Plan

Practical Matters

Begin planning by thinking about the theme of the trip and what teachers will learn, experience, and explore. Review your state standards and identify which standards the professional development will help support. Then research content providers who may be able to help meet these goals. Ideally, reach out to the organizations you wish to visit directly at least four to six months before your trip. Do not leave this step to a tour or bus company! When you contact the content provider, ask to speak to someone in the education department.

Here is a checklist of what content providers need to know about your group to discuss your visit:

About your group:

• What ages/grades do teachers work with? What do they teach (social studies? American history through the Civil War? after the Civil War? civics?)? Do they work with ELL or special education students?
• How many teachers will be participating?
• Do any of the participants have special needs the site should be aware of (i.e. physical limitations, dietary restrictions)
?
• Contact information for the program coordinator at work (mail, email, phone) and while you are in the area (cell phone)

About your visit:

• What themes, topics, or time periods are the focus of the professional development trip?
• What are the top three priorities when visiting a particular site?
• Has the group visited this city/area before?
 If so, what did the group do, see, and experience on the previous visit?
• What other institutions will you visit? What will teachers do there?

• In what ways do you want teachers to work with primary sources?
• What are the possible dates and times of the visit?

• Where will you be staying while in the area?
• What transportation are you using while in the area?
• Is the person who is planning the trip also coming on the trip?

Questions to ask content providers about your proposed visit:

• After briefly explaining the theme of your program, ask what the content provider offers that would work with that theme.
• Ask to receive a schedule of the program. Check to make sure it includes time for breaks and free time.
• How much walking is involved?
• Will the group receive any pre-visit materials to help prepare them for their visit? Does the content provider offer a bibliography? A video? A website?
• What types of experiences should the teachers expect: Will they hear a lecture? Work with primary sources? Take a guided tour?
• Is there time built in for teachers to explore on their own?
• What handouts or other materials are included in the program?
• Is there a fee for the program? Are there admission costs?
• What kinds of historical thinking skills will be modeled during the program? What types of primary source materials will teachers work with?
• Are teaching materials or reproductions related to the program available for purchase?
• Are there any special exhibitions or events that my group can take advantage of?
• Are there any restrictions on cell phones or photographs? Are there restrictions on what visitors can bring into the institution?
• What are the security screening procedures for the institution and what do the teachers need to bring to be prepared?
• Do the content providers offer follow-up materials and communication after the visit? If so, sign up while you’re doing your planning!

When planning your itinerary, use Google Maps to obtain a reliable estimate of real travel times between destinations, including to and from your hotel. Traffic can cause significant delays in urban areas, especially during rush hour and high tourist season. Google Streetview is helpful in locating building entrances, drop off sites, and bus parking/pick-up locations.

Security screenings at some institutions can also impact your schedule, so schedule some extra time for potential delays.

As you call various content providers, share your ideas for your itinerary with them. Many content providers know each other and can work to ensure that they do not duplicate efforts. Many can also recommend who else you might want to speak with as you plan your itinerary.

Do not schedule too many things in a day. There are often many rich, rewarding options but packing in too many leads to exhaustion. It’s easy to become overwhelmed running from site to site and to reach a point of overload where learning stops. For the best experience, plan for no more than two programs per day.

On a related note, provide time each day for teachers to explore on their own.

Think about how each experience builds on the next. Also think about varying the types of activities (lecture, workshop, self-guided experience) so teachers are engaged in varied ways throughout the trip.

If budget or time restricts you from doing a formal program, call the institutions you are planning to visit to see if a self-guided tour is an option. Some institutions cannot accommodate a self-guided group due to security issues, while others need your group to register due to space limitations. Also inquire about the availability of brochures, audio tours, and cell phone tours that can augment a self-guided experience.