Transcript Writing Team Report

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
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The Redesign
of
Teacher Preparation
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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.
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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…….
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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.
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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
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BRC Timeline
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Orientation Session for Redesign Teams
September 23, 2008
•
Follow Up Orientation with Redesign Team Chairs
October 27, 2008
•
Recommendations sent to Collaborative Partners
September 2008
•
Redesign Work within Preparation Programs
Oct. 2008-Feb. 2009
•
Review of Implementation Plan with Collaborative Partners
December 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
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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
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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
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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Using Course Redesign
to
Foster Student Success
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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.
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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
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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
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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……
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Results
• 16 Projects selected for pilot implementation in 2008-09
• Projects include 12 Areas:
College Algebra
Business Calculus
Biology
Nutrition
Spanish
Statics-Electrical Engineering
Intermediate Algebra
Statistics
Chemistry
Psychology
Technical Writing
Intro to Computing.
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Projects by Institution
Alcorn State University
Delta State University
Jackson State University
Mississippi State University
Mississippi University for Women
Mississippi Valley State University
University of Mississippi
University of Southern Mississippi
College Algebra
College Algebra
Intermediate & College Algebra
Biology/Chemistry/Statistics/
Statics-Electrical Engineering
Intermediate & College Algebra
Intermediate Algebra
Business Calculus
Intermediate Algebra/Intro to
Computing/Nutrition/Psychology
Spanish/Technical Writing
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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
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Other Initiatives
and
Partnerships
Impacting
Student Success
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College Readiness
Taskforces
MATHEMATICS
ENGLISH/LANGUAGE ARTS
BIOLOGY
U.S. HISTORY
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.
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Other Initiatives
• Data Quality Group
• Title II Professional Development Institutes
• The Knowledge to Get to College Website:
www. mississippi.edu
• High School Feedback Report
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QUESTIONS ?
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Contact Information
Susan P. Lee, Ed.D.
Director of P-16 Initiatives
Office of Academic and Student Affairs
Mississippi Institutions of Higher Learning
[email protected]
601-432-6522
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