To a n s w e r t h e s e qu e s t i o n s w e a r e c o l l e c t i n g s t u d e n t d a t a f r o m a l l t h r e e
cohorts from the North Carolina K–2 Assessments, from a math problem-
based questionnaire, and from preassessments and postassessments of the
Habits of Mind. Reading levels are determined from the K–2 Assessment,
the math questionnaire was designed to specifically help evaluate the
metacognitive levels of students, and special units with rubrics were cre-
ated to assess the progress toward acquiring Habits of Mind. Out of these
assessments of the curriculum units, Habits of Mind are observed in stu-
dents and scored on rubrics for each behavior and reported as progress
toward independent learning and potential for gifted programs.
The professional development model that includes national, state,
and local trainers has been required for all participants and is providing
the data on the impact of the training on principals’ and teachers’ dispo-
sitions and their practices. An Educator Disposition Questionnaire was
administered prior to training and at the end of the 20 days of training, in
addition to several evaluation instruments for professional development
activities and individual interview sessions.
A Buddy System Observational Tool was created as an adaptation of
the Japanese lesson plan study approach, to assist the teachers and prin-
cipals as they observe each other’s classrooms and build a consensus for
developing the environment for the Bright IDEA classroom. This tool
helps to demonstrate how a Bright IDEA classroom deviates from a typi-
cal classroom and promotes teachers’ continual improvement of the learn-
ing environment as they become more adept at teaching their units and
managing their classrooms.
The Bright IDEA design is unique as it focuses on how teacher learn-
ing and the application of new pedagogical knowledge affect the quality
of students’ metacognitive and cognitive skills. Intensive professional
development during the first year and a follow-up, on-site training com-
ponent begin the transformation of each teacher’s disposition. The
research group includes three cohorts of participants from 11 school dis-
tricts with two or three schools in each district. The total participants who
have completed training in the Bright IDEA research-based practices
include 168 K–2 classroom teachers, 28 principals, 11 coordinators for
gifted programs, and 30 instructional specialists and lead gifted teachers.
Habits of Mind in North Carolina 325