Recruiting Mathematics and Science Teachers Through Partnerships

1. Recruiting Mathematics and Science Teachers Through Partnerships • MODERATOR Dave Jolly – Director California Academic Partnership Program • FACILITATOR Edward Landesman – Associate Director of Intersegmental Relations UC Science and Mathematics Initiative

2. Recruiting Mathematics and Science Teachers Through Partnerships PANELISTS Dave Jolly Director Moderator California Academic Partnership Program • Phil Lafontaine Manager, Math and Science Leadership Office CA Dept of Education • Steve Bruckman Executive Vice Chancellor and General Counsel CA Community College Chancellor’s Office • Jean Houck Dean, College of Education CA State University, Long Beach • Diane Siri Superintendent of Schools Santa Cruz County • Edward Landesman Associate Director of Intersegmental Relations UC Science and Mathematics Initiative

3. Guiding Questions • What are the most promising strategies and practices we currently see? • What are the critical success factors for each of these? • What immediate steps can be taken to grow the success of these strategies?

4. California Department of Education Phil Lafontaine Mathematics and Science Leadership Office 916-323-6189 plafonta@cde.ca.gov

5. Developing the Profession of Teachers • Superintendent Jack O’Connell • Educate our students for the future • Increase the number of teachers in mathematics and science • Continue to provide support and professional development to new and veteran teachers • Provide support for principals

6. Developing Highly Qualified Teachers • Four Areas of Focus • Recruiting highly qualified teachers • Enhancing preservice education for teachers • Expanding induction for beginning teachers • Providing high-quality professional development for experienced teachers

7. Mathematics and Science Teaching Workforce in California in 2004-05 *Includes AP and IB courses **Issues in 2003-04

8. NCLB Title II, Part B • California Mathematics and Science Partnership (CaMSP) Grants • California’s allotment • $14 million 2003-04 • $20.6 million in 2004-05 • $24 million in 2005-06 • $26 million estimated in 2006-07 • Administered by CDE’s MSLO • Total of 43 CaMSPs funded

9. Purpose • Dedicated to increasing the academic achievement of students in mathematics (grades five through Algebra I) and science (grades four through eight) by enhancing the content knowledge and teaching skills of classroom teachers through professional learning activities.

10. CaMSP Goals • Increase student knowledge in science and mathematics. • Provide professional development for science and mathematics teachers. • Research effective instructional practices to achieve growth in student achievement. • Research effective practices to accomplish teacher professional learning.

11. CaMSP State Focus Aimed at improving student achievement in: • Grades 4-8 in science • New State CST testing in fifth grade • Pre-high school/college courses • Grades 5-9 in mathematics • Further readiness of students for success in Algebra I in eighth grade • High School Exit Exam Algebra I information

12. CaMSP Partnerships • High Need Local Educational Agency • 40 percent free and reduced lunch • Institution of Higher Education • Universities, State Universities, Colleges, and Community Colleges. • Disciplinary faculty in mathematics, science, and engineering.

13. CaMSP Research Model Leadership Team Student Teacher Other Data Data Partners LEA IHE Need Intervention ? CaMSP Program Classroom Student & Intensive Followup Teacher 80 hours 24 hours Data Classroom Additional Followup Intensive

14. Promising Practices • Be sure teachers are involved • Involve both the College of Natural Sciences faculty and Education faculty • Clear vision of the needs of the districts • Set realistic goals to address the needs • Connect the intensive activities to the follow-up activities • Conduct regular meetings of the leadership team

15. California Community Colleges Steve Bruckman Executive Vice Chancellor and General Counsel CA Community College Chancellor’s Office

16. California Community Colleges System Strategic Plan Ensure that the Community College System and its partners are maintaining and improving the transfer function to meet the needs of students and the state of California.

17. California Community Colleges System Strategic Plan Ensure that Community College programs are aligned and coordinated with state and local economic and workforce development needs.

18. Math, Engineering, Science Achievement Program (MESA) Participating Colleges 27 • Students 3,316 Male 61% Female 39% Hispanic 50% African American 10% Native American 3% Other 37%

19. Math, Engineering, Science Achievement Program (MESA) Participating Colleges • Transfer 585 CSU 50% UC 36% other 14% Annual Cost $81,000

20. Economic Development and Career Technical Education Reform 2004-05 $20 million 2005-06 $50 million (Governor’s Proposed Budget)

21. California Alliance of Pre K-18 Partnerships (Final Report, 2004) • City Heights Education Pilot • Educational Partnership Center, UC Santa Cruz • Kern County Initiative for Teacher Recruitment • Long Beach Education Partnership • North County Professional Development Federation (San Diego County) • Santa Ana Education Partnership • Shasta Partnership

22. California State University,Long Beach Jean Houck Dean, College of Education CA State University, Long Beach

23. Essential Elements of Successful Partnerships • Shared vision and goals • Effective communication • Respect for differences • Adequate resources • Continuous processes to stay relevant • An appropriate organizational model • Committed, responsible members • Continuous evaluation

24. Santa Cruz County Diane Siri Superintendent of Schools Santa Cruz County

26. Teacher Workforce Initiative:What We Know About MontereyBay Area TeachersMonterey Bay Educational Consortium and theCenter for the Future of Teaching and Learning

27. Work Groups • Research & Evaluation • House • Recruitment & Retention • Hard to Staff Schools • Teacher Pipeline

28. Teacher Workforce Initiative(TWI) Goal To strengthen the teacher workforce in Monterey, San Benito, and Santa Cruz Counties through a regional, data-driven collaborative among K-18 educational institutions.

29. TWI Primary Objective To build and maintain a regional teacher workforce decision-making system that: • illuminates teacher workforce issues – supply and demand – quality • maintains an ongoing capacity to address these issues; and • facilitates the collection and analysis of current-year data.

30. Question #1. What can we learn about the region’s teacher workforce with 2002-03 data? • Strategy: Replicate SRI analyses to compare region with state • Data – California Basic Educational Data System (CBEDS) – Collected annually from all K-12 teachers, schools, and districts in October – Available for analysis in late summer

31. Professional AssignmentInformation Form (PAIF) • Teacher Preparation – Full Credential: completed teacher preparation program and hold a preliminary, clear, professional clear, or life credential – Not Full Credential: university or district intern; pre-intern; or emergency permit or waiver if used in current assignment • Authorized Teaching Area: all areas authorized, regardless of current assignment

32. Summary of 2002-03 Findings • Teacher certification varies across – subject area – students’ socioeconomic status • Many regional teachers near retirement age • These results parallel California state patterns

33. Full-Time Teachers’ Credentials by Subject Area (MBEC, 2002-03)

34. Comparison of California State and MBEC Credential Patterns, 2002-03 Both for the state and the region, special education, mathematics, and science had the highest levels of teachers without full credentials. Source: CBEDS Data 2002-03, SRI International Analysis

35. Relationship Between Teacher Certification and Student Poverty Levels: MBEC 2002-03

36. Relationship Between Teacher Certification and Proportion of Ethnic Minority Students: MBEC 2002-03

37. Relationship Between Special Education Teacher Certification and Proportion of Ethnic Minority Students: MBEC 2002-03

38. Relationship Between Teacher Certification and Proportion of English Learners: MBEC 2002-03

39. Relationship Between Teacher Certification and School API Performance: MBEC 2002-03

40. Age Distribution of MBEC Region’s Full-Time Teachers: 2002-03 • The statewide median age was 44.5 years • In the Tri-County region, teachers’ median age was 48 • Regionally, more teachers were nearing retirement age in special ed and social sciences (median = 51)

41. Full-time Teachers: California Public Schools (2002-03)

42. Full-time Teachers: Monterey, San Benito, and Santa Cruz Counties (2002-03)

43. Question #2: What Else Can We Learn About Teacher Supply and Demand? • Housing costs compared with salaries • New teacher preparation in the region – Public and private teacher preparation programs – Community college and high school pipeline resources

44. Gap Between Teachers’ Salaries and Housing Prices

45. Ethnic Background of MBEC Region’s Students and Teachers, 2002-03

46. Tri-County Region Teacher Supply:Number of Credential Recommendations, 7/1/02 – 6/30/03

47. Tri-County Region Teacher Demand & Supply 2002-03

48. Key Partnership Points • Select data points and collect data • Use data for decisions • Develop the trust and relationships to sustain efforts • Listen before volunteering and make certain follow-through is done in time

49. UC Science and Mathematics Initiative Edward Landesman Associate Director of Intersegmental Relations UC Science and Mathematics Initiative

50. Guiding Questions • What are the most promising strategies and practices we currently see? • What are the critical success factors for each of these? • What immediate steps can be taken to grow the success of these strategies?