Designing Mathematics Teacher Education Programs

1. Designing Teacher Education and Professional Development Programs that Produce Well-Prepared K-12 Teachers in Mathematics

2. Designing Mathematics Teacher Education Programs Lecretia A. Buckley, Ph.D. Associate Professor Department of Mathematics Jackson State University lecretia.a.buckley@jsums.edu

3. Purpose • Examine our philosophical stance. • Examine what counts as powerful mathematics in the K-12 school curriculum. • Examine components of a high quality teacher education program.

4. Assumptions • All students can learn. • Ramifications include high expectations. • Learning is developmental. • Ramifications include “being” okay with candidates and teachers who do not already know.

5. The Analog The analog between K-12 and Teacher Education • Many of our assumptions hold. • Many of our approaches are appropriate.

6. What is mathematics? The Nature of Mathematics • Traditional View • Static • Set of skills • Contemporary, reform-oriented view • Dynamic • Fallible • Contextualized

7. Mathematical Power • NCTM’s (2000) view • Everybody Counts’ (1989) view • Critical view (e.g., Moses, The Algebra Project, Inc.)

8. Mathematical Power Mathematical power prepares students for… • Logical argumentation • Access to mathematics- and science-based majors and careers • Access to economic and democratic participation

9. Accountability & Standards • Provide focus • Promote reasonable uniformity across schools, states, regions, or the country • Must be addressed

10. Goals forMathematics Teacher Education Programs • Accredited programs • Content knowledge • Pedagogical knowledge • Pedagogical content knowledge • Prepare Candidates for • Student centered teaching • Standards-based lesson implementation • Positively impacting K-12 mathematics learning

11. NCTM’s Principles • We advocate them for K-12. • What they might mean for Mathematics Teacher Education… • Principles • Equity • Curriculum • Teaching • Learning • Assessment • Technology

12. Principles continued… • Equity • High Expectations • Ethic of Caring demands high expectations, not hand-holding. • Impacts level of difficulty of assignments.

13. Principles continued… • Curriculum • Engaging • Models lessons we want candidates to implement • Streamlined • Example: 8 Key Assessments required for NCATE accreditation National Council for Accreditation of Teacher Education (NCATE)

14. Principles continued… • Teaching • Learning is developmental. • We must know “what must candidates know in order to be effective K-12 teachers?” • Our teaching must model the expected. • Engaging. • Student centered. • Positively impact learning/performance. • Focus on worthwhile content.

15. Principles continued… • Learning • Content knowledge remains a focus. • Developing pedagogical skills is a focus. • Learning by doing!!! (i.e., field experiences, teaching opportunities)

16. Principles continued… • Assessment • To inform accreditation teams. • To refine the program. • To inform instruction. • To inform the teacher education candidate.

17. Principles continued… • Technology • Not just for efficiency. • Integration of technology changes • What is taught. • How it is taught. Example: Calculate √7. How has technology changed the need for us to be able to make such calculations, today?

18. Professional Development Programs • Programs (as opposed to a workshop) • Must be sustained efforts. • Must be content-specific. • Must address efficiency. • Must address efficacy.

19. Contact Information Lecretia A. Buckley lecretia.a.buckley@jsums.edu 601.979.3756 Department of Mathematics Jackson State University JSU Box 17610 Jackson, MS 39217