2. 2 Initiatives and Partnerships Impacting Student Success Alcorn State University Conference: Improving Student Learning Through Teacher Education Redesign April 9, 2009 Susan P. Lee, Director of P-16 Initiatives Office of Academic and Student Affairs MS Institutions of Higher Learning

3. 3 The Redesign of Teacher Preparation

4. 4 Blue Ribbon Committee Purpose: To increase both the quality and quantity of teachers for Mississippi’s schools through a collaboratively-developed redesign initiative targeted for all teacher preparation programs.

5. 5 Process Over an 18-month span, the BRC:  Received guidance from national experts,  Reviewed research from regional, national, and international studies, and  Made campus visits to explore exemplary teacher preparation programs. Input was also gleaned from a variety of Mississippi stakeholders who held varying viewpoints about teacher preparation. Continued…….

6. 6 Process As the process unfolded, it became apparent that success is dependent upon the willingness of key stakeholders to: 1) embrace the concept of shared responsibility 2) build strong collaboration among all stakeholders 3) secure financial resources All information gathered was considered in developing the final recommendations and implementation plan.

7. 7 BRC Timeline BRC Kick-off Meeting November 2006 BRC Focused Work Meetings January – April 2007 Town Hall Meetings/Critical Entity Review/Website Feedback June – October 2007 Presentation of Thematic Areas & Critical Components to BRC October 30, 2007 Development of Initial Action Plans Nov. 07 – Jan. 08 Presentation of Action Plans to BRC January 24, 2008 Steering Committee Development of Work Plan March-May, 2008 BRC Review of Implementation Plan June 30, 2008 Development of Recommendations and Outcomes July-August, 2008 Endorsed by MACTE September 5, 2008 Presentation to IHL/MDE Boards for Approval September 18, 2008

8. 8 BRC Timeline Orientation Session for Redesign Teams September 23, 2008 Follow Up Orientation with Redesign Team ChairsOctober 27, 2008 Recommendations sent to Collaborative Partners September 2008 Redesign Work within Preparation Programs Oct. 2008-Feb. 2009 Review of Implementation Plan with Collaborative PartnersDecember 15, 2008 Redesign Proposals Due March 31, 2009 Review of Redesign by External Consultants April-May 2009 Implementation of Initial Phase of Redesign June 2009

9. 9 Implementation Phases Implementation of the recommendations will occur in two phases. Each phase features components linked to one or more responsible entity. Phase I - 2008-09 Primary responsibility of most recommendations tied to preparation programs Phase II – Multi-Year Launch Beginning 2008 Includes components that require additional resources-time, talent, funding-with primary responsibility for most recommendations tied to the state

10. 10 Recommendations Seven key issues are addressed in recommendations: 1. Meaningful Field Experiences 2. Subject Content Preparation 3. Differentiating Instruction 4. Classroom Management 5. Recruitment and Retention 6. Strong Partnerships 7. Accountability

11. 11 1. Meaningful Field Experiences To establish consistency during comprehensive field experiences and to ensure that P-12 schools and preparation programs serve as partners in this process. RECOMMENDATIONS: 1.Identify and implement comprehensive and consistent performance expectations for all teacher candidates. 2.Provide adequate and appropriate supervision of teacher candidates during all field placements. 3. Ensure a range of diverse settings that reflects the reality of the P-12 classroom and areas of licensure.

12. 12 2. Subject Content Preparation The depth of content knowledge necessary for appropriate student learning must be acquired by all teacher candidates. RECOMMENDATIONS: 1.Ensure adequate preparation to master subject area content knowledge in all areas of licensure. 2.Require that candidates demonstrate mastery in delivery of content as it relates to P-12 student developmental levels.

13. 13 3. Differentiating Instruction Varied learning styles, disabilities, and cultural differences create the need for teachers who can provide multiple classroom opportunities while meeting the needs of all students. RECOMMENDATIONS: 1.Require mastery of knowledge and skills for effectively differentiating instruction to meet all learner needs. 2.Reinforce/revise program content through collaboration with P-12 partners.

14. 14 4. Classroom Management Skillful management of the classroom to ensure a safe, orderly, successful learning environment requires appropriate opportunities for practice and feedback. RECOMMENDATIONS: 1.Develop and assess consistent classroom management performance expectations during preparation. 2.Provide extensive opportunities to demonstrate appropriate expertise in an array of strategies. 3.Strengthen the collaborative involvement of P-12 educators in identifying preparation problem areas.

15. 15 5. Recruitment and Retention Induction and mentoring programs are often minimal in nature, not well designed, and of limited quality and impact. RECOMMENDATIONS: 1.Enhance pre-service incentives for hard-to-fill content areas and high need schools. 2.Implement induction and mentoring programs using current research and exemplary practice. 3.Utilize the first year of teaching as a year-long residency with a standard license conferred upon successful fulfillment of the residency requirements.

16. 16 6. Strong Partnerships To effectively prepare teachers for Mississippi schools, all stakeholders must be more meaningfully engaged in the preparation process. RECOMMENDATIONS: 1.Appoint a broad-based STATE P-16 Council to focus on statewide leadership, policy making, accountability, problem solving, and and linking with the legislature. 2. Establish PROGRAM P-16 Councils representative of all stakeholders to impact curricular design/review, field experiences, collaboration, assessment, and program evaluation. 3.Plan opportunities for meaningful collaboration among P-12 educators, teacher preparation educators, and the broader community.

17. 17 7. Accountability An accountability model linked to effective teaching will increase both transparency and stakeholder confidence. RECOMMENDATIONS: 1.Develop a sophisticated state-wide system that appropriately links preparation program graduates to P-12 student learning. 2. Establish and execute an implementation plan for the accountability model. 3.Establish an annual meeting with stakeholders for review of program progress regarding achievement and productivity.

18. 18 Using Course Redesign to Foster Student Success

19. 19 What is Course Redesign? The process of redesigning all sections of a course to achieve better learning outcomes through instructional technology and other innovations. Carol Twigg and The National Center for Academic Transformation (NCAT) are Mississippi’s partners in this initiative. NCAT is the nationally recognized leader in transforming teaching and learning with the course redesign process.

20. 20 Benefits of Course Redesign Course Redesign allows institutions to: Improve student learning outcomes Demonstrate improvements through rigorous assessment Reduce costs of instruction Increase consistency across multiple sections Free up instructional resources for other purposes Develop capacity to continue the redesign process

21. 21 Why Redesign? Accommodate more students without adding resources and without sacrificing standards Free up faculty members to offer other courses and programs of study that are in demand Improve consistency and quality across multiple sections

22. 22 Results 300+ Faculty at Orientation Workshop - 11/07 22 Readiness Instruments Submitted from All Institutions 19 Projects selected for Progression to Proposal Stage 18 Teams attended Proposal Development Workshop – 2/08 18 Proposals Reviewed by NCAT Team & Staff continued……

23. 23 Results 16 Projects selected for pilot implementation in 2008-09 Projects include 12 Areas: College Algebra Intermediate Algebra Business Calculus Statistics Biology Chemistry Nutrition Psychology Spanish Technical Writing Statics-Electrical Engineering Intro to Computing.

24. 24 Projects by Institution Alcorn State UniversityCollege Algebra Delta State UniversityCollege Algebra Jackson State University Intermediate & College Algebra Mississippi State UniversityBiology/Chemistry/Statistics/ Statics-Electrical Engineering Mississippi University for Women Intermediate & College Algebra Mississippi Valley State University Intermediate Algebra University of Mississippi Business Calculus University of Southern MississippiIntermediate Algebra/Intro to Computing/Nutrition/Psychology Spanish/Technical Writing

25. 25 Next Steps Pilot Implementation in Spring 2009 Report of Results in Summer 2009 Full Implementation in Fall 2009 Assistance to Institutions from NCAT and Staff throughout the process

26. 26 Other Initiatives and Partnerships Impacting Student Success

27. College Readiness Taskforces

28. MATHEMATICS ENGLISH/LANGUAGE ARTS BIOLOGY U.S. HISTORY

29. College Readiness Competencies in Math and English have been collaboratively developed and validated by IHLs, CJCs, and P-12 representatives. Taskforces are working on development of competencies for Biology and U.S. History with competencies fully developed for Fall, 2009. 29

30. Other Initiatives Data Quality Group Title II Professional Development Institutes The Knowledge to Get to College Website: www. mississippi.edu High School Feedback Report 30

31. 31 QUESTIONS ?

32. Contact Information Susan P. Lee, Ed.D. Director of P-16 Initiatives Office of Academic and Student Affairs Mississippi Institutions of Higher Learning slee@mississippi.edu 601-432-6522 32