Transcript Document

Closing the Achievement
Gap through Professional
Development Partnerships
Nadine Bezuk, San Diego State University
NCTM Kansas City Regional
October 2007
Southern California Fires
300,000+ acres burned
1,250 homes destroyed or damaged
500,000+ people evacuated
Overview of Today’s Session
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Welcome and
introductions
Overview of our work
Description of our
partnerships
Factors in developing
successful partnerships
Impact of our work on
student achievement
and teacher practice
Questions and
discussion
Overview of Our Work
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Improving Student Achievement in
Mathematics (ISAM) is funded by a gift to
SDSU from Qualcomm Inc since 2000.
ISAM’s goal is to improve students’
mathematics achievement by providing
professional development to K-12 teachers.
We provide professional development
through partnerships with local school
districts and by offering the Mathematics
Specialist Certificate Program.
What our Professional
Development is Like
Our professional
development
blends
mathematics
content and
pedagogy.
Effective Professional
Development
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Is driven by a well-defined image of
effective classroom learning and
teaching;
Provides opportunities for teachers to
build their content and PCK and
examine practice;
Is research-based and engages
teachers as adult learners in the
learning approaches they will use
with their students; (cont.)
Effective Professional
Development (continued)
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Provides opportunities for teachers to
collaborate with colleagues and others to
improve their practice;
Supports teachers to serve in leadership
roles;
Links with other parts of the education
system; and
Is designed based on student learning data
and is continuously evaluated and improved.
Loucks-Horsley et al. (2003), p. 44
Characteristics of Our
Professional Development
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Blends content and pedagogy
Accountable for teacher growth and
increased student achievement
Links to classroom practice
Embeds equity
Sustained over time
Forming Partnerships
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What are the district’s needs related to
mathematics?
Collaboratively plan:
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Goals
Nature of the PD
Delivery model
Calendar
Teacher participation
Examine the District’s Needs
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Improve student achievement (as measured
by CST, CAHSEE)
Improve student success in algebra
Increase student participation in higher-level
mathematics courses
Increase teacher effectiveness
Help teachers meet NCLB requirements
Establish a culture of mathematics
Enhance math vocabulary, basic facts
Mission of the SUHSD/SDSU Math
Professional Development Partnership
To improve students’ understanding of
and achievement in algebra in order for
students to pass the CAHSEE and
successfully complete algebra
requirements for graduation, with special
populations experiencing similar success.
ISAM Partnerships
District
Began
Focus
San Diego
2000
Math Specialist Certificate Program, K - 6
City Heights
2004
Math Specialist Certificate Program, K - 6
Ramona
2005
Developing math specialists, gr. 4 - 6
Lemon Grove
2005
All K-5 teachers, starting with K-2
Sweetwater
2005
Algebra I success (middle and HS)
Grossmont
2007
Alternative education math program
Cajon Valley
2007
Grades 6 - 8 algebra success
Oceanside
2007
Grades K - 5, CGI & CGI Leaders
Teacher Participation
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Voluntary or mandatory
Specific grade ranges (e.g., grades 4 6) or specific content (e.g., algebra)
Working in a district with an intact group
of teachers or a mixed group from
several schools/districts
We conduct informational sessions prior
to the start of sessions.
A Variety of Delivery Models
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One year, two years, more
After school
Release days with sub coverage
Saturday sessions
Weekly sessions
One day a month
Four days a year
Face-to-face/online (blended)
Challenges
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How to maximize teacher participation
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Year-round calendars result in short
summer breaks for teachers
Money--for stipends, subs, materials
Communication
Melding professional development and
coursework/earning university credit for
professional development
How We Measure Impact
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Teacher growth: Content and pedagogy
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Quantitative and anecdotal data
Student achievement
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Gains on CST
Matched-pairs analysis
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Students of participating teachers vs. nonparticipating teachers
Success on High School Exit Exam
Number of Teachers and
Students Served
First year
(2000 - 01)
Last year
(2006 - 07)
Since
inception
(2000 - 07)
Teachers
Served
Students
Impacted Per
Year
Number of
Partnerships
32
2,880
1
562
53,025
6
1,555
77,850
8
Impact on Teachers’
Instructional Practices
Teachers report that they now:
 Try new strategies in their classrooms;
 Select among many tools including the
textbook, the pacing guide, and CGI
principles; and
 Recognize good mathematical problems
from the text that will help students
meet the standards.
Partnership Results
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San Diego Unified School District
 Upper-elementary students taught
mathematics by a teacher who completed
our program scored significantly higher on
the California Standards Test (CST) than
students whose teachers did not
participate in our program.
Partnership Results
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Sweetwater Union High School District
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More tenth-graders passed the
mathematics portion of the California High
School Exit Exam (CAHSEE) than ever
before in the district.
Passing
Rates
2004-05
2005-06
2006-07
Sweetwater
61%
57%
78%
County
68%
65%
80%
State
63%
59%
76%
Partnership Results
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Ramona Unified School District
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Teachers’ math content knowledge
increased.
Students’ scores on the CST increased.
Incoming seventh-graders were better
prepared for algebra.
Partnership Results
Math CST: Ramona & California Comparison by Year
2004/05
2005/06
2006/07
80%
% Proficient & Above
70%
60%
50%
40%
30%
20%
10%
0%
Ramona 4th
CA 4th
Ramona 5th
CA 5th
Grade Level
Ramona 6th
CA 6th
Other Effects of Our Work
Balboa Elementary School was named as
the 2007 Intel School of Distinction in
Elementary School Mathematics, the only
elementary school in the nation to receive
this recognition.
Comments from Participants
“Our . . . partnership has been extraordinary. The
administration and professors have provided ontarget leadership, adjusted program details
according to our needs, and provided excellent
professional development--exactly in the manner
in which we co-designed it. Early evidence
indicates that our teachers are becoming more
effective in their math instruction and that kids are
experiencing greater mathematical success.”
--Bob Graeff, Asst. Superintendent, Ramona USD
Reference
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Loucks-Horsley, S., et al. (2003).
Designing professional development for
teachers of science and mathematics
(2nd ed.). Thousand Oaks, CA: Corwin
Press.
Contact Information
Nadine Bezuk
[email protected]
Slides available:
http://pdc.sdsu.edu