[PDF] - P-5 Math Endorsement: Agreement Number EHR-0314953. Impacts & PDF Document

SLIDE 1

1 P-5 Math Endorsement: Impacts & Lessons Learned

Linda S. Gilbert, Ph.D. Michael A. Hughes, Ph.D. Kathy B. Miller, Ed.S

Acknowledgments

Supported by the National Science Foundation under Cooperative Agreement Number EHR-0314953. Any opinions, findings and conclusions,

r recommendations expressed in the

material herein are those of the authors and do not necessarily reflect the views

f the National Science Foundation.

Overview

Context Intervention (P-5 endorsement

courses)

Evaluation

Data collection methods Findings

Lessons learned / implications

Context: K-5 Math in GA

Four-course requirement for Early

Childhood Ed. majors (02 BOR USG)

PRISM (03 BOR USG) Four-course P-5 Math Endorsement

for in-service teachers (03 BOR USG)

Georgia Performance Standards

(Mathematics) roll out (05 GA DOE)

Georgia Performance Standards

Standards-based, replacing content-based

prior curriculum

Based on best practices proven effective

in high-performing states and nations

“Will place GA schools and students at the

top of the Southeast & the nation”

http://public.doe.k12.ga.us

PRISM

Partnership for Reform in Science and Mathematics

5-Year: 2003-04 through 2008-09 $35 million NSF funded MSP One PRISM strategy:

Increase number in-service teachers earning P-5 Math Endorsement

SLIDE 2

2 Overall Goals of Courses and PRISM Strategy

“Improved teacher quality” in P5

Math

Increased mathematical content

knowledge

Increased mathematical

pedagogical knowledge

Leading to increased student

achievement

P-5 Mathematics Endorsement Courses

Numbers & Operations Algebra Geometry Data Analysis & Probability

Course Characteristics

High level goals across all courses

Solve problems using multiple strategies;

interpret solutions; determine reasonableness of answer

Nurture collaboration, critical thinking,

hands-on exploration, implementation addressing various learning styles

Select and use a variety of

formative/summative assessment to monitor student progress

Fieldwork built into courses

Math Activity

Birth 1 year old 2 years old 3 years old

What do you notice about the figures?

Developing Mathematical Content and Pedagogy

Begin with the observation of patterns. Draw a 4-year old and a 5-year old figure. Make a table showing the number of squares

in each figure from birth to 5 years of age.

Can you predict how many squares would be

in a 20-year old figure?

Can you write a formula to determine how

many squares would be in any age figure?

Multiple Representations

9 4 7 3 5 2 3 1 1 Number

f

Squares Age

n = 2a + 1

5

5 10 8 6 4 2

Number

f

Squares Age

SLIDE 3

3 Evaluation

Guskey’s Model for Evaluating

Professional Development

Evaluation Goals Data Collection Methods Findings

Guskey’s Model

1. Participant reactions.
2. Participants' learning.
3. Organizational support and

change.

4. Participants' use of new

knowledge and skills.

5. Student learning outcomes.

Adapted from Guskey (2002)

Guskey (continued)

Each level is important “Look for evidence, not proof.”

“Nearly all professional development takes place

in real-world settings. The relationship between professional development and improvements in student learning in these real world settings is far too complex and includes too many intervening variables to permit simple causal inferences (Guskey, 1997; Guskey and Sparks, 1996).”

Evaluation Goals

Test hypothesis that earning the

endorsement results in:

increased content knowledge (#2)
changed teaching practice (#4)

Identify other impacts (#1, 3, 5)

Explain success in Northeast PRISM cf.
ther PRISM regions

Data Collection

Pre- and post-assessments Group interviews

Teachers
Instructors

Questionnaire Classroom observations (Follow-up interviews in progress)

Pre- & Post Assessments

Administered to teachers, each

course

Paper & pencil NAEP & TIMMS 8th & 12th grade items Multiple-choice & constructed-

response items

SLIDE 4

4 Group Interviews

Data sources

Instructors Teachers, cohort 1 and 2

Asked about

Change in content knowledge Change in teaching practice Other impacts Key program characteristics

Questionnaire

Administered to teachers, end of

sequence

Addressed impact on:

Content knowledge Teaching practice Student engagement

Classroom Observations

Observed random sample of teachers

5 classroom observations 1 videotape

Validate conclusions re. impacts on

teaching practice

Data Collection in Progress

Focus groups and interviews with

teachers in different school situations

School-based cohort School with re-delivery model “Singleton” teachers

Student achievement data (where

btainable)

Findings: Content Knowledge

Pre- and post-assessments

Paired sample t-test, p<0.05

Interviews

Consistent examples from instructors,

teachers

Questionnaire

Positive teacher self reports

Findings: Teaching Practice

Group Interviews

Consistent examples from instructors,

teachers

Questionnaire

Positive teacher self reports

Classroom observations

Validation of conclusions based on

interview & questionnaire data

SLIDE 5

5 Changes in Teaching Practice

Shift towards standards-based

instruction:

Journaling Assignments Wrong answers Questions and dialog Multiple ways to solve problems

Teachers said:

I was able to let go of the book. I learned new ways to reach kids. Sometimes I think I owe my former

students an apology.

I don’t teach isolated math. I make

everyday connections, and I make them early.

Our conclusion

Confirmed hypothesis P-5 Endorsement sequence does

results in:

increased content knowledge changed teaching practice.

Findings: Other Impacts

Leadership

GPS implementation

Student engagement Beliefs about student capability

Final Question

Explain success in NE Georgia PRISM

cf. other PRISM regions

Classes work… IF they “make” Why did they make here and not there?

Appreciative inquiry

“…inquires into, identifies, and further develops

the best of “what is” in organizations.” (Preskill, 2004)

Can be used as a philosophy as well as a specific

process (Preskill, 2006)

More context:

When initial proposal created,

expected additional endorsement to be linked to increased pay… which didn’t happen.

All four regions tried to implement

these courses (as have other providers)

Little success elsewhere

SLIDE 6

6 Findings: Lessons Learned

Key characteristics distinguished

endorsement in NE Georgia PRISM from programs in other PRISM regions.

Original PRISM model modified in

NEGA.

Key Characteristics: NE GA PRISM cf. Others

Offered through RESA (Regional

Education Service Agency)

Taught by high-school math

teachers with advanced degrees

Emphasis on pedagogy and

application in P-5 classrooms

Top-down support Significant stipend

RESA

Regional Education Service Agency Avoids enrolling in IHE (multiple

barriers)

Reduces intimidation factor

High-School Instructors

Reduces intimidation factor (IHE

Math faculty particularly intimidating to P-5 teachers)

Participants’ impressions of

applicability/relevance increased.

Pedagogy P-5 Application

Relevance of content Complementary to GPS rollout Course design included time to try

ut and discuss changes to

pedagogy

Top-Down Support

Support from building and system

administrators

“Marketing” from within system

SLIDE 7

7 Stipend

Significant workload Lack of other incentives to enroll (Second cohort influenced by word

f mouth)

Summary: Impacts

Content knowledge Teaching practice Beliefs about student capability Student engagement Leadership

Summary: Characteristics

Not IHE (for elementary) Pedagogy/P-5 relevance Administrative support Incentives

Broader Implications

“If you build it, they will come”…not! What’s in it for the teacher?

Initially Long-term

Context matters

Format of instruction School support for implementation Overall context of expectations