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Closing the Achievement Gap through Professional Development Partnerships

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Closing the Achievement Gap through Professional Development Partnerships Nadine Bezuk, San Diego State University NCTM Kansas City Regional October 2007 – PowerPoint PPT presentation

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Title: Closing the Achievement Gap through Professional Development Partnerships


1
Closing the Achievement Gap through Professional
Development Partnerships
Nadine Bezuk, San Diego State University
NCTM Kansas City Regional October 2007
2
Southern California Fires
3
(No Transcript)
4
300,000 acres burned 1,250 homes destroyed or
damaged 500,000 people evacuated
5
Overview of Todays Session
  • 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

6
Overview of Our Work
  • Improving Student Achievement in Mathematics
    (ISAM) is funded by a gift to SDSU from Qualcomm
    Inc since 2000.
  • ISAMs 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.

7
What our Professional Development is Like
  • Our professional development blends mathematics
    content and pedagogy.

8
Effective Professional Development
  • 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.)

9
Effective Professional Development (continued)
  • 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

10
Characteristics of Our Professional Development
  • Blends content and pedagogy
  • Accountable for teacher growth and increased
    student achievement
  • Links to classroom practice
  • Embeds equity
  • Sustained over time

11
Forming Partnerships
  • What are the districts needs related to
    mathematics?
  • Collaboratively plan
  • Goals
  • Nature of the PD
  • Delivery model
  • Calendar
  • Teacher participation

12
Examine the Districts Needs
  • 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

13
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.

14
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
15
Teacher Participation
  • 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.

16
A Variety of Delivery Models
  • 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)

17
Challenges
  • How to maximize teacher participation
  • 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

18
How We Measure Impact
  • Teacher growth Content and pedagogy
  • Quantitative and anecdotal data
  • Student achievement
  • Gains on CST
  • Matched-pairs analysis
  • Students of participating teachers vs.
    non-participating teachers
  • Success on High School Exit Exam

19
Number of Teachers and Students Served
Teachers Served Students Impacted Per Year Number of Partnerships
First year (2000 - 01) 32 2,880 1
Last year (2006 - 07) 562 53,025 6
Since inception (2000 - 07) 1,555 77,850 8
20
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.

21
Partnership Results
  • 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.

22
Partnership Results
  • Sweetwater Union High School District
  • 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
23
Partnership Results
  • Ramona Unified School District
  • Teachers math content knowledge increased.
  • Students scores on the CST increased.
  • Incoming seventh-graders were better prepared for
    algebra.

24
Partnership Results
25
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.

26
Comments from Participants
  • Our . . . partnership has been extraordinary.
    The administration and professors have provided
    on-target 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

27
Reference
  • Loucks-Horsley, S., et al. (2003). Designing
    professional development for teachers of science
    and mathematics (2nd ed.). Thousand Oaks, CA
    Corwin Press.

28
Contact Information
  • Nadine Bezuk
  • nbezuk_at_mail.sdsu.edu
  • Slides available
  • http//pdc.sdsu.edu
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