AURORA UNIVERSITY IMSP PROGRAM IMPACT David Abler, Hans Beck, Dorothea Chianakas, Jane Davis, Lora de Lacey, Sherry Eagle, Joan Fee, Carolyn Kerkla, Saib Othman, Chetna Patel February 8, 2011 Superintendent Presentation

IMSP PROGRAMS AT AURORA UNIVERSITY MASTER OF ARTS IN TEACHER LEADERSHIP (M.A.T.L.) Elementary Teachers of Mathematics and Science Middle and High School Teachers of Mathematics Middle and High School Teachers of Life Science SUMMER WORKSHOP/INSTITUTES Mathematics Physical Science Elementary Mathematics (graduate credit)

PUBLIC SCHOOL DISTRICT COLLABORATION East Aurora School District 131 Carpentersville Community Unit School District 300 Downers Grove Indian Prairie School District 204

COMMUNITY COLLABORATION Community partners contributed to content design and delivery and provided internship opportunities. Challenger Space Center for Space Science Education DuPage Children’s Museum Illinois Mathematics and Science Academy Packer Engineering Center for Applications Based Learning Robert Crown Health Education Center SciTech Hands On Museum

IMPACT ON PARTNERS Achieve missions of not-for-profit organizations “to promote, organize, support and conduct experience-based learning opportunities, to further interest and knowledge in science, engineering and technology” - Packer Engineering CABL Mission Statement Increased knowledge of P-20 educators Expanded network of people who are supportive and proactive in STEM education Expanded workforce development initiative Developed a capacity to train educators

IMPACT ON FUTURE TEACHER LEADERS Teacher Leadership endorsement Increased leadership roles within their district Expanded skills and knowledge in multiple areas Fulfills state requirement of five-year professional development plan

PROGRAM HIGHLIGHTS Seminars for the participants Internships Action Research

PROGRAM BENCHMARKS Content Knowledge Instructional Resources Teaching Strategies Classroom Technology

M.A.T.L. – Elementary Mathematics and Science 2009–2010 DTAMS – Diagnostic Teacher Assessment of Mathematics and Science *DTAMS Effect Size, d = 1.39 (“considerably significant” level) **DTAMS Effect Size, d = 1.30 (“considerably significant” level) ***ISAT Effect Size, d = 1.05 (“considerably significant” level) Meta-Analysts: Yuan Hong, Rutgers University; Jimmy de la Torre, Rutgers University Mean Growth in Teacher Content KnowledgeMean Growth in Student Achievement

M.A.T.L. – Mathematics 2009–2010 DTAMS – Diagnostic Teacher Assessment of Mathematics and Science *DTAMS Effect Size, d = 0.97 (“considerably significant” level) **Diagnostic Test in Calculus Readiness Effect Size, d = 1.34 (“considerably significant” level) Meta-Analysts: Yuan Hong, Rutgers University; Jimmy de la Torre, Rutgers University Mean Growth in Teacher Content KnowledgeMean Growth in Student Achievement

M.A.T.L. – Life Science 2009–2010 *Biochemistry Effect Size, d = 1.70 (“considerably significant” level) **VNOS – Views of Nature of Science VNOS Effect Size, d =.45 (“significant” level) Meta-Analysts: Yuan Hong, Rutgers University; Jimmy de la Torre, Rutgers University Mean Growth in Teacher Content KnowledgeMean Growth in Student Achievement

WIP I – MS/HS Mathematics 2009–2010 *DTAMS – Diagnostic Teacher Assessment of Mathematics and Science **ISAT Effect Size, d = 0.94 (“considerably significant” level) Meta-Analysts: Yuan Hong, Rutgers University; Jimmy de la Torre, Rutgers University Mean Growth in Teacher Content KnowledgeMean Growth in Student Achievement

WIP I – MS/HS Physical Science 2009–2010 *DTAMS – Diagnostic Teacher Assessment of Mathematics and Science **ISAT Math reported because ISAT science data not available ISAT Effect Size, d = 0.34 (“minimally significant” level) Meta-Analysts: Yuan Hong, Rutgers University; Jimmy de la Torre, Rutgers University Mean Growth in Teacher Content KnowledgeMean Growth in Student Achievement

WIP II – Elementary Mathematics /Science 2010 DTAMS – Diagnostic Teacher Assessment of Mathematics and Science *Individual scores show that 7 of 11 teacher-participants showed gains in pedagogical content knowledge **Individual scores show that 12 of 12 teacher-participants showed gains in pedagogical content knowledge Student pre- and post-data will be available Fall 2011 Mean Growth in Teacher Content Knowledge

IMPACT ON AURORA UNIVERSITY FACULTY –State-of-the-art educational technology –Opportunities for faculty to present nationally –Trained faculty in STEM education and assessment ADMINISTRATION –Increased awareness and support of mathematics and science education across campus –Support of external funding opportunities and partnerships –Internal collaborations between colleges

PROGRAM ACHIEVEMENTS Based on State of Illinois evaluation: Top-Rated (transformative) in five categories –Partnership composition –Organizational structure –Action plan and operational guidelines –Partnership quality –Sustainability Highly-Rated (developing) in two categories –Performance and outcomes –Local evaluation implementation