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Jay Paredes Scribner scribnerj@missouri University of Missouri-Columbia Adam Bickford

TOWARD IDENTIFYING CHARACTERISTICS OF HIGH QUALITY MATHEMATICS AND SCIENCE TEACHER PROGRAMS: Preparing High Quality Mathematics and Science Teachers for Grades 6-12 Conference Columbia, December 1, 2004. Jay Paredes Scribner scribnerj@missouri.edu University of Missouri-Columbia Adam Bickford

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Jay Paredes Scribner scribnerj@missouri University of Missouri-Columbia Adam Bickford

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  1. TOWARD IDENTIFYING CHARACTERISTICS OF HIGH QUALITY MATHEMATICS AND SCIENCE TEACHER PROGRAMS: Preparing High Quality Mathematics and Science Teachersfor Grades 6-12 ConferenceColumbia, December 1, 2004 Jay Paredes Scribner scribnerj@missouri.edu University of Missouri-Columbia Adam Bickford Bickforda@umsystem.edu Office of Social and Economic Data Analysis University of Missouri-Columbia http://tiger.coe.missouri.edu/~atcp/

  2. Overview of the Study • Two-fold purpose • Understand structures, processes, goals of alt cert programs • Examine experiences of alt cert teachers and their impact on teacher quality • Organizer: Program theory evaluation • Implementation and timeframes • Current progress

  3. ALTERNATIVE CERTIFICATION LOGIC MODEL Program Logic Outputs Certified Teachers Policy Impetus Teacher Shortages Target Population Returning Professionals • Inputs • Preservice education • Inservice coursework • Inservice mentoring • Outcomes • Alleviate shortages • Produce qualified teachers • Increase teacher retention • Increase number teacher in underrepresented groups • Improve quality of student learning Characteristics of Participating Teachers Professional experience Professional knowledge Underrepresented groups Program quality Mentor quality School context support Desired Outcomes Transfer of content knowledge to classroom Acquisition of pedagogical knowledge Application of pedagogical and content knowledge Retention in the profession Assumptions

  4. Routes to certification in Missouri: • Traditional • Undergraduate B.A. • Sequence • Cohort • Student teaching • TAC • Requires B.A • Temporary • Ind. Program • Teaching • 3 yrs. • 60 hrs • TAC II • Requires B.A • Ind. Program • Teaching • 3 yrs. • 24 hrs. (Max) • ATCP • Requires B.A • Accelerated MA • Sequence • Cohort • Screening • Recruitment • 2-3 yrs Praxis only w/doctorate

  5. Preliminary Findings: How Programs Differ Few constraints Highly constrained Low external funding High external funding More districts served Fewer districts served Less structured Highly structured Flexible certification paths Defined certification paths Few partners Multiple partners

  6. Preliminary Findings: How Programs Differ • Four dimensions: • External partnerships • Certification paths • Programming • Field experiences

  7. Preliminary Findings: How Programs Differ • External Partnerships • Three types • Funding w/ constraints • Funding w/o constraints • No partnership • Influenced by program needs • Impact on autonomy • Urban vs. rural contexts • Cohorts and training institutes • Weaknesses

  8. Preliminary Findings: How Programs Differ • Certification Paths • Effects of TAC legislation • Efficiency and “streamlining” of certification routes • Shift from theory to content and “survival skills”

  9. Preliminary Findings: How Programs Differ • Programming • Must “equal” preparation of traditional programs • Flexibility of programming • Cohorts and institutes • Urban and rural contexts

  10. Preliminary Findings: How Programs Differ • Implementation of Field Experiences • Recruitment, placement, and mentoring • Relation to partnerships • Districts served • Mentoring and program success

  11. Question #1 • Does standardization produce high-quality programs? • All ATCP program documents endorse the MoSTEP standards. However, there is considerable variety in the content and delivery of teacher instruction. • What is the role of standards for teacher training in focusing the delivery of teacher instruction?

  12. Question #2 • What are the sources of program variety? • ATCP programs face multiple constraints, both external and internal. • External Constraints • DESE’s Certification Policies • District Demands for Teachers • Grant/Funding Requirements • Distance • What are the key internal constraints that impact program organization and operation?

  13. Question #3 • What do alternatively certified teachers really need? • Content knowledge • Pedagogical knowledge • Ethical & moral understanding • Classroom management/survival skills • Organizational coping skills • Policy and political contexts of schools

  14. Question #4 • How can we strengthen this tripartite relationship: Teacher Preparation program Field experience

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