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Simmons/NCTAF; March 27, 2007 Designing Comprehensive Induction:

Explore subject-specific needs of beginning secondary teachers in math and science through U.S. and international case studies. Discuss comprehensive induction programs addressing content, curricular, pedagogical, and practical knowledge.

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Simmons/NCTAF; March 27, 2007 Designing Comprehensive Induction:

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  1. Simmons/NCTAF; March 27, 2007 Designing Comprehensive Induction: Subject-Specific, US and International Examples Edward (Ted) Britton, WestEd; Lynn Paine, MSU

  2. Opener: tales of inspiring induction…..

  3. Basis of our information Three studies of induction programs for beginning mathematics and science teachers 1999-2009 1. International case studies 2. Case studies of U.S. programs 3. More study of beginning teachers’ needs in same/additional U.S. programs

  4. Data in U.S. studies: • 8 induction programs across 2 U.S. studies • following 5-10 mathematics and science novices, per program • 3-4 observations/interviews of each novice over 2 years • interviews with mentors, program leaders, activity providers • observations of program activities

  5. Session Overview Part 1: What is “comprehensive” induction? Part 2: What are “subject-specific needs” of beginning secondary teachers? Part 3: How can programs design for subject-specific needs?

  6. What are features of “comprehensive” induction programs? (participant discussion)

  7. Limited vs. ComprehensiveTeacher Induction

  8. Limited vs. ComprehensiveTeacher Induction

  9. Part II What are “subject-specific” needs of beginning secondary teachers? (Participant discussion)

  10. Part II What are “subject-specific” needs of beginning secondary teachers? (Participant discussion)

  11. Four types of subject-specific“needs” • content • curricular • 3. pedagogical content • 4. practical

  12. Subject-specific needs -- content knowledge: • college math versus school math • workplace math versus school math • connecting to real world, students’ lives

  13. Subject-specific needs -- curricular knowledge: • selecting/placing/pacing math topics • relationships between testing and curriculum • connections to other math courses, and courses in other subjects

  14. Subject-specific needs -- pedagogical knowledge: • multiple ways of representing content • constructing content-and-student appropriate tasks • understanding specific content within the disciplinary and curricular contexts • identifying student prior knowledge • understanding student errors and addressing student misconceptions • assessing student understanding

  15. Subject-specific needs -- practical knowledge: • acquiring classroom math resources • using math supplies, equipment • using community math resources

  16. Ways that programs address subject-specific needs Prior caveats: subject-explicit versus subject embedded programs; subject-specific versus general, not dichotomy

  17. Ways that programs address subject-specific needs Subject-matched mentors Issues: How much of a match? Dealing with general needs. Staffing a match e-mentoring

  18. Other Program Elements 1. ‘General’ courses taught in math context 2. Mini- math courses 3. Math curriculum focus 4. National community of math teachers 5. Summer school as a beginning teacher lab 6. Professional mathematics conferences

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