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Common Core State Standards

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Common Core State Standards

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  1. “The mathematics preparation of elementary … teachers must be strengthened as one means for improving teachers’ effectiveness in the classroom. … A critical component of this recommendation is that teachers be given ample opportunities to learn mathematics for teaching … teachers must know in detail and from a more advanced perspective the mathematical content they are responsible for teaching … both prior to and beyond the level they are assigned to teach.” Source: NMAP Report (2008)

  2. “The mathematics preparation of elementary … teachers must be strengthened as one means for improving teachers’ effectiveness in the classroom. … A critical component of this recommendation is that teachers be given ample opportunities to learn mathematics for teaching … teachers must know in detail and from a more advanced perspective the mathematical content they are responsible for teaching … both prior to and beyond the level they are assigned to teach.” Source: NMAP Report (2008)

  3. Common Core State Standards • Some content shifts to earlier grades • Focus on conceptual understanding • Focus on “mathematical practices” - Problem solving - Strategic Use of Tools - Reasoning - Precision - Justification - Structure - Modeling - Generalization

  4. Challenge Strengthening content expertise for teaching mathematics in elementary schools.

  5. Elementary Mathematics Specialists Background, Initiatives, & Directions Nicole Miller Rigelman Portland State University rigelman@pdx.edu

  6. Why Elementary Mathematics Specialists (EMS)? “Given that there are over 2 million elementary teachers, the problem of raising the mathematical proficiency of all elementary teachers is so enormous as to be beyond comprehension. A viable alternative is to produce a much smaller corps of mathematics teachers with strong content knowledge who would be solely in charge of teaching mathematics at least beginning with grade 4.” (p. 14) Source: Wu, 2009

  7. “the use of teachers who have specialized in elementary mathematics teaching could be a practical alternative to increasing all elementary teachers’ content knowledge (a problem of huge scale) by focusing the need for expertise on fewer teachers” (p. 44). Source: NMAP Report, 2008

  8. Who are EMS? • Elementary teachers with special expertise (knowledge and skills) and interest in helping students learn mathematics. This expertise extends well beyond what is normally acquired through initial teacher preparation and classroom teaching experience.

  9. Currently… EMS professionals work in schools/districts are asked to do a variety of tasks: • Coach/mentor other teachers • Serve as teacher leader/coordinator in school/district • Teach multiple classes of elementary students • Teach special groups of students (remedial, enrichment, pull-out or in-class)

  10. What’s needed? • Programs to support the development and work of EMS professionals • Evaluation of models and impact, replication of effective models • Certification/endorsement of EMS professionals

  11. AMTE’s work to date… • Support development and implementation of programs for EMS professionals (preparation, ongoing pd). • Advocate for certification programs to encourage and acknowledge EMS preparation. • Stimulate research on impact of various kinds of EMS programs.

  12. AMTE’s work to date… • Support development and implementation of programs for EMS professionals (preparation, ongoing pd). • Develop the EMS Standards (released January 2010) • Release joint EMS Position Paper (May 2010) • Advocate for certification programs to encourage and acknowledge EMS preparation. • Stimulate research on impact of various kinds of EMS programs.

  13. AMTE’s work to date… • Support development and implementation of programs for EMS professionals (preparation, ongoing pd). • Develop the EMS Standards (released January 2010) • Release joint EMS Position Paper (May 2010) • Advocate for certification programs to encourage and acknowledge EMS preparation. • Host a State Certification Conference (June 2010) • Support states as they implement their Action Plans • Stimulate research on impact of various kinds of EMS programs.

  14. Why is state-level Certification for EMS important? • EMS knowledge/expertise does not necessarily develop as a consequence of preservice program and teaching experience. • Recognition (and use) of EMS expertise would be heightened by state-level certification/licensure. • Colleges/universities are more likely to build and offer EMS programs if state certification exists.

  15. State Certification for EMS Currently 12 states offer professional designations for elementary mathematics specialists … Arizona, California, Georgia, Kentucky, Michigan, North Carolina, Ohio, South Dakota, Texas, Utah, Virginia. with several other states in the process of adding EMS certification. Next Steps

  16. Standards for Elementary Mathematics Specialists (EMS) A Reference for Teacher Credentialing and Degree Programs

  17. Areas of Knowledge/Expertise for EMS • Content Knowledge for Teaching Mathematics • Pedagogical Knowledge for Teaching Mathematics • Leadership Knowledge and Skills

  18. Content Knowledge for Teaching Mathematics • Deep understanding of mathematics for grades K–81. • Further specialized mathematics knowledge for teaching. 1Based on recommendations in Mathematics Education of Teachers Report (2001) and Guidelines for Assessment and Instruction in Statistics Education (GAISE) Report (2007).

  19. Pedagogical Knowledge for Teaching Mathematics • Learners and learning • Teaching • Curriculum and assessment

  20. Leadership Knowledge and Skills • Professional Resources • Communication • Policy • Professional development • Equity

  21. Prerequisites • Teacher certification • At least three years of successful mathematics teaching experience

  22. Program Guidelines • 24 semester hours (or appropriate equivalent) spanning all of the program components outlined in the standards. • Includes supervised mathematics practicum – working with a range of students (e.g., primary, intermediate, struggling, gifted, English language learners), teachers (novice and mid-career) and professional development settings. Return to AMTE’s work to date

  23. Next Steps • Develop an Oregon EMS certification/endorsement. • Conduct and disseminate research regarding the impact of EMS professionals • Develop and offer programs to prepare EMS professionals. • Support EMS professionals.

  24. Questions? Get involved? Contact: Nicole Rigelman rigelman@pdx.edu

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