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TEACHER EDUCATION PROGRAMS: CREATING A FEEDBACK LOOP Peter W. Bates, Michigan State University PowerPoint Presentation
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TEACHER EDUCATION PROGRAMS: CREATING A FEEDBACK LOOP Peter W. Bates, Michigan State University. Promoting Rigorous Outcomes in Mathematics and Science: PROM/SE. PROM/SE Partners. Ingham County Intermediate School District, Michigan St. Clair County Intermediate School District, Michigan

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slide2

Promoting Rigorous Outcomes in

Mathematics and Science: PROM/SE

slide3

PROM/SE Partners

  • Ingham County Intermediate School District, Michigan
  • St. Clair County Intermediate School District, Michigan
  • Calhoun County Intermediate School District, Michigan
  • SMART Consortium, Cleveland, Ohio Area
  • High AIMS Consortium, Cincinnati, Ohio Area
  • Michigan State University (Lead partner)
slide4

PROM/SE Scope

~70 school districts

~1400 PROM/SE associates

~5000 inservice teachers

~800 preservice teachers

~400,000 K-12 students

slide5

Project Leaders:

Joan Ferrini-Mundy, Associate Dean,

Science and Mathematics Education,

MSU College of Natural Science

William Schmidt, MSU Distinguished Professor,

College of Education

Co-PIs:

George Leroi, Dean, MSU College of Natural Science

Peter Bates, Chair, MSU Department of Mathematics

Terry Joyner, Director of Curriculum,

Cincinnati Public Schools

slide6

PROM/SE is a comprehensive research and development effort to improve mathematics and science teaching and learning in grades K-12.

PROM/SE is based on:

  • assessment of students
  • surveys of teachers and principals
  • improvement of standards
  • professional development of teachers
  • preparation of preservice teachers
slide7

PROM/SE Goals for Mathematics and Science Education

  • Build reform efforts on a base of empirical evidence
  • Develop challenging content standards and align instruction with those standards
  • Provide professional development based on disciplinary content, standards, and evidence
  • Reform the preparation of future teachers
  • Improve student learning in science and mathematics
slide8

PROM/SE is an Evidence-based Research and Development Initiative to Improve Mathematics and Science Teaching and Learning in Grades K-12

PROM/SE Strategies:

Create the research database:

  • Assess student knowledge in mathematics and science
  • Survey teachers and principals regarding mathematics and science preparation and instructional approaches
slide9

PROM/SE Strategies cont.:

Using the research data:

  • Improve mathematics and science curriculum standards
  • Design and provide effective professional development for comprehensive mathematics and science curricula
  • Review and reform the teacher preparation in mathematics and science
what is teachers for a new era
What is TEACHERS FOR A NEW ERA?
  • national effort to strengthen K-12 teaching by developing state-of-the art schools of education
  • expected to directly influence public policy leaders concerned with the quality of the nation’s teachers
  • funded by the Carnegie, Ford, Rockefeller and Annenberg Foundations
  • 5-year, $5,000,000 grant, requires $5,000,000 match
  • catalytic reform of teacher education as a university-wide undertaking
tne design principles
TNE Design Principles
  • Decisions driven by evidence
  • Engagement with the Arts and Sciences
  • Teaching as an academically taught clinical practice profession
slide13

MSU TNE Focus

Centrality of Content and Context

content is central
Content is Central
  • Instructional content key to student achievement
  • Content knowledge for teachers: focus on what is important for teaching
context is central
Context is Central
  • Teaching is bifocal work: one eye on content and the other on the student.
  • Knowledge of students enables teachers to capitalize on student assets
  • Knowledge of their students’ communities helps teachers make instructional connections
crucial part of tne and prom se evaluation of teacher education programs
Crucial Part of TNE and PROM/SE:Evaluation of Teacher Education Programs

WHAT MUST BE EVALUATED?

  • Coursework, i.e. academic preparation, including: Education, Content Area, and Field experience
  • Outcomes
coursework
Coursework
  • Who is providing the instruction (regular faculty, graduate students, adjuncts)
  • Does the content match standards (pedagogical and disciplinary)?
  • Do the field experiences offer good models?
  • Are they good mentors?
  • How much field experience?
  • How often?
  • How early?
outcomes
OUTCOMES
  • Typically, programs survey graduates and employers
  • It would also be helpful to assess what teachers know and can do.
  • How effective are these teachers in helping their pupils learn?
  • Can this be measured?
student teacher 1
Student teacher #1

Student teacher #2

performance of pupils of graduates
Performance of pupils of graduates

Ed Begle (early 70’s) surveyed all literature whose focus was to correlate teacher knowledge to “effectiveness” (in terms of student learning)

“There are no experts that can distinguish effective from ineffective teachers based on easily observable characteristics. …”

“ Similarly, the effects of a teacher’s subject matter knowledge and attitudes on student learning seem to be far less powerful than most of us had realized.”

However, Monk (1994) found a weak but positive correlation between teacher knowledge and student learning

challenges evaluating teachers through pupil performance
Challenges – Evaluating Teachers through Pupil Performance
  • Threat of evaluation narrows the curriculum
  • Is the data reliable?
  • What factors must be taken into account?
  • Making sure that evaluation information is used
remember
REMEMBER

“Not everything that counts can be counted. Not everything that can be counted counts” A. Einstein