development Opportunities

Both the mathematics and technology professional development strands of TeacherLine provide access to a full range of excellent professional development opportunities that stress quality content while creating community, building collaboration and providing flexible choices.

Initially PBS TeacherLine has two strands of professional development: one for teachers of mathematics and one for teachers wanting to integrate technology into their classroom practice. Below are descriptions of two main TeacherLine professional development components: The NCTM Virtual Mathematics Academy and facilitated modules.

TeacherLine/NCTM Virtual Mathematics Academy
PBS TeacherLine and NCTM are collaborating to bring the content of the NCTM Academy Institutes to a Web-based environment. Self-directed and self-paced, the Virtual Mathematics Academy focuses on mathematics instruction and offers professional development opportunities in an online environment designed to enhance learning with high-quality resources. It provides an informal learning environment in which educators can explore the NCTM Principles and Standards for School Mathematics (PSSM) at their own pace. Using video, interactive computer applications, text, audio clips, links, and exemplary resources, the Virtual Mathematics Academy puts mathematics professional development within reach of any teacher.

There are no assignment deadlines in the Virtual Mathematics Academy. Users can complete the activities at their own pace. The first Virtual Academy focuses on the six Principles outlined in PSSM. Educators learn about each of the Principles from equity to assessment; explore their effective use through applets (interactive activities), streaming video, and other activities; design and implement a plan to put the Principles into practice in their own classrooms; and reflect upon the resulting changes. Future sections of the Virtual Mathematics Academy will focus on the ten Standards outlined in PSSM. More information about the NCTM Virtual Academy is discussed in this training manual.

TeacherLine Modules
Formal professional development is available to all educators through TeacherLine competency-based modules that are facilitated "mini-courses" in mathematics, mathematics and technology, and technology. TeacherLine modules illustrate a wealth of technology and mathematics applications and explore pedagogical issues involved in integrating computers into classroom practice. Through streaming video, slides, animations, and applets and with the guidance of trained facilitators, modules present educators with interactive learning opportunities that let them experience new approaches and techniques.

Designed to be adapted to local and state professional teaching and content standards, TeacherLine is easily integrated into professional development efforts. Schools and districts can incorporate TeacherLine offerings into their professional development plans and may customize TeacherLine offerings so that the district can offer teachers continuing education credits (CEUs) or professional development points (PDPs) for completing modules.

The TeacherLine modules are competency-based on the knowledge and skill requirements of the ISTE National Educational Technology Standards (NETS). Additional competencies have been extrapolated from state standards for technology integration in a variety of content areas, and TeacherLine will provide a tool that correlates state and national standards with module content that focuses on the main competency areas. In addition, schools, districts, and state departments of education can use high-quality TeacherLine modules to construct local certificates in mathematics and technology. TeacherLine modules are discussed in-depth later in this training manual.

Flexible Choices and Accessible Options
In order to provide educators with flexibility, TeacherLine offers a variety of ways to access modules, including through stations, local school districts, and colleges or universities. Additionally, TeacherLine provides an environment in which teachers can collaborate directly with other education professionals, comparing their thoughts and work in a supportive online community.

TeacherLine: Your Choice, Your Way
Schools and districts across the nation are adapting TeacherLine to meet local needs. Teachers are targeting professional development that they need and want on their timetable. Local stations are working with LEA partners to deliver TeacherLine in urban and rural schools. TeacherLine is harnessing the power of the Web, building quality content collaborations, making online professional development a reality for PreK-12 teachers in mathematics and technology, and helping educators enhance teaching to improve student learning in America.

TeacherLine Training
TeacherLine training is designed to give stations an in-depth look at TeacherLine, provide them with examples of high-quality TeacherLine content, and explain the roles of the national staff, stations, and LEAs. In this training manual stations will be introduced to the TeacherLine Web site, explore ways to locally implement TeacherLine into their communities, and learn more about the national support services in place to help them accomplish their goals.


Job Description
Online facilitators help learners create a cohesive learning community in which they share ideas, apply their knowledge, give feedback, and make reflections on their work. Through use of effective interactive techniques, facilitators create a friendly and safe environment in which learners can build successful online learning communities. In addition, facilitators establish schedules, set a rhythm to the learning experience, and help learners feel comfortable through the use of appropriate voice and positive interactions. Facilitators must also provide content and technical assistance, monitor and give feedback to learners, conduct assessments, and serve as exemplary TeacherLine representatives.

Principal Responsibilities
Online facilitators help build communication among module learners, provide feedback to the learners, and evaluate and track learner performance during the course of a module.

Ideal online facilitators have the following characteristics:

         ABILITY: Demonstrated ability to teach and use module content with enthusiasm and passion.

         INTEREST: Ongoing interest in furthering personal professional development.

         EXPERIENCE: Experience in with adult (preferably teacher) training and professional development.

         TECHNOLOGY SKILLS: Demonstrated familiarity with and/or an interest in using technology and an ongoing interest in furthering personal professional development via online education.

         TIME: Ability to commit the necessary time needed to facilitate the module.

         SOCIAL SKILLS: Demonstrated welcoming instincts, a personable and social approach, and the ability to effectively handle conflicts.

In addition, online facilitators should have the following qualifications:

         Current teacher certification and at least five years experience teaching at the K-12 level

         Significant professional mentoring experience or experience working with other teachers in adult learning and professional development

         Experience developing and delivering teacher training via the Internet and three or more years experience with curriculum development/instructional design

Educational Requirements Bachelor's degree Master's Degree preferred Math and/or technology experience preferred


 Facilitator Application

 Name ____________________________________________________________


City, State, Zip Code  _______________________________________________

Phone Number  _____________________

Email Address ___________________________

FAX __________________________________


Are you currently teaching?  Yes, ___ No ___ If so, where?  _______________

Are you certified as a teacher in New Mexico?  If so, when does your license expire?

Yes _____  No  ______

Have you explored the TeacherLine Web page at   Yes ___ No ____

Are you able to commit at least 12 weeks, six hours a week, as a facilitator of one on-line module?   (The first 6 weeks will be spent as your training time to become a TeacherLine facilitator at an average of 3 hours per week)  Yes ____  No _____

Are you interested in teaching more than one online module?  Yes ____ No ____

 Professional Background

1.       Please describe your teaching background and how many years of teaching experience you have:

 2.       Do you have a specific area of teaching expertise?

 3.       Please describe your work in professional development?

 4.       Please describe your work/experience in online learning?

 5.       Please describe experience providing technology resources to teachers and students.

Submit Application To:   

 Colleen Keane or Gillian Gonda


1130 University Blvd., NE

Albuquerque, New Mexico  87131

 For more information contact  Colleen Keane at 277-0182 or

Or Gillian Gonda at 277- 8296 or