I’ve been approached by a university science department to “pilot” some instructional materials being developed.  I’ve never done this before. Do you have any questions I should ask to help me decide?
—Carol, Buffalo, New York
As part of outreach efforts, science-related agencies and institutions often develop programs of materials and activities for K–12 classrooms. This is an opportunity to share their resources and expertise with teachers and students. If the organization needs input from the K–12 learning environment, teachers are often asked to pilot or field-test the materials and strategies with their students, so the developers can determine how the program operates in a real classroom setting. Some grants recommend (or even require) this field testing.
From the developer’s perspective, feedback from teachers and students is essential in making the final product relevant and appropriate. From the teacher’s perspective, it’s a chance to access new materials and updated content. It’s also a way to establish professional relationships that may lead to future opportunities.
But this requires work by the teacher. You may have to alter your course outline to accommodate the developer’s timeline. You may have to participate in training or preliminary webinars and submit feedback documents. So I would ask a few questions:

• What content and skills are being addressed by the program? The program should be worth the time you spend field-testing it.  You should be able to align the concepts and skills with your state standards or the local science curriculum for your subject and grade level. If the program doesn’t complement or supplement your course or is inappropriate for your students, it’s wise to decline (or recommend another teacher or class).

• What is the scope of the program? Will you examine and use supplementary resources, or will you implement a complete unit of instruction, with learning goals, class activities, lab investigations, print materials, software or web-based applications, and assessments?

• What is the time frame? How much class time does the developer estimate will you need? Will you have any input or flexibility on when the field test will take place? Would you be able to incorporate it within an existing unit of your course or add it at the end of the course as a supplement?

• Does your school or district have guidelines or a policy about these collaborations? In some districts, teachers can sign-up for these collaborations without prior approval; in others, the administration screens all requests to determine which are appropriate. If the field test requires site visits by the developers, be sure to inform your principal of the purpose and dates. Your district may also want to feature your work in a newsletter or on the website.

• Is parental permission required? If the program materials and instruction are similar to what you ordinarily do in the classroom, parental permission might not be necessary (ask your principal). A university, however, may require a “human subjects” release form, signed by parents. If the developer produces any photographs or videos involving students, signed release forms should be on file. For students who do not have permission to participate, you will need alternative activities.

• Does the field test include lab investigations that require specific materials? What technology is needed? In some cases, the developer will provide appropriate lab equipment and technology, as a loan or as part of your compensation. Ask your principal, department head, or technology coordinator to assist.

• What is the role of the teacher? Are you expected to deliver and evaluate the instruction? Will there be any meetings or training prior to the field test to help you become familiar with the program? What type of feedback are you expected to provide (such as completing a rubric or participating in an interview)? After the field test and revisions, the developers often publish articles about their program. The program may be introduced at conferences. You could ask about being a co-author of an article or a conference co-presenter. These are appropriate additions to your professional vita.

• What student evidence is required? Some projects use pre- and posttests to determine student learning. Surveys or focus groups might also be used for student feedback. You may be asked for examples of student work.

You should expect some type of compensation for your efforts. Developers may offer a monetary stipend for teachers, especially if afterschool planning and reporting is required. If special training is involved, professional development hours or graduate credits might be awarded. Some developers “reward” the piloting schools with lab equipment or other technologies. Although you’ll appreciate these compensations, the real value will be in new opportunities for collaboration in teaching and learning. The connections you make can lead to other opportunities for you and your students, such as internships, borrowing specialized equipment, field trips, mentoring, and future projects.
Photo: http://www.flickr.com/photos/photolibraries/4496317336/