In order for people to learn effectively, they must be ready to learn. The teachers and staff that you want to involve in this project need to have enough information about the project to be intrigued or motivated to make the necessary time commitment. Whether participation in this project is voluntary (highly recommended) or required, the way in which you initially engage them in thinking and talking about the project's purposes, requirements and benefits will significantly influence its success (and yours!).

Clear and accurate information about the nature of the project (inquiry-based, technology-related, focused on student learning and portfolio assessment, etc.) should be communicated along with timeframes (number of meetings, when meetings will take place, likely time commitment between meetings, etc.) This can be done briefly and should not overload potential participants with information. A short letter and/or flyer will suffice. (You may want to send along one or two short articles or share a Web site with them.) The project could be briefly introduced at a faculty meeting and flyers and applications handed out there. (link to one method) Further details and more information can be given in the early stages of the project.

Most importantly, tell potential participants "what's in it for them." How will it help them in their classrooms with their students and with other aspects of their work? Research tells us that this is one of the biggest motivations for educators, and we are well aware that intrinsic motivation usually produces the best and longest-lasting results. This is not to say that offering other incentives is unnecessary. Educators are extremely busy people with many different priorities competing for their time and attention. How will you make this project stand out from the rest?

One obvious incentive is a monetary one. You may offer a stipend directly to the participant or you may give a sum of money to be spent on classroom technology.

• University credit or Continuing Renewal Units (IUSB syllabus)

• All expenses paid to attend technology and learning conferences (ICE, NSBA, NECC) or to workshops on Collaborative Inquiry, Action Research, Portfolio Assessment etc.

• Release-time to meet and collaborate with other project participants or to work on their own inquiry (a substitute for 3 different days during the year, a ½-day each month, etc.)

• A particular piece of technology, software, or other resource for their classroom (a digital camera, a new computer, a projection device, a laptop for their own use, etc.)

• Subscriptions to important publications (Learning and Leading With Technology, Technology and Learning, Educational Leadership, The Kappan)

Perhaps, ideally, you will honor/recognize their participation with an extrinsic reward as well as appeal to their intrinsic motivation system. It is even better if your design has the potential to make a long-term impact on the support system. For instance, you may set precedent and demonstrate the return on investment to the school or school district when you create time for teachers to observe each other's classrooms, team teach, peer coach or engage in reflective dialogue.

Educators are individuals with a wide array of differences in learning and working styles, skills, dispositions, and motivations. Don't fall into the "one-size-fits-all" trap when designing your project or in delivering preliminary information. Consider ways to engage a wide variety of people in the project.