Acknowledgments Supported by the National Science Foundation under Cooperative P-5 Math Endorsement: Agreement Number EHR-0314953. Impacts & Lessons Learned Any opinions, findings and conclusions, or recommendations expressed in the Linda S. Gilbert, Ph.D. material herein are those of the authors Michael A. Hughes, Ph.D. and do not necessarily reflect the views Kathy B. Miller, Ed.S of the National Science Foundation. Overview Context: K-5 Math in GA � Context � Four-course requirement for Early � Intervention (P-5 endorsement Childhood Ed. majors (02 BOR USG) courses) � PRISM (03 BOR USG) � Evaluation � Four-course P-5 Math Endorsement � Data collection methods for in-service teachers (03 BOR USG) � Findings � Georgia Performance Standards � Lessons learned / implications (Mathematics) roll out (05 GA DOE) Georgia PRISM Performance Standards Partnership for Reform � Standards-based, replacing content-based in Science and Mathematics prior curriculum � Based on best practices proven effective � 5-Year: 2003-04 through 2008-09 in high-performing states and nations � $35 million NSF funded MSP � “Will place GA schools and students at the � One PRISM strategy: top of the Southeast & the nation” Increase number in-service teachers http://public.doe.k12.ga.us earning P-5 Math Endorsement 1
P-5 Mathematics Overall Goals of Courses Endorsement Courses and PRISM Strategy � “Improved teacher quality” in P5 Math � Numbers & Operations � Increased mathematical content � Algebra knowledge � Geometry � Increased mathematical pedagogical knowledge � Data Analysis & Probability � Leading to increased student achievement Course Characteristics Math Activity � 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 Birth 1 year old 2 years old 3 years old addressing various learning styles � Select and use a variety of formative/summative assessment to What do you notice about the monitor student progress figures? � Fieldwork built into courses Developing Mathematical Multiple Representations Content and Pedagogy Age Number � Begin with the observation of patterns. 8 of � Draw a 4-year old and a 5-year old figure. Squares 6 Number � Make a table showing the number of squares 0 1 of Squares in each figure from birth to 5 years of age. 4 1 3 � Can you predict how many squares would be 2 in a 20-year old figure? 2 5 -5 5 10 � Can you write a formula to determine how Age 3 7 many squares would be in any age figure? n = 2a + 1 4 9 2
Evaluation Guskey’s Model � Guskey’s Model for Evaluating � 1. Participant reactions. Professional Development � 2. Participants' learning. � Evaluation Goals � 3. Organizational support and � Data Collection Methods change. � Findings � 4. Participants' use of new knowledge and skills. � 5. Student learning outcomes. � Adapted from Guskey (2002) Guskey (continued) Evaluation Goals � Each level is important � Test hypothesis that earning the � “Look for evidence, not proof.” endorsement results in: � “Nearly all professional development takes place increased content knowledge (#2) � in real-world settings. The relationship between changed teaching practice (#4) � professional development and improvements in � Identify other impacts (#1, 3, 5) student learning in these real world settings is far Explain success in Northeast PRISM cf. too complex and includes too many intervening � other PRISM regions variables to permit simple causal inferences (Guskey, 1997; Guskey and Sparks, 1996).” Data Collection Pre- & Post Assessments � Pre- and post-assessments � Administered to teachers, each � Group interviews course Teachers � � Paper & pencil � Instructors � NAEP & TIMMS 8 th & 12 th grade items � Questionnaire � Multiple-choice & constructed- � Classroom observations response items � (Follow-up interviews in progress) 3
Group Interviews Questionnaire � Data sources � Administered to teachers, end of � Instructors sequence � Teachers, cohort 1 and 2 � Asked about � Addressed impact on: � Change in content knowledge � Content knowledge � Change in teaching practice � Teaching practice � Other impacts � Key program characteristics � Student engagement Classroom Observations Data Collection in Progress � Observed random sample of teachers � Focus groups and interviews with teachers in different school � 5 classroom observations situations � 1 videotape � School-based cohort � Validate conclusions re. impacts on � School with re-delivery model teaching practice � “Singleton” teachers � Student achievement data (where obtainable) Findings: Findings: Content Knowledge Teaching Practice � Pre- and post-assessments � Group Interviews � Paired sample t-test, p<0.05 � Consistent examples from instructors, � Interviews teachers � Consistent examples from instructors, � Questionnaire teachers � Positive teacher self reports � Questionnaire � Classroom observations � Positive teacher self reports � Validation of conclusions based on interview & questionnaire data 4
Changes in Teachers said: Teaching Practice � I was able to let go of the book. � Shift towards standards-based instruction: � I learned new ways to reach kids. � Journaling � Sometimes I think I owe my former � Assignments students an apology. � Wrong answers � Questions and dialog � I don’t teach isolated math. I make � Multiple ways to solve problems everyday connections, and I make them early. Findings: Our conclusion Other Impacts � Confirmed hypothesis � Leadership � P-5 Endorsement sequence does � GPS implementation results in: � Student engagement � increased content knowledge � Beliefs about student capability � changed teaching practice. Final Question More context: � When initial proposal created, � Explain success in NE Georgia PRISM cf. other PRISM regions expected additional endorsement to be linked to increased pay… � Classes work… IF they “make” � Why did they make here and not there? which didn’t happen. � Appreciative inquiry � All four regions tried to implement � “…inquires into, identifies, and further develops these courses (as have other the best of “what is” in organizations.” (Preskill, providers) 2004) � Little success elsewhere � Can be used as a philosophy as well as a specific process (Preskill, 2006) 5
Key Characteristics: Findings: NE GA PRISM cf. Others Lessons Learned � Offered through RESA (Regional � Key characteristics distinguished Education Service Agency) endorsement in NE Georgia PRISM � Taught by high-school math from programs in other PRISM teachers with advanced degrees regions. � Emphasis on pedagogy and � Original PRISM model modified in application in P-5 classrooms NEGA. � Top-down support � Significant stipend RESA High-School Instructors � Reduces intimidation factor (IHE � Regional Education Service Agency Math faculty particularly intimidating to P-5 teachers) � Avoids enrolling in IHE (multiple � Participants’ impressions of applicability/relevance increased. barriers) � Reduces intimidation factor Pedagogy Top-Down Support P-5 Application � Relevance of content � Support from building and system administrators � Complementary to GPS rollout � “Marketing” from within system � Course design included time to try out and discuss changes to pedagogy 6
Stipend Summary: Impacts � Significant workload � Content knowledge � Lack of other incentives to enroll � Teaching practice � Beliefs about student capability � (Second cohort influenced by word � Student engagement of mouth) � Leadership Summary: Characteristics Broader Implications � Not IHE (for elementary) � “If you build it, they will come”…not! � Pedagogy/P-5 relevance � What’s in it for the teacher? � Initially � Administrative support � Long-term � Incentives � Context matters � Format of instruction � School support for implementation � Overall context of expectations Future research � Compare impact on teachers in different school contexts (In progress) � Collect additional student outcomes data (in progress) � Compare to other endorsement course sequences to see if the impacts are similar � Embedded in Master’s program � Shorter, more intense 7
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