Report to CAMTE from a community college math faculty member I.(Why me?) II.Beyond Crossroads III.CSU-CCC MOU.

Slides:



Advertisements
Similar presentations
[Imagine School at North Port] Oral Exit Report Quality Assurance Review Team School Accreditation.
Advertisements

Assessment: A Mirror with 2 Faces Accountability Reflective Practice.
Report to the KSD Board June 9, Provide Kent School District the necessary guidance and assistance to create an equitable, academically enriching,
National Academy of Engineering of the National Academies 1 Phase II: Educating the 2020 Engineer Phase II: Adapting Engineering Education to the New Century...
The Common Core State Standards: Opportunities and Challenges for the Mathematical Education of Teachers.
Board of Regents of the University System of Georgia P-16 Initiatives Jan Kettlewell July 13, 2007
January 2014 Information and Opportunities to Practice for Parents, Students and the Community.
World’s Largest Educational Community
Strategic Planning College Division Biology Department.
Getting Organized for the Transition to the Common Core What You Need to Know.
Pre-engineering Education Collaborative: Providing for the Education of American Indian Engineers A Collaboration between: College of Menominee Nation.
Strategic Plan Prepared by Melissa Druckrey and Jama Lumumba Jackson State University Division of Library and Information Resources.
Chronology of the History and Social Science Standards of Learning.
Dr. Judith Marwick, Provost, Harper College
Welcome to… Elgin Community College Mathematics Professional Day February 2, 2007.
President’s Cabinet April 12,  Process review  The “why” for the plan  The draft plan  Q & A  Implementation.
Diversity Assessment and Planning with members of the October 14, 2005.
Linda Nickel EPSB Project Specialist 1.
Leadership Role in Creating an Effective Mathematics Classroom.
ITEC 7445: EMERGING TECHNOLOGY EMILY TOMS NOVEMBER 12, 2012
+ Hybrid Roles in Your School If not now, then when?
College of Basic and Applied Sciences Advising/Retention Report.
DISTRICT IMPROVEMENT PLAN Student Achievement Annual Progress Report Lakewood School District # 306.
ASCCC Leadership Institute 2006 Intersegmental Efforts to Facilitate Student Transfer Jane Patton Michelle Pilati.
Project P.O.S.T. Preparing Outstanding Science Teachers A Partnership of GCS & UNCG A Partnership of GCS & UNCG.
Strategies for Success CMC^3 December 2009 Lynn Marecek MaryAnne Anthony Santa Ana College.
Technology Leadership
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.
Engaging the Arts and Sciences at the University of Kentucky Working Together to Prepare Quality Educators.
SCIENCE AND MATHEMATICS TEACHER INITIATIVE Improving the Undergraduate Pipeline to Math and Science Teaching Credentials Program Overview.
Curriculum Development Section NExT Southern California Nevada MAA Meeting CSU Channel Island October 8, 2005 Magnhild Lien CSU Northridge.
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?
Technology Standards in Teacher Education Proficiencies and Assessment Ellen Hoffman Eastern Michigan University MDE Workshop October 10, 2003.
California County Superintendents Arts Initiative CCESSA Statewide initiative launched in 2006 The William and Flora Hewlett Foundation “CCSESA urges every.
West Virginia University Academic Innovation Next Generation Mathematics Communities of Practice Greg Strimel.
Embracing Math Standards: Our Journey and Beyond 2008.
Southern Regional Education Board HSTW A Vision for School Reform A Vision for Reform: Join Academic and Career Studies to Promote Powerful Learning Skills.
2007 Strengthening Student Success Conference, San Jose Dr. Jack Friedlander Executive Vice President, Educational Programs Santa Barbara City College.
NSF IGERT proposals Yang Zhao Department of Electrical and Computer Engineering Wayne State University.
RAJEE AMARASINGHE CSU FRESNO Institutionalization Changes in Policy and Practice Among Partners.
SACS-CASI Southern Association of Colleges and Schools Council on Accreditation and School Improvement FAMU DRS – QAR Quality Assurance Review April 27-28,
Preparing and Evaluating 21 st Century Faculty Aligning Expectations, Competencies and Rewards The NACU Teagle Grant Nancy Hensel, NACU Rick Gillman, Valporaiso.
Teaching to the Standard in Science Education By: Jennifer Grzelak & Bonnie Middleton.
Distinguished Educator Initiative. 2 Mission Statement The Mission of the Distinguished Educator is to build capacity in school districts to enable students.
TECHNOLOGY USE PLAN INFORMATIONAL LETTER: 7 POLICY CODE: IJND Technology Planning Guidelines July 26, 2002.
Factors Influencing Preparation in Mathematics for Selective Admission to College in High Schools with Low College-going Rates Faith G. Paul Student Affairs.
Illinois Community College BoardIllinois State Board of Education Programs of Study Self-Assessment: Starting the Journey on the Right Foot February 4,
ENGAGING FACULTY IN REFORM / MARCH 4, COMMUNITY COLLEGE RESEARCH CENTER MARCH 4, 2014 Building Buy-in, Supporting Instructional Improvement Susan.
Information Literacy: Assessing Your Instruction Texas Library Association District 10 Fall Workshop October 15, 2005 Michelle Millet Information Literacy.
Leading Beyond the Institution: Graduates as Learners, Leaders, and Scholarly Practitioners Drs. Ron Zambo, Debby Zambo, Ray R. Buss.
SUBMITTED TO THE HIGHER LEARNING COMMISSION OF THE NORTH CENTRAL ASSOCIATION OF COLLEGES AND SCHOOLS MAY 2010 Progress Report on Outcomes Assessment.
NOVA Evaluation Report Presented by: Dr. Dennis Sunal.
Planning for School Implementation. Choice Programs Requires both district and school level coordination roles The district office establishes guidelines,
SACS/CASI District Accreditation  January 2007  April 2007  May 2007  January – April 2008  Board Approval for Pursuit of District Accreditation.
Student Success  What is it?  How can we assess it?  Whose responsibility is it?  What role do you play?
About District Accreditation Mrs. Sanchez & Mrs. Bethell Rickards Middle School
Quality Assurance Review Team Oral Exit Report School Accreditation Sugar Grove Elementary September 29, 2010.
Bridging the Gap through the Power of Data Project Lori Rubino-Hare, June 27, 2012.
Cal Poly Pomona University Strategic Plan 2011 ‐ 2015 Partial Assessment of Progress Presented to the University Strategic Planning Committee (USPC) 12/4/2014.
Perkins End of Year Evaluation Guilford Technical Community College.
1 Embracing Math Standards: Our Journey and Beyond 2008.
Key features of the first draft
Learning Without Borders: From Programs to Curricula
Departmental Actions Teams Panel Discussion
Redesigning College Teaching at Sacramento State University
D Adapted from: Kaplan & Norton The YCCD District Mission, Vision, Values & Goals are Foundational to College Planning. All College EMP work aligns.
Project Goals and Institutional Goals
Action Plans Your teaching – individual
The CCPS Strategic Plan
SLOs, Curriculum, and Other Things that Shape Your Classroom
Presentation transcript:

Report to CAMTE from a community college math faculty member I.(Why me?) II.Beyond Crossroads III.CSU-CCC MOU

I.(Why me?)  Chair, MAA Committee on Technologies in Mathematics Education  Associate editor, Journal of Online Mathematics and its Applications  Consultant, Project NExT and Project ACCCESS  Writing team member, UCLA's Math Content Program for Teachers  Past committee member in CSUN's Teachers for a New Era initiative  Implementation coordinator, Beyond Crossroads

Beyond Crossroads Implementing Mathematics Standards in the First Two Years of College

Why Revisit the 1995 Crossroads? New Technologies Are Changing How and What We Teach –Calculators –Computers –Distance Learning New Challenges Abound and Other Challenges Remain –Reform Efforts–Increasing Use Of Adjunct Faculty –Equity–Connections To Other Disciplines and –Gender Institutions –Under-Represented Groups– Dual Enrollment –Professional Development–Affect Management Recent Research and Advances in the Theory of Teaching and Learning of Mathematics Have Occurred New Emphases Are Emerging –Quantitative Literacy – Learning And Teaching Styles –Teacher Preparation – Classroom Research –Assessment

Beyond Crossroads includes: Rationale and process for embracing change in mathematics programs of two year colleges Basic principles Five implementation standards Involvement of stakeholders From vision to reality

Beyond Crossroads: Rationale In , 53% of all US undergraduate students were enrolled in 2-year colleges. One third of 2-year college students were minority (black, native American, Asian/Pacific Islander, Hispanic). In 2005, 2-year colleges served 10.1 million students, 6.6 million in credit classes.

Beyond Crossroads: Rationale 32% took arithmetic. 43% took pre-algebra. In 2004, CSUN found that 51% of their students in the “math for teachers” course had begun at two- year schools. Of these students... 52% took beginning algebra. 56% took intermediate algebra.

Beyond Crossroads: Basic Guiding Principles Assessment with the goal of improving student learning and instruction Broadening of students’ options in educational and career choices Providing equity and access to high quality mathematics instruction for all students

Basic Principles (cont’d) Including innovation in the teaching of mathematics as a component of programs Providing a classroom environment that facilitates active student involvement in learning Weaving quantitative literacy throughout all courses and programs

Demonstrating relevance in the mathematics that students study Employing research-guided instructional practices Including technology as a feature of mathematics teaching and learning Basic Principles (cont’d)

The Implementation Cycle of Beyond Crossroads A six-step implementation cycle is presented in this new document as a model for making change and improvements in a component of mathematics education. In an effort to facilitate the sometimes overwhelming process of change, it provides a step-by-step process for continuous improvement.

The Implementation Cycle of Beyond Crossroads

The Implementation Standards Chapters 4-8 Student Learning and the Learning Environment Assessment of Student Learning Curriculum and Program Development Instruction Professionalism

Each chapter Starts with the Implementation Standard Includes Implementation Recommendations May include student expectations Includes faculty, departmental, institutional actions to support each recommendation Includes rationale, tables and charts in support of the material

Ch 4 - Student Learning and the Learning Environment Implementation Standard Mathematics faculty and their institutions will create an environment that optimizes the learning of mathematics for all students.

Ch 5 - Assessment of Student Learning Implementation Standard Mathematics faculty will use results from the ongoing assessment of student learning of mathematics to improve curriculum, materials, and teaching methods.

Ch 6 - Curriculum and Program Development Implementation Standard Mathematics departments will develop, implement, assess, and revise courses, course sequences, and programs to help students attain a higher level of quantitative literacy and achieve their academic and career goals.

Ch 7 - Instruction Implementation Standard Mathematics faculty will use a variety of teaching strategies that reflect the results of research to enhance student learning.

Ch 8 - Professionalism Implementation Standard Institutions will hire qualified mathematics faculty, and these faculty will engage in ongoing professional development and service.

Ch 9 - Involvement of Stakeholders Provides insight into identifying stakeholders, the importance of their involvement, and ideas on how to include them in the planning and revision of programs and educational facilities for the benefit of students and the community.

Ch 9 - Involvement of Stakeholders

Ch 10 - Moving from Vision to Reality From the 1995 Crossroads document We believe this standards-based reform effort will provide all students with a more engaging and valuable learning experience. Our students deserve no less; our nation requires no less; and we must demand no less of ourselves.

For additional information… The printed document The AMATYC web site, Electronic resources - a work in progress –Quantitative Literacy –Assessment –The Outreach Kit –Beyond Crossroads Live!

III. The CSU-CCC MOU 19 October 2006 “CSU and CCC will collaborate in publicizing the significant need for mathematics and science teachers in California and the opportunity to complete an articulated program of preparation that begins with lower-division preparation at the community college and is completed at the CSU...”

Where we are: CSU math chairs created lists of courses that would articulate with CCCs in the Lower Division Transfer Patterns (LDTP) relevant for teaching. Pierce College has historically had strong connections with CSUN. Pierce Educators Prep Program (PEPP) already aligned much of the teacher prep curriculum between Pierce and CSUN.

BUT... PEPP, which had more than 500 prospective teachers at Pierce, was terminated when faculty member Larry Andre’s grant funds ended. Only adjunct Pierce math faculty teach the “math for teachers” course. No one at Pierce outside the math department has even heard about the MOU.

Where we are (cont'd) Our VP of academic affairs has not answered my questions about the MOU, and it appears that no one else knows if anything is being done to promote the MOU. No Pierce faculty or administrator currently has any responsibility to encourage, recruit, organize, or otherwise aid prospective teachers. The CCC Teacher Preparation Pipeline RFA was rescinded.

Where we are (cont'd) Pierce may be atypical for a CCC!

Final thoughts Community colleges already play a significant role in the preparation of teachers, but this fact is evidently unappreciated even by many of the community colleges themselves. Changing the culture of students, faculty, and administration at two-year colleges to see the two-year schools as players in teacher prep may require more effort than can be generated by a handful of two-year college faculty.

Contact info Bruce Yoshiwara talks/Asilomar06/ For Beyond Crossroads: