eMINTS Comprehensive Professional Development Program
About the Intervention
eMINTS (Enhancing Missouri's Instructional Networked Teaching Strategies) Comprehensive is a two-year professional development program for middle school teachers (Grades 7-8) in high-poverty rural Missouri schools. The program provides approximately 240 hours of professional development spanning two years, including 26 formal professional development sessions in Year 1 (126 hours) and 20 sessions in Year 2 (88 hours), plus 9-10 monthly in-classroom coaching visits per year (approximately 14 hours total). Teachers learn to implement four research-based components: inquiry-based learning, high-quality lesson design, community of learners, and technology integration. The program includes technology equipment (1:1 student-to-laptop ratio, interactive whiteboards, teacher laptops, digital cameras, scanners/printers), technology infrastructure upgrades, and online access to curriculum materials. Principals receive 12 hours of professional development over two years, and technology coordinators receive training through WebEx sessions. An optional third year adds Intel® Teach Elements courses (30 hours online plus 12 hours face-to-face) to further enhance technology integration and inquiry-based learning.
Statistical Findings
No effect: on mathematics achievement
No effect: on communication arts achievement
No effect: on 21st century learning skills
No effect: on student engagement
Positive effect: on teacher technology integration (survey)
Positive effect: on teacher inquiry-based learning (observation)
Positive effect: on teacher technology integration (observation)
No effect: on teacher community of learners (survey)
No effect: on teacher inquiry-based learning (survey)
No effect: on teacher high-quality lesson design (survey)
No effect: on teacher community of learners (observation)
More Intervention Details
Focus Areas
Economically DisadvantagedPrograms & Services
General Education, Teacher Professional Development / MentoringDelivery Methods
Face-to-Face, Online – AsynchronousDisability Support
N/ATarget Groups
Student(s), Teachers/Instructional Teams, Non-Instructional School Personnel, Schoolwide PolicyCitation
Brandt, C., Meyers, C. & Molefe, A. (2013). The Impact of eMINTS Professional Development on Teacher Instruction and Student Achievement: Year 1 Report (The_Impact_of_eMINTS_Professional_Development_on_Teacher_Instruction_and_Student_Achievement_Year_1_Report_January_2013). ERIC.
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