The "Learning Activities Inventory" from the University of Delaware was used to establish baseline data in June, 1999, and was administered again to all participants in June, 2000. This inventory establishes frequency of utilization of teaching strategies required to teach standards focused lessons. Data indicated significant increase in the frequency of use of learner centered teaching strategies for each participant. The frequency Baseline data will be gathered each subsequent year to review progress toward performance indicators and benchmarks related to items such as use of journals, portfolios, and 31 other standards focused strategies. Collaboration with content area and methods professors will continue as the pre service model is replicated and evaluated across time. The on-going evaluation plan will include collection of data from content and methods instructors, pre service students, university and public school administrators, classroom teachers, and pre K- 12 students.
        Administrators, content area teachers, methods professors and pre­service teachers collaborated across the year on the redesign of university programs to meet new accreditation reqm.rements. The PDS forum will continue as an arena for collaboration with a focus on professional development at all levels.

        Pre service teachers from SUNY Potsdam worked as partner-teachers with teachers from Massena Central School across the 1999-2000 school year. Pre service teachers participated in activities designed to introduce them to and reinforce the utilization of strategies for a learner-centered classroom. The pre service teachers under the direction of their mentor teachers also assumed responsibility for classroom instruction so that participating teachers could attend workshops and inservice activities related to the grant. Pre service teachers took two classes a day, twice a week, at Massena High School and observed and assisted in the classes of five high school teachers for the first six weeks of the school year. The graduate students then moved from observing classes to designing lessons and teaching under the tutelage of their mentor teacher, who, also, participated in weekly seminars which were taught by a Massena High School teacher and a SUNY Potsdam professor. All participants indicated in their reflective journals and in interviews a high level of satisfaction with these components of the collaboration.
        Another goal of the SUNY Potsdam / Massena collaboration was to create a training module that relies on the use of technology for communication between the university and its pre service teachers. A