This book is intended to be a handbook for implementing three of the components of an integrated professional development program described in the previous chapter. Chapter 3 details a short pre-semester training course, although those departments that are able to commit to a longer pre-semester training pro- gram may use the model provided by Shure, Black, and Shaw [103]. Chapters 4 through 16 are devoted to the weekly in-semester training meetings. Chapter 17 is devoted to class visits and feedback. This chapter explains how to use the rest of the handbook to implement these three components. More detailed advice on running effective meetings is provided in Appendix A. Detailed discussions of implementing an educational issues seminar and using portfolios to integrate a professional development program are not included in this book.

The Orientation Session

Chapter 3 describes a session suitable for introducing new instructors to their mathematics department, and for getting all instructors ready to teach the first week of class. Much of the format of that chapter is similar to the format of Chapters 4 through 15, which detail the twelve in-semester training meetings. Therefore, most of the instructions for using Chapter 3 can be gleaned from those given below.

The Meeting Chapters

This book contains chapters detailing twelve training meetings. Each chapter is divided into the following sections.

Description and Purpose of the Meeting: This is a brief description of the purpose of the meeting, and what is likely to take place if the meeting is run as recommended.