MMSTI

Montana Math and Science Teacher Initiative

Wednesday, 19 August 2009 ~ Montana Island Lodge

Review of National Recommendations2

1. The Equity Imperative (Carnegie-IAS 2009, DOE 2009, NGA, CCSSO, Achieve Inc., 2008);

2. Upgrade state standards by adopting a common core of internationally benchmarked standards in math and language arts (Carnegie-IAS et al.);

3. Revise state polices for recruiting, preparing, developing, and supporting teachers and school leaders (NGA, CCSSO, Achieve Inc., 2008);

4. New designs for schools and systems to deliver math and science learning more effectively (Carnegie-IAS, 2009).

MMSTI Road Map3

Goal: To increase the quantity, quality, and diversity in P-20 mathematics and science education;

Vision: To increase student achievement in mathematics and science education;

Framework: Collaborative partnerships between P-20 teachers and higher education faculty to strengthen transitions and increase recruitment and retention of teachers.

Montana Math and Science Teacher Initiative (MMSTI) 2009-2010Road Map 8/19/09

Goal: To increase the quantity, quality, and diversity in P-20 mathematics and science education in Montana

Framework: Collaborative partnerships between P-12 teachers and higher education faculty to strengthen transitions and increase recruitment and retention of teachers.

11-Apr

Pro

jects

Apr May Jun Jul Aug Sep Oct Nov Dec Jan Feb Mar Apr May Jun Jul Aug2013 2014

Fu

nd

ing

Additional Years to include additionalMUS partners

Carl Perkins Grant, $40,000: Funded through OCHE

State Systematic Data Collection Math and Science Teaching Vacancies OPI Institutional Data and Department of Labor Data (OCHE) Data Storage Location TBD

Convene Higher Education UM Faculty Partners:Sharing the vision; planning; development of pedagogy class

Learning Assistant (LA) Program K-20 Modeled after UC-Boulder LA Program

OPI Data Availablea. Survey resultsb. Licensurec. Mis-assigned teachers

Professional Development Academy and K-20 Partnerships

NSF I3 Grant

Annual: OPI Personnel Recruitment & Retention Survey Distributed

NSF Noyce Scholarships/Grant: Due February 2010HHMI - Howard Hughes Medical Institute Grant: Due October 1

Implement LA Model in Volunteer UM Courses and MCPS classes

Summer Workshops; K-20 Summer Camp for 9th grade girls

PD Brainstorming Math: 10 Sept.

K-12 teaching vacancy monthly reports Teacher grad semesterly reports

Communities of Practice Workshops

Race to the Top

Recommendations for State Systematic Data Collection Process

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Participants in Sub-Committee Meeting at OCHE in HelenaFriday, 19 June 2009

Linda Atwood, Research and Analysis Data Manager, Office of Public Instruction

Larry Baker, Dean, College of Education Health & Human Development, Montana State University

Brad Eldredge, Director of Institutional Research, Office of the Commissioner of Higher Education

Bobbie Evans, Dean, College of Education and Human Sciences, The University of Montana

Edwin Johnson, Interim Registrar, The University of Montana

Kristi Murphy, Licensure Specialist, The University of Montana

Tricia Parrish, MMSTI Project Coordinator, The University of Montana 

Overview of Data Collection Requests to Support MMSTI

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A. MUS Institutional Data on Education Graduates K-8 Education Majors

– Baccalaureate– Post-Baccalaureate Master’s or Teaching Licensure

5-12 Education Majors: Biology, Broadfield, Chemistry, Earth Science, Physics, Mathematics

– Baccalaureate– Post-Baccalaureate Master’s or Teaching Licensure

B. State Data from OPIC. Math and Science Teaching VacanciesD. Department of Labor Data from OCHE

A. MUS Institutional Data on Education Graduates

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UM and MSU licensure specialists will generate an Eligible Licensure List: K-8 Education Majors

– Baccalaureate– Post-Baccalaureate Master’s or Teaching License

5-12 Education Majors: Biology, Broadfield, Chemistry, Earth Science, Physics, Mathematics

– Baccalaureate– Post-Baccalaureate Master’s or Teaching License

Eligible Licensure Lists will yield annual production by major totals;

Deans Baker and Evans will calibrate recommendations with Montana Council of Deans.

B. State data from opi8

Integrated data collection requests between OPI and OCHE: Educators with active teacher licenses by endorsement: biology,

broadfield, chemistry, earth science, physics, mathematics; Number of teachers teaching in a public school or accredited

private school; Enrollment size category; Number of out of state and instate licensure applicants;

Annual Data Collection Report Personnel Recruitment and Retention Survey

Mis-assigned teachers Teacher Retirement

C. Math and Science Teaching Vacancies9

Institutional: MUS Career Services

State: OPI Website

Data will be analyzed and reported by Tricia Parrish to yield annual “demand” totals for math and science teachers.

D. Department of Labor Data - OCHE10

Data available as outlined in existing memorandum of understanding between the Department of Labor and Industry and OCHE;

Collaborative efforts in data collection between MUS Campuses and OPI will provide the following information: Number of teacher education graduates who are

gainfully employed in the state; Where they are working by county; What fields they are working in (education, business,

agriculture, etc…); The range of educator salaries.

Additional Recommendations11

Data collected for MMSTI can be used in a retrospective longitudinal study;

Create common and language and discuss institutional coding among Registrars and MUS Campuses' Licensure Specialists;

Compile data by school classification level and compare to student achievement data;

Create an agreement of understanding between OPI and OCHE to calibrate integrated state data collection efforts and information exchange that will support MMSTI.

Accomplished!

Caveats for Discussion12

Track the number of students who graduate from MUS teacher education programs and identify states in which they chose to work;

Determine the best time span, e.g., 2001 – 2002 to 2009 to extract data from the Department of Labor database file.

Expansion of Data Collection Efforts13

o K-12 Student Achievement DataData available at: http://www.opi.state.mt.us/

o Statewide Longitudinal Data Systems

Production and demand

Production: 08* Demand**

Baccalaureate Post-Baccalaureate

Vacancies GAP

K-8 *** 361 14 21 (124 total)

+202%

Biology 17 0 2 +750%

Broadfield 12 0 21 -43%

Chemistry 3 0 0

Earth Science 2 0 0

Physics 4 1 2

Mathematics 35 2 72 -49%

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* 2008 Montana Higher Education Institutional Data: K-8 (8 of 9 Campuses Reporting); 5-12 (7 of 8 campuses reporting).** Total Vacancies Posted as of August 17, 2009 on OPI, MSU, and UM websites.*** K-8 Vacancy Data = 21 out of 124 posted vacancies are for middle school math or science teachers.

MSTA and MCTM Survey Results15

Demographics 296 of 1000 returned

44% of MCTM members responded 40% of MSTA members responded

Job Openings 37% reported openings in math 6-12 24% reported openings in science 6-12 25% reported district had difficulty filling 6-12 math positions 16% reported district had difficulty filling 6-12 science

positions 8% reported planning to leave district within 3 years

Making a Difference

MSTA and MCTM Survey Results Continued…

1) What could K-20 schools in Montana do differently that would increase the number and quality of future mathematics and science teachers?

2) What would help you personally as a math/science teacher?

3) What would help you professionally as a math/science teacher?

4) What other suggestions do you have to help Montana science and mathematics educators?

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Making a difference17

Making a Difference 10 THEMES:a.) Fundingb.) Professional Developmentc.) Mentoring and Networkingd.) Teacher Quality: Elementary and Middles School and General

Comments on Math and Science Teacher Qualitye.) Pre-service Teacher Preparationsf.) Preparation and Planning Timeg.) Curriculumh.) Raising Awarenessi.) Scholarshipj.) Administrative Support

Professional Development Academy and P-20 Partnerships

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Create Communities of Practice Collaboration among higher education and P-12

schools Listen to needs of all mathematics/science educators Brainstorm innovative approaches to needs

Provide summer camps for 9th grade girls in math/science education

Provide academic-year workshops for teachers

Raising Awareness: State Vision

P-20 Partnerships

Orientation to create a collective shared visiona. K-12: Superintendents, Administrators, Master

and Mentor Teachers, Studentsb. MIHE: Presidents, Provosts, Deans, CoE and CAS

Chairs and Facultyc. State: Government, Businesses, and Industries

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P-20 Learning Assistant Model20

Modeled on the Learning Assistant (LA) Model at the University of Colorado at Boulder Undergraduate students work as LAs in courses where

course transformation is underway: typically not teacher ed students LAs promote interaction and collaboration among

students Work about 10 hours a week

PK-12 students would follow a similar model 7th grade class would visit a 3rd grade class and pair a 7th

grader with a 3rd grader and work on understanding multiplication, area models, etc.

Examining Coaching in Elementary (K-8) Mathematics Classrooms - ECEMC

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David Yopp, Assistant Professor of Mathematics Education, MSU. 406-994-3123

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Leadership from the Governor and First Lady

Montana Common Core Standards Committee Update

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Review of draft Common Core Standards – Helena (July)

Recommendations from Montana CCS Committee

Questions for future consideration.

Updates from A~P~L~U24

Science and Mathematics Teacher Imperative Newsletter

SMTI is an initiative undertaken by the Association of Public and Land-grant Universities (APLU) member institutions toincrease the quantity, quality, and diversity of science and math teachers.

http://www.teacher-imperative.org/august_2009_newsletter

Committee Planning Breakout Sessions25

Professional Development Academy P-20 Learning Assistant ModelDepartment of Education Funding Opportunity

– Race to the Top

Reports from Small group Discussions

Next Steps