Steve Klass, Nadine Bezuk & Jane Gawronski

Slides:



Advertisements
Similar presentations
Improving Teacher Quality State Grants
Advertisements

Delta Sierra Middle School Napa/Solano County Office of Education School Assistance and Intervention Team Monitoring Report #8 – July 2008 Mary Camezon,
PROJECT NEXUS A Title III National Professional Development Program Funded by The Office of English Language Acquisition of the U. S. Department of Education.
Looking Back – Moving Forward CaMSP Learning Network Conference February 27 & 28, 2012.
1 Exploring Rigor in the 2011 MA Curriculum Framework for Mathematics Exploration Activity : Connecting the Standards for Mathematical Practice to the.
Mathematics Learning Communities (MLC) MLC Facilitator Training Overview Regional Science Resource Center Regional Science Resource Center University of.
Rutland High School Technical Review Visit Looking At Results Planning Next Steps Learning About Resources.
“The mathematics preparation of elementary … teachers must be strengthened as one means for improving teachers’ effectiveness in the classroom. … A critical.
DYNAMIC PROFESSIONAL DEVELOPMENT: Strategies to Guide and Assess Teacher Growth Jane Gawronski, Nadine Bezuk, and Steve Klass National Council of Teachers.
1 Facets of Professional Development: One Size Does Not Fit All Nadine Bezuk and Steve Klass CMC-N CAMTE Strand.
Closing the Achievement Gap through Professional Development Partnerships NCTM Kansas City Regional October 2007 Nadine Bezuk, San Diego State University.
1 Facets of Professional Development: One Size Does Not Fit All Nadine Bezuk and Steve Klass CMC-S 2005.
Closing the Gap for Mathematics in Middle School and High School Visionary Leadership for the 21st Century: Closing the Gaps That Matter February 22-24,
Mathematics Specialist Certificate Program - Where are we now? CMC-SS, Session 102 Friday November 5, :30-10:00 am.
Leadership Role in Creating an Effective Mathematics Classroom.
Collaborating for Student Success Using Collaborative Inquiry with Student Teachers to Support Teacher Professional Development Sponsored by Teachers for.
Principles & Standards for School Mathematics & Group Presentation Overview NCTM, 2000.
A Mathematics Specialist Program: Its Structure and Impact on Practicing Elementary Teachers Nadine Bezuk & Susan Nickerson.
1 Building Partnerships Between School Districts and a University to Increase Equity and Access Jane Gawronski, Linda Dye, Karen Payne Aguilar, Tanya Vik.
Compass Schools Program Auburn High School School District Profile One High School One Middle School Four Elementary Schools  96% White  1% Hispanic.
CLASS PROJECT: CAREER PATHWAYS CSD 509J Mid-Year Update.
+ Hybrid Roles in Your School If not now, then when?
Growing Success-Making Connections
Collaborating for Student Success Using Collaborative Inquiry with Student Teachers to Support Teacher Professional Development Sponsored by Teachers for.
DISTRICT IMPROVEMENT PLAN Student Achievement Annual Progress Report Lakewood School District # 306.
Addressing the Pre-service Learning Needs of Education Majors in Math and Science Through Technology
Project P.O.S.T. Preparing Outstanding Science Teachers A Partnership of GCS & UNCG A Partnership of GCS & UNCG.
Philomath School District Board of Directors Work Session May 10, 2012.
Experiences and requirements in teacher professional development: Understanding teacher change Sylvia Linan-Thompson, Ph.D. The University of Texas at.
Cindy M. Walker & Kevin McLeod University of Wisconsin - Milwaukee Based upon work supported by the National Science Foundation Grant No
1 By The Numbers. 2 One of largest programs of its kind at a major research institution Replication is underway at other universities. US Department of.
Differentiating Instruction Professional Development.
SCIENCE AND MATHEMATICS TEACHER INITIATIVE Improving the Undergraduate Pipeline to Math and Science Teaching Credentials Program Overview.
Outreach to Districts and Schools ?Is there a drop down menu with three items, or does it go to a page on outreach, or both?
1 National Council of Supervisors of Mathematics Illustrating the Standards for Mathematical Practice: Getting Started with the Practices Investigations.
Mathematics Teacher Leader Session 1: The National Mathematics Strategy & Modelling Exemplary Teaching 1.
Math Science Partnership Excellence In Mathematics Lanakila Elementary School Honolulu, HI.
Piedmont K-5 Math Adoption May 29, Overview What Elementary Math Looks Like Historical Perspective District Philosophy Process and Criteria Why.
Evaluating the Vermont Mathematics Initiative (VMI) in a Value Added Context H. ‘Bud’ Meyers, Ph.D. College of Education and Social Services University.
Reaching for Excellence in Middle and High School Science Teaching Partnership Cooperative Partners Tennessee Department of Education College of Arts and.
Klein Independent School District Technology Integration Mentor Program Moving from learning to use technology...to using technology to learn Ann McMullan,
1. Principles Equity Curriculum Teaching 3 Assessment Technology Principles The principles describe particular features of high-quality mathematics programs.
Suzanne Hedberg Mathematics Staff Developer Pinellas County Schools FCR-STEM Conference December 2012.
Distributed Leadership for Mathematics Bringing Together District, School, & University Leadership to Support Highly Qualified Teachers University of Wisconsin-Milwaukee.
Welcome to Project PRIME/AFA Day 1 – Project Overview December 14, 2011.
Community Context Series of Community Math Nights Leadership Development for Math Support Team Mathematics Content Courses for K-20 Teachers Ongoing support.
1. Housekeeping Items June 8 th and 9 th put on calendar for 2 nd round of Iowa Core ***Shenandoah participants*** Module 6 training on March 24 th will.
Lessons Learned about Going to Scale with Effective Professional Development Iris R. Weiss Horizon Research, Inc. February 2011.
WORKING TOGETHER TO IMPROVE SCIENCE EDUCATION PRESENTED BY GIBSON & ASSOCIATES A CALIFORNIA MATH AND SCIENCE PARTNERSHIP RESEARCH GRANT WISE II Evaluation.
Administrators Academy August 9, Closing the Achievement Gap.
Empowering a Learning Community Transforming Our Adult Education World NMUSD Adult School Professional Growth Plan Goals: Empower a professional.
Professional Development for High-Poverty Schools Joseph F. Johnson, Jr., Ph.D. MSP Conference January 10, 2007 Phoenix, AZ.
Roles and Responsibilites of the Mentor Teacher Thank you for participating in our Mentor/Mentee Program! Parkway School District Summer 2010.
Professional Development Opportunities for the New Math Standards.
An Urban District Uses Assessment Data to Improve Instruction Astrid Fossum & Sharonda M. Harris Mathematics Teaching Specialists Milwaukee Public Schools.
Learning Sciences International Develops and provides the 21 st Century Teaching & Learning Series for the CFF initiative. Provides the e MBEDDED L EARNING.
SD Math Partnership Project An Overview Marcia Torgrude and Karen Taylor.
Project P.O.S.T. Preparing Outstanding Science Teachers A Partnership of GCS & UNCG A Partnership of GCS & UNCG.
Mathematics Performance Tasks Applying a Program Logic Model to a Professional Development Series California Educational Research Association December.
A Guide to Formative Assessment Astrid Fossum & Sharonda M. Harris, Mathematics Teaching Specialists Milwaukee Public Schools
Online Professional Development within Comprehensive Programs Glenn Kleiman EDC Center for Online Professional Education (COPE)
Past, Present, & Key to our Future. * In 1995 a survey was conducted across DE and it was found that the predominant form of Science Education was textbook.

TPACK & Training Teachers: Preparing Pre-Service Elementary Math Specialists Cheryll E. Crowe, Ph.D Department of Mathematics.
A – Breakout Sessions These breakout sessions are designed to obtain input from Forum participants regarding issues that will inform the MET2 project whose.
Expand Your Online Course Catalogue with a Capacity Building Approach Barbara Treacy, EDC/EdTech Leaders Online Tracy Sanders, South Carolina Virtual School.
Introduction to Math Methods Math Standards. Why can math be fun? Math can be fun because… it can have so much variety in topics. many different ways.
Grades 7 to 12 Math & Science Specialist Talent Management Strategy
Mathematics Specialist Specialization Proposal
PROM/SE: Promoting Rigorous Outcomes in Mathematics and Science Education February, 2006.
Presentation transcript:

Steve Klass, Nadine Bezuk & Jane Gawronski San Diego State University Mathematics Specialist Certificate Program: What Have We Learned? Steve Klass, Nadine Bezuk & Jane Gawronski Session # 109

Mathematics Specialist Certificate Program Overview Mathematics Specialist Certificate Program Goals & Components Impact of the Program on Teachers Lessons Learned

Mathematics Specialist Certificate Program Goals and Components

Why Mathematics Specialists? “Because of the increasing mathematical sophistication of the curriculum in grades 3 - 5, the development of teachers’ expertise is particularly important. Teachers need to understand both the mathematical content for teaching and students’ mathematical thinking.” (NCTM (2000) Principles and Standards, p. 146)

What is the SDSU Mathematics Specialist Certificate Program? University-based program designed to help inservice elementary teachers improve student achievement by enhancing their mathematics teaching.

Goals and Focus of SDSU Program Goal: Improve student mathematics achievement. Focus: Help teachers acquire: deep understanding of the mathematics taught at elementary grades and the skills needed to teach mathematics effectively. Coursework links content and pedagogy to help teachers develop pedagogical content knowledge.

Mathematics Specialist Certificate Program Integrated program taking place over two years; teachers meet for three hours on a weekly basis. Teacher Education Component focusing on effective mathematics instruction, students’ mathematical thinking, and reflecting on practice Mathematics Content Component including number, geometry, algebraic reasoning provides a close look at the content of topics taught at the elementary level *Teachers earn 12 semester units (6 graduate level TE, 6 lower division Mathematics)

Other Program Details Two Options Two-year Program Primary (grades K - 2) Teachers Upper Elementary (grades 3 - 6) Teachers Two-year Program Start with 5 days on SDSU campus Continue with weekly 3-hour afternoon classes at a local elementary school

Integrating Teachers’ Knowledge and Practice “Effective programs of teacher preparation and professional development cannot stop at simply engaging teachers in acquiring knowledge; they must challenge teachers to develop, apply, and analyze that knowledge in the context of their own classrooms so that knowledge and practice are integrated.” (National Research Council (2001), p. 380)

How We Connect Content and Pedagogy Course calendar is interwoven, with TE and Math classes offered on consecutive weeks. Instructors: Plan and debrief classes together. Attend each others’ classes and make connections explicit. Model good teaching (e.g., ELL strategies, facilitating communication in math classroom). Visit the classrooms of the program participants. Contact us for more information about curriculum and course content.

Developing Pedagogical Content Knowledge Examine effective teaching by analyzing video and written cases and readings to develop a vision of effective math classroom. Consider how examining student work informs planning and determining whether instructional goals were met. Emphasize children’s thinking and the teaching practices that support their mathematical development.

Mathematics Specialist Certificate Program Impact of the Program on Teachers

Measuring the Impact of the Program on Teachers Surveyed 71 teachers who completed the program in May 2004. Compared the performance of participating teachers’ students on the California Standards Test with that of all students who took the test.

Changes Reported by Teachers 100% reported having a better understanding of the mathematics they teach. 94% reported their mathematics teaching was better. 87% said that their beliefs about teaching and learning mathematics had changed over the course of the program. - Teachers who reported no changes said the program reinforced their existing beliefs.

Changes Reported by Teachers 90% said their expectations for students related to mathematics had changed. Teachers who did not report a change cited high expectations already for their students. More than 95% identified specific areas of mathematics that they would like to know more about.

Other Findings Teachers are interested in further study in mathematics and math education. 23 teachers out of approximately 90 teachers from the first two years went on to take additional math coursework 7 have enrolled in a Math Ed. Master’s Degree Program at SDSU Many teachers are serving in leadership roles in their school districts.

Nexus With Student Achievement Increased growth in mathematics achievement of students of participating teachers on the California Standards Test (CST): In grade six, the increase in the percent of students scoring at Proficient or Advanced level was 6.48% ; district-wide, sixth grade increase was 4.1%. [Note: CST has 5 performance levels: Advanced, Proficient, Basic, Below Basic, and Far Below Basic] Levels: Advanced, Proficient, Basic, Below Basic, Far Below Basic

Mathematics Specialist Certificate Program Lessons Learned

Lessons Learned Less is More (depth rather than breadth). In-service teachers often need: Support to be reflective, and Examples of what effective practice looks like. Must find balance between support and rigor. Effective pedagogy is more than curriculum training. Two-year program allows time to support teachers as they make changes in practice.

Lessons Learned Incentives are important and encourage teachers to participate: Units, certificate, stipends. Integration of Math and Teacher Education coursework is essential and requires ongoing collaborative planning. Cohort model fosters a sense of learning community among teachers.

One Teacher’s Comments About the MSCP’s Impact on Her Teaching “I feel my knowledge and understanding of mathematics has been expanded to the point where I will never teach math the same again. I know too much about group/partner work, using manipulatives; reflective writing, student-directed teaching, student responsibility. In short, I feel enlightened. I feel I finally understand math.”

Next Steps Developing partnerships with schools Alternative models January start Full release day Self-supporting Contracts with districts Endowment

Center for Research in Mathematics and Science Education Contact Information Center for Research in Mathematics and Science Education Professional Development Collaborative San Diego State University 6475 Alvarado Road, Suite 206 San Diego, CA 92120 Steve Klass Nadine Bezuk Jane Gawronski 619-594-5114 619-594-3971 619-594-3858 sklass@projects.sdsu.edu nbezuk@mail.sdsu.edu jgawronski@projects.sdsu.edu http://pdc.sdsu.edu

References National Council of Teachers of Mathematics (2000). Principles and standards for school mathematics. Reston, VA: Author. National Research Council (2001). Adding it up: Helping children learn mathematics. Kilpatrick, J., Swafford, J. & Findell, B. (Eds.) (2000). Washington, DC: National Academy Press.