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Recruiting Mathematics and Science Teachers Through Partnerships

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Title: Recruiting Mathematics and Science Teachers Through Partnerships


1
Recruiting Mathematics and Science Teachers
Through Partnerships
  • MODERATOR
  • Dave Jolly Director
  • California Academic Partnership Program
  • FACILITATOR
  • Edward Landesman Associate Director of
  • Intersegmental Relations
  • UC Science and Mathematics Initiative

2
Recruiting Mathematics and Science Teachers
Through Partnerships
  • PANELISTS
  • Dave Jolly Director
  • Moderator California Academic Partnership
    Program
  • Phil Lafontaine Manager, Math and Science
    Leadership Office
  • CA Dept of Education
  • Steve Bruckman Executive Vice Chancellor and
    General Counsel
  • CA Community College Chancellors Office
  • Jean Houck Dean, College of Education
  • CA State University, Long Beach
  • Diane Siri Superintendent of Schools
  • Santa Cruz County
  • Edward Landesman Associate Director of
    Intersegmental Relations
  • UC Science and Mathematics Initiative

3
Guiding Questions
  • What are the most promising strategies and
    practices we currently see?
  • What are the critical success factors for each of
    these?
  • What immediate steps can be taken to grow the
    success of these strategies?

4
California Department of Education
  • Phil Lafontaine
  • Mathematics and Science Leadership Office
  • 916-323-6189
  • plafonta_at_cde.ca.gov

5
Developing the Profession of Teachers
  • Superintendent Jack OConnell
  • Educate our students for the future
  • Increase the number of teachers in mathematics
    and science
  • Continue to provide support and professional
    development to new and veteran teachers
  • Provide support for principals

6
Developing Highly Qualified Teachers
  • Four Areas of Focus
  • Recruiting highly qualified teachers
  • Enhancing preservice education for teachers
  • Expanding induction for beginning teachers
  • Providing high-quality professional development
    for experienced teachers

7
Mathematics and Science Teaching Workforce in
California in 2004-05
Classes FTE Teachers New Hires New Credentials New Permits New BA/BSs
Mathematics 98,103 19,713.72 2,057.2 1,258 823 1,505
Science 78,445 15,552.72 2,078.7 1,422 642 8,429
Includes AP and IB courses Issues in 2003-04
8
NCLB Title II, Part B
  • California Mathematics and Science Partnership
    (CaMSP) Grants
  • Californias allotment
  • 14 million 2003-04
  • 20.6 million in 2004-05
  • 24 million in 2005-06
  • 26 million estimated in 2006-07
  • Administered by CDEs MSLO
  • Total of 43 CaMSPs funded

9
Purpose
  • Dedicated to increasing the academic achievement
    of students in mathematics (grades five through
    Algebra I) and science (grades four through
    eight) by enhancing the content knowledge and
    teaching skills of classroom teachers through
    professional learning activities.

10
CaMSP Goals
  • Increase student knowledge in science and
    mathematics.
  • Provide professional development for science and
    mathematics teachers.
  • Research effective instructional practices to
    achieve growth in student achievement.
  • Research effective practices to accomplish
    teacher professional learning.

11
CaMSP State Focus
  • Aimed at improving student achievement in
  • Grades 4-8 in science
  • New State CST testing in fifth grade
  • Pre-high school/college courses
  • Grades 5-9 in mathematics
  • Further readiness of students for success in
    Algebra I in eighth grade
  • High School Exit Exam Algebra I information

12
CaMSP Partnerships
  • High Need Local Educational Agency
  • 40 percent free and reduced lunch
  • Institution of Higher Education
  • Universities, State Universities, Colleges, and
    Community Colleges.
  • Disciplinary faculty in mathematics, science, and
    engineering.

13
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14
Promising Practices
  • Be sure teachers are involved
  • Involve both the College of Natural Sciences
    faculty and Education faculty
  • Clear vision of the needs of the districts
  • Set realistic goals to address the needs
  • Connect the intensive activities to the follow-up
    activities
  • Conduct regular meetings of the leadership team

15
California Community Colleges
  • Steve Bruckman
  • Executive Vice Chancellor and General Counsel
  • CA Community College Chancellors Office

16
California Community Colleges System Strategic
Plan
  • Ensure that the Community College System and its
    partners are maintaining and improving the
    transfer function to meet the needs of students
    and the state of California.

17
California Community Colleges System Strategic
Plan
  • Ensure that Community College programs are
    aligned and coordinated with state and local
    economic and workforce development needs.

18
Math, Engineering, Science Achievement Program
(MESA)
  • Participating Colleges 27
  • Students 3,316
  • Male 61
  • Female 39
  • Hispanic 50
  • African American 10
  • Native American 3
  • Other 37

19
Math, Engineering, Science Achievement Program
(MESA)
  • Participating Colleges
  • Transfer 585
  • CSU 50
  • UC 36
  • other 14
  • Annual Cost 81,000

20
Economic Development and Career Technical
Education Reform
  • 2004-05 20 million
  • 2005-06 50 million
  • (Governors Proposed Budget)

21
California Alliance of Pre K-18 Partnerships
(Final Report, 2004)
  • City Heights Education Pilot
  • Educational Partnership Center, UC Santa Cruz
  • Kern County Initiative for Teacher Recruitment
  • Long Beach Education Partnership
  • North County Professional Development Federation
    (San Diego County)
  • Santa Ana Education Partnership
  • Shasta Partnership

22
California State University,Long Beach
  • Jean Houck
  • Dean, College of Education
  • CA State University, Long Beach

23
Essential Elements of Successful Partnerships
  • Shared vision and goals
  • Effective communication
  • Respect for differences
  • Adequate resources
  • Continuous processes to stay relevant
  • An appropriate organizational model
  • Committed, responsible members
  • Continuous evaluation

24
Santa Cruz County
  • Diane Siri
  • Superintendent of Schools
  • Santa Cruz County

25
(No Transcript)
26
Teacher Workforce InitiativeWhat We Know About
MontereyBay Area TeachersMonterey Bay
Educational Consortium and theCenter for the
Future of Teaching and Learning
27
Work Groups
  • Research Evaluation
  • House
  • Recruitment Retention
  • Hard to Staff Schools
  • Teacher Pipeline

28
Teacher Workforce Initiative(TWI) Goal
  • To strengthen the teacher workforce in Monterey,
    San Benito, and Santa Cruz Counties through a
    regional, data-driven collaborative among K-18
    educational institutions.

29
TWI Primary Objective
To build and maintain a regional teacher
workforce decision-making system that
  • illuminates teacher workforce issues
  • supply and demand
  • quality
  • maintains an ongoing capacity to address these
    issues and
  • facilitates the collection and analysis of
    current-year data.

30
Question 1. What can we learn about the regions
teacher workforce with 2002-03 data?
  • Strategy Replicate SRI analyses to compare
    region with state
  • Data
  • California Basic Educational Data System
    (CBEDS)
  • Collected annually from all K-12 teachers,
    schools, and districts in October
  • Available for analysis in late summer

31
Professional AssignmentInformation Form (PAIF)
  • Teacher Preparation
  • Full Credential completed teacher preparation
    program and hold a preliminary, clear,
    professional clear, or life credential
  • Not Full Credential university or district
    intern pre-intern or emergency permit or waiver
    if used in current assignment
  • Authorized Teaching Area all areas authorized,
    regardless of current assignment

32
Summary of 2002-03 Findings
  • Teacher certification varies across
  • subject area
  • students socioeconomic status
  • Many regional teachers near retirement age
  • These results parallel California state patterns

33
Full-Time Teachers Credentials by Subject Area
(MBEC, 2002-03)
34
Comparison of California State and MBEC
Credential Patterns, 2002-03
  • Both for the state
  • and the region,
  • special education,
  • mathematics, and
  • science had the
  • highest levels of
  • teachers without full
  • credentials.
  • Source CBEDS Data 2002-03,
  • SRI International Analysis

35
Relationship Between Teacher Certification and
Student Poverty Levels MBEC 2002-03
36
Relationship Between Teacher Certification and
Proportion of Ethnic Minority Students MBEC
2002-03
37
Relationship Between Special Education Teacher
Certification and Proportion of Ethnic Minority
Students MBEC 2002-03
38
Relationship Between Teacher Certification and
Proportion of English Learners MBEC 2002-03
39
Relationship Between Teacher Certification and
School API Performance MBEC 2002-03
40
Age Distribution of MBEC Regions Full-Time
Teachers 2002-03
  • The statewide median age was 44.5 years
  • In the Tri-County region, teachers median age
    was 48
  • Regionally, more teachers were nearing retirement
    age in special ed and social sciences (median
    51)

41
Full-time Teachers California Public Schools
(2002-03)
42
Full-time Teachers Monterey, San Benito, and
Santa Cruz Counties (2002-03)
43
Question 2 What Else Can We Learn About Teacher
Supply and Demand?
  • Housing costs compared with salaries
  • New teacher preparation in the region
  • Public and private teacher preparation
    programs
  • Community college and high school pipeline
    resources

44
Gap Between Teachers Salaries and Housing Prices
45
Ethnic Background of MBEC Regions Students and
Teachers, 2002-03
46
Tri-County Region Teacher SupplyNumber of
Credential Recommendations, 7/1/02 6/30/03
47
Tri-County Region Teacher Demand Supply 2002-03
48
Key Partnership Points
  • Select data points and collect data
  • Use data for decisions
  • Develop the trust and relationships to sustain
    efforts
  • Listen before volunteering and make certain
    follow-through is done in time

49
UC Science and Mathematics Initiative
  • Edward Landesman
  • Associate Director of Intersegmental Relations
  • UC Science and Mathematics Initiative

50
Guiding Questions
  • What are the most promising strategies and
    practices we currently see?
  • What are the critical success factors for each of
    these?
  • What immediate steps can be taken to grow the
    success of these strategies?
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