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Developing and Supporting High School Math Teachers: Insights from University/School District Collaboration

This article discusses the collaboration between a university and school districts in developing and supporting high school math teachers. It explores the impact of the collaboration on teacher confidence, collegial support, and classroom practices. The article also highlights success stories and the positive impact on student achievement.

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Developing and Supporting High School Math Teachers: Insights from University/School District Collaboration

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  1. Developing and Supporting High School Mathematics Lead Teachers: Insights into a University/School District Leadership Collaboration Ngozi Kamau, Michael Roberts and Jacqueline Sack Rice University Mathematics Leadership Institute 40th Annual NCSM Conference Salt Lake City, April 9, 2008 The Rice University Mathematics Leadership Institute is a Mathematics Science Partnership funded by the National Science Foundation under award number 0412072. Opinions expressed are those of the contributors and not necessarily those of the Foundation.

  2. Mathematics Leadership Institute • Why? • What? • Who? • The districts • The teachers • The schools

  3. Aldine ISD ~ 59,000 students Texas’ 12th largest school district Houston ISD ~202, 000 students Texas’ largest and the nation’s 7th largest public school district Aldine and Houston ISDs

  4. The MLI Teacher Community • A knowledge community (Craig, 1995; Olsen & Craig, 2001) • MLI’s knowledge community

  5. Impact: Teacher Comments • Confidence

  6. Impact: Teacher Comments • Collegial support

  7. Impact: Teacher Comments • Collegial support

  8. The Story of Jane Master Mathematics Teacher (8 - 12) Certification

  9. Master Mathematics Teacher Certification 56% increase MLI’s Year 4 Goal: Increase the number of MMT Certifications by 15%

  10. Impact: Teacher Comments • Collegial support in the classroom

  11. Stories of Sharing

  12. Impact: Teacher Comments • Communication skills

  13. Impact: Teacher Comments • Raising the bar

  14. Impact: Teacher Comments Listening to other lead teachers during the summer sessions taught me that I had to go beyond my comfortable boundaries to reach students who come from very different backgrounds than I do. As one of the youngest members of the MLI group, I feel privileged to be around a group of teachers with so much experience, wisdom, and heart. It takes heart (or stubbornness, or both!) to stay in education for twenty something years. I learned to ask students about their lives and show them that I care about them as people. Students respond emotionally, not so much rationally, and they will work for you if they see you are working for them. I learned that from my MLI colleagues. • Risk taking

  15. The Story of Andrea

  16. Impact: Teacher Comments • With peers at school

  17. Impact: Teacher Comments • With school administration

  18. Impact: Teacher Comments • With school administration

  19. The Story of Rosemary • Impact of NCLB on teachers and students

  20. Central Office Viewpoints • Algebra 1 walk-throughs • Exemplary professional development videos • Mentor teachers’ impact

  21. HISD Student Achievement Data MLI Comparison Group TAKS (Criterion referenced) Stanford 10 (Norm referenced) *signif.@ p<.05 **signif.@ p<.01

  22. HISD Student Achievement Data Lowest 10% of MLI Teachers’ Students: TAKS Knowledge Gap 2006 – 07 2004 – 05 Needed 24.0% more knowledge to pass Needed 39.2% more knowledge to pass Knew 76.0% of the content needed to pass Knew 60.8% of the content needed to pass [Average Score: 1873*] [Average Score: 1854] *signif.@ p<.05

  23. Impact: Teacher comments • With school administration

  24. References and Contact Information Craig, C. J. (1995). Knowledge communities: A way of making sense of how beginning teachers come to know in their professional knowledge contexts. Curriculum Inquiry, 25(2), 151-175. Olson, M. R., & Craig, C. J. (2001). Opportunities and challenges in the development of teachers' knowledge: The development of narrative authority through knowledge communities. Teacher and Teacher Education, 17, 667-684. Ngozi Kamau: ngozi.kamau@rice.edu Associate Director for Research and Evaluation Rice University School Mathematics Project <http://rusmp.rice.edu> Michael Roberts: mroberts@aldine.k12.tx.us Mathematics Department Chair, Hall Education Center, Aldine ISD Dr. Jacqueline Sack: jsack@rice.edu Assistant Clinical Professor of Mathematics, Wiess School of Natural Sciences, Rice University; Associate Director for Curriculum Development; MLI Co-Manager Rice University School Mathematics Project <http://rusmp.rice.edu>

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