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Closing the Achievement Gap through Professional Development Partnerships

Closing the Achievement Gap through Professional Development Partnerships. Jane Gawronski, Steve Klass, & Nadine Bezuk NCSM 2008 Conference. Overview of Today’s Session. Welcome and introductions Overview of our work Description of our partnerships

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Closing the Achievement Gap through Professional Development Partnerships

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  1. Closing the Achievement Gap through Professional Development Partnerships Jane Gawronski, Steve Klass, & Nadine Bezuk NCSM 2008 Conference

  2. Overview of Today’s 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

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

  4. 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

  5. Forming Partnerships • What are the district’s needs related to mathematics? • Collaboratively plan: • Goals • Nature of the PD • Delivery model • Calendar • Teacher participation • Memorandum of Understanding

  6. Examine the District’s Needs • Improve student achievement (as measured by state-wide standardized tests) • 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

  7. 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.

  8. ISAM Partnerships

  9. Number of Teachers and Students Served

  10. Challenges • How to maximize teacher participation • Year-round calendars result in short summer breaks for teachers • Money--for stipends, subs, materials • Communication • Between university, school district, principals, teachers • Melding professional development and coursework/earning university credit for professional development

  11. 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

  12. 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. • Students in lower API schools were impacted greater than students in higher API schools • Focus Schools’ gains greater than district gains

  13. Gains in SDUSD Focus Schools’ Achievement

  14. 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. • The passing rate for Sweetwater Hispanic/Latino students was 74% as compared to 66% statewide

  15. Partnership Results • Ramona Unified School District • Students’ scores on the CST increased. • Anecdotal data, district reported: Incoming seventh-graders were better prepared for algebra.

  16. Partnership Results

  17. 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.

  18. 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

  19. Contact Information Jane Gawronski jgawronski@projects.sdsu.edu Steve Klass sklass@projects.sdsu.edu Nadine Bezuk nbezuk@mail.sdsu.edu Slides available: http://pdc.sdsu.edu

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