MATH: Marketing for Attracting Teacher Hopefuls Update for the CSU-MTEP Convening October 10-11, 2014 Research Action Cluster

RAC Partners Cynthia Anhalt, University of Arizona Joe Champion, Boise State University Ed Dickey, University of South Carolina Dana Franz, Mississippi State University Maria Fernandez, Florida International University Jennifer Whitfield, Texas A&M University

Statement of the Problem Secondary Mathematic Teacher Programs* (SMTPs) are not enrolling or graduating secondary mathematics teachers to satisfy the needs of U.S. middle and high schools Salary, stereo-types, job-satisfaction, career prestige, and the challenges of learning mathematics contribute to low enrollments in mathematics teacher preparation programs * An SMTP is a program that includes a nationally accredited course of study housed at an institution of higher education that leads to licensure for teaching mathematics in grades 6-12.

Relation to Overall Drivers BCC

Aim Statement Attract and maintain an adequate supply of secondary mathematics teacher candidates Purposeful and sustained marketing plan and effort to attract a diverse population of teacher candidates and counter the negative narrative about teaching Address needs of different institutions and programs Marketing sensitive to diverse audiences Investigate how to retain those we recruit with strong potential for teaching secondary mathematics

General Aims of this Research Action Cluster (RAC) By June 2017, increase by 100% the number of SMTP graduates across the four institutions of this RAC. By June 2017, increase the diversity* of SMTP graduates to meet or exceed the demographics of each RAC institution’s state demographics. – By December 2014, increase by 100% the number of individuals who inquire about a SMTP at the four RAC institutions. – By May 2015, increase by 50% the number of individuals who formally commit** to a SMTP at the four RAC institutions. * “diversity” will be limited to dimension of race, ethnicity, and gender with attention to groups typically under-represented in SMTPs. ** “commit” means declare an appropriate SMTP major or apply for admission to a SMTP and thereby become a “teacher candidate.”

RAC Driver Diagram Improvement Targets Primary Drivers Secondary Drivers By June 2017, increase by 100% the number of SMTP graduates across the four institutions of this RAC. Increase Awareness and Knowledge of SMTP. Generate interest in and create self- efficacy about SMTP among students and others. Converting Awareness or Interest to Commitment to SMTP. Capitalize on interest and mobilize action that leads to a commitment to become a mathematics teacher. Infrastructure for Purposeful Recruitment with SMTP. Develop and maintain institutional systems/resources to recruit and retain candidates Attracting and Graduating Diverse Teacher Candidates. Employ strategic and purposeful strategies to address diversity  Video (TV, closed circuit, etc)  Web Media (Facebook, Twitter, etc)  Paper (brochures, flyers, posters, etc)  Collaborations (SMTI, 2-yr college, high school, etc)  Assigning faculty advisor  Advisement meetings (group or individual)  Providing information  Connection with alumni  Assistance with applications  Trial teaching/school experiences  Tutoring  Logistics (fingerprinting, etc)  Data collection, management and reporting  Evaluation of marketing  Planning, Implementing, Testing By June 2017, increase the diversity* of SMTP graduates to meet or exceed the demographics of each RAC institution’s state demographics By May 2015, increase by 50% the number of individuals who formally commit to a SMTP at the four RAC institutions.  Reaching out  Targeting  Mentoring  Tailoring support systems

Measures Used Annual number of graduates reported to SMTI Number individual initiated inquiries about mathematics teaching (by , phone, walk-in, etc) monitored continuously through form and aggregated monthly Annual data summary on diversity that includes race, ethnicity, and gender. Number of individuals who declare an appropriate SMTP major aggregated monthly Number of individuals who apply for admission to a SMTP aggregated each semester

General Approach Taken SMTI and MATH RAC will collaborate with 100Kin10 and other STEM teacher preparation programs on rebranding and marketing UofSC will pilot marketing plan that includes RFP and private contractor FIU/Arizona will develop recruiting materials and conduct targeted recruitment of freshmen and high school students Boise State will use survey data on interest and experience to identify high-impact recruitment strategies Texas A&M will develop recruiting materials targeting the AggieTeach program Mississippi State will develop recruit materials with institutionally funded campaign Colorado State and East Carolina are observing

Current Activities Institutions with funded campaigns (UofSC, FIU, Mississippi State, Texas A&M) Institutions with volunteer or informal campaigns (Arizona, Boise State, Colorado State, East Carolina) 100Kin10 Blow Minds, Teach STEM partnership Recruitment Campaign Implementation Guide Development

New Imagery for Teaching

Cultivated Wit and 100Kin10

BlowMinds.org

Next Steps Continue to Plan and Do various marketing efforts Study measures (inquiries, admissions, program completers) and Act on results Disseminate Implementation Guide to MTEP partners Addressing strategies to attract diverse pool of teacher candidates

Opportunities for Involvement Plan and Do marketing strategies that inform RAC members and others in MTEP and CSU on effective, sustainable recruitment Particular interest in social media strategies, but open to flyer, poster, direct mail, radio, billboard, TV, or any other media process Assist with development, enhancement, and dissemination of the Implementation Guide