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A Residency Model: Shifting From Traditional To On-Site Education

A Residency Model: Shifting From Traditional To On-Site Education. Paper presentation at the eighteenth annual meeting of the Association of Mathematics Teacher Educators Session #91, February 7, 2014 Ryan Andrew Nivens. Presentation Overview. 5 minutes overview of the Ready2Teach initiative

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A Residency Model: Shifting From Traditional To On-Site Education

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  1. A Residency Model: Shifting From Traditional To On-Site Education Paper presentation at the eighteenth annual meeting of the Association of Mathematics Teacher Educators Session #91, February 7, 2014 Ryan Andrew Nivens

  2. Presentation Overview • 5 minutes overview of the Ready2Teach initiative • 10 minutes overview of changes to the teacher education program in general • 15 minutes specifically about the changes, challenges, and opportunities for K-6 math methods and the role of Noyce scholarships in the 7-12 program • 15 minutes group discussion of four guiding questions

  3. Background • The Ready2Teach program is Tennessee’s effort to implement a medical school residency-style model into the teacher education programs throughout the public higher education institutions of the state. • The Ready2Teach program had its earliest envisioning in 2009 and began full implementation in the fall of 2013. East Tennessee State University began piloting the Ready2Teach program in the fall of 2012.

  4. Description of Changes

  5. Terminology • Residency I: the first semester of the senior year comprises 4 methods courses and 1 clinical field course • Residency II: the final semester in the senior year. Previously called the student teaching semester. • Pre-Residency: a 2-credit course required in Summer Session 2 (July-August) that allows our pre-service teachers to engage in district-level PD as well as prepare the classroom and meet the students during the first week of public school (typically early August)

  6. Overview of Residency I

  7. Overview of Residency II

  8. Residency I: Math Methods for K-6 • The course entitled Residency I: Mathematics is a 3-credit K-6 math methods course that requires 2 credits to be completed on campus with 1 credit (approximately 32.5 in-field hours) involved in teaching/co-teaching mathematics. • As stated in the syllabus, “This course addresses methodology and theories for teaching and learning elementary mathematics (K-6) with attention paid to problem solving, diversity, current technologies, assessment (including diagnosis and remediation), current issues in mathematics education, reflective teaching and learning, and the application of mathematics to everyday life.”

  9. Residency I: Math Methods for K-6 See paper for details on: • methodology and theories for teaching and learning elementary mathematics (K-6) • problem solving • diversity • current technologies

  10. Residency I: Math Methods for K-6 The main projects of the semester are: • analysis of student work • planning remediation • designing assessments • lesson planning • reflective teaching

  11. Residency I: Math Methods for K-6

  12. Noyce fellows for secondary mathematics education • In the past, the Noyce fellows typically had their junior and senior years of school paid for. With the change in requirements during Residency I as well as higher requirements on minimum grades in math courses, we are looking at using the Noyce to fund additional courses required for education in the summer terms so that requirements for the math major can be met.

  13. Noyce fellows for secondary mathematics education • As teaching has become a high-stakes profession in our state through recent accountability measures, we are now requiring that applicants to the Noyce program pass the admissions process to teacher education before they can apply.

  14. Group Discussion • How to evaluate time in the field in terms of teaching mathematics to elementary school students? • What authentic activities can draw on teaching experience? • What activities can help prepare PSTs for work on the edTPA? Should edTPA components be dovetailed with methods course assignments? • What collaboration can be accomplished between science methods, reading/literacy methods, and language arts regarding mathematics education?

  15. Thank You Ryan Andrew Nivens Program Coordinator, Interdisciplinary Studies (K-6 major) East Tennessee State University PO Box 70684 Johnson City, TN 37614 • email: NIVENS@ETSU.EDU • Full paper available at Researchgate: http://www.researchgate.net/profile/Ryan_Nivens/ • LinkedIn: http://www.linkedin.com/in/ryannivens

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