Building Math Specialist Programs CAMTE-Sponsored Session at CMC-N 2011

1. Building Math Specialist ProgramsCAMTE-Sponsored Session at CMC-N 2011 Shuhua An Long Beach State University Nadine Bezuk San Diego State University April Cherrington San Mateo COE Susie Hakansson UCLA, CA Math Project Carol Langbort San Francisco State University Rick Marks Sonoma State University (retired)

2. Outline of the Session Overview of MIAA and MIL programs MIAA and MIL survey results Sharing program development and sample documents Embedding existing courses and programs into new programs Next steps Collaboration ideas Involving county offices and local districts Working session

3. Overview of MIAA and MIL • MIAA: Mathematics Instruction Added Authorization • Role: Provide enhanced classroom teaching of mathematics in kindergarten thru pre-algebra (or Algebra I) • MIL: Mathematics Instructional Leadership Specialist Credential • Role: Provide support to teachers and leadership at the K-12 level to support the teaching and learning of mathematics.

4. MIAA Requirements • Basic CA teaching credential • 3 years teaching experience • Math subject matter mastery • Assessed by exam or coursework • Completion of a program including • Mathematics content • Specialized mathematics knowledge for teaching and thinking • Pedagogical knowledge and practices for teaching mathematics • Supervised field experience

5. MIL Requirements • Possession of an MIA (including all requirements) • Completion of a program including • Leadership knowledge and skills • Connect action research and coaching with theoretical research to bridge theory and practice • Design and implement professional development • Analyze and use data to inform program design • Lead a professional community of practice • Supervised field experience

6. Resources • Skip Fennell’s Website: • Elementary Math Specialist and Teacher Leaders • http://www2.mcdaniel.edu/emstl • Programs, credential requirements, research summaries, resources • Maggie McGatha’s Website: • Math Coaching/Specialist Resources • http://louisville.edu/education/research/centers/crmstd/mcr • Research summaries, resources

7. MIAA and MIL Survey Results • Interested in developing programs: • North: San Francisco*, San Jose, Monterey Bay • South: Long Beach*, San Marcos, San Diego* • Statewide: California Math Project (MIL only) * New programs should require only modifications to existing Specialist or MA programs • All are interested in partnering with other campuses, COE’s, local districts • Big concern: time and money, for both development and implementation

8. Sharing Program Development and Sample Documents—Long Beach State • Embedding MIAA in the existing Master’s Degree in Education: Option in Mathematics Education Program (EDME) at CSULB • EDME Program • MIAA Discrepancy Analysis • Matrix: Showing where elements of (MIAA) candidate competencies (Standards 1-5) are explicitly addressed in program courses • Program Assessment Document • MIAA Subject Matter Requirement Rubric • Sample of Assignments and Assessments

9. Sharing Program Development and Sample Documents—San Diego State • Revising current Math Specialist Certificate program and MA in K-8 Math Ed program (in progress). • New program will meet requirements of MIAA, MAT, and MIL in 36 units. • Will include Math, Math Ed, and Teacher Ed courses. • See handout for list of courses.

10. Embedding Existing Courses and Programs into New Programs • Master of Arts in Education: Concentration Mathematics Education San Francisco State University (1995-present) •Courses in three departments: • Mathematics Department • Department of Elementary Education • Department of Secondary Education

11. Math Department Courses •Mathematics in the Middle Grades I (Geometry and Algebra) •Math in the Middle Grades II (Algebra and Probability) •Math in the Middle Grades III (Algebra, Geometry, Probability) •Mathematics in High School

12. Education Courses • Leadership Development in Math Education • Assessing Mathematical Thinking • Analyzing Cases of Mathematics Teaching • School Mathematics: Problem Solving

13. Additional Courses • Seminar in Educational Research • Field Study

14. Leadership Development in Math Ed • This course promotes the enhancement and development of mathematical ideas and instructional methodologies and extends the teachers' views beyond their own classroom and grade level. • Current issues in mathematics education and current research are examined. • Leadership skills are developed with a focus on disseminating information to other classroom teachers. Degree candidates will further develop ideas for future in-service activities.

15. Leadership • Four major areas: • Examination of current issues • Examination of current research • Review and analysis of major state and national mathematics education documents • Examination of leadership and dissemination practices

16. School Math: Problem Solving • To contribute to teachers’ mathematical development by encouraging them to become mathematical problem solvers. This includes learning about and using several different strategies for solving problems.

17. Problem Solving • Reading and interpretation of problem solving research and literature • Development of problem solving curricula • Write a ‘review of the literature’ on the topic of ‘problem solving.’ • Find ways of introducing problem solving to children with language and cultural diversity. • Explore CA and national standards in the area of problem solving.

18. Assessing Mathematical Thinking • Authentic assessment strategies for classroom use that assess the various dimensions of students’ mathematical thinking and learning will be investigated. • The development of performance assessments includes open-ended tasks and portfolios. • Case studies of classroom mathematics teaching will be used.

19. Analyzing Cases of Mathematics Teaching • Cases of mathematics teaching practice are a catalyst for analytic discussion of assessment, mathematical representation, and student misconceptions. • Teaching decisions are evaluated in the context of real classroom situations with regard to their impact on student learning, motivation, and beliefs.

20. Cases • Course Description: The main format of the class will be case discussion. The mathematical focus of the cases is primarily rational numbers, although other strands of mathematics will be integrated. • The collection of cases which will be discussed are embedded in actual classroom situations and provide multiple opportunities to encounter the same topics from different perspectives.

21. Cases • The purpose of this course is to learn and practice participation in math case discussions. The methods can be used with adults, as well as in classrooms with your students. You will learn ways to: • Deepen discussion • Examine conceptual representations • Promote and inquiry and analysis • Be more reflective about your patterns of discourse

22. Cases • Course topics include: • Multiple representations of mathematical concepts • Critical thinking, problem solving, and reasoning • Assessment of student understanding and prior knowledge • Common mathematical misconceptions and the theory relating to their development and remediation

23. Cases • Role of culture and language in mathematics learning and teaching • Role of personal attitudes and beliefs about mathematics teaching and learning.

24. Next Steps: Collaboration Ideas The CMP plans to submit a proposal for an MIL program. The CMP will • Invite CMP site universities to be part of the proposal. • Convene a group of CMP Directors to write the proposal. • Design a substantive template that will be common for all CMP sites. • Ask CMP site universities to complete sections specific to their campuses. • Submit proposal as a package.        Current status of these plans

25. Next Steps: Involving COEs and LEAs • Recruiting teachers to enroll by: • Learning what programs are in our areas • Encouraging interested teachers to enroll • Providing networking opportunities • Partnering with our local universities by: • Hosting for cohort groups of teachers • Finding classrooms for field experience • Providing leadership opportunities for those who have completed the program

26. Working Session • Questions, ideas, concerns? • Form collaborative working groups: • North (3) & South (3)? • Established (3) & new programs (3)? • Other? • Goals for this session? WORK AND EAT

27. Working Session • Brief reports from groups • Followup – next steps for CAMTE? • Clearinghouse for info, questions, answers? • If so, how? • Other?