Building Math Building Math Specialist ProgramsSpecialist Programs

CAMTE-Sponsored Session at CMC-N CAMTE-Sponsored Session at CMC-N 20112011

Outline of the SessionOverview of MIAA and MIL programsMIAA and MIL survey resultsSharing program development and

sample documentsEmbedding existing courses and

programs into new programsNext steps

◦Collaboration ideas◦Involving county offices and local districts

Working session

Overview of MIAA and MILOverview 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.

MIAA RequirementsMIAA RequirementsBasic CA teaching credential3 years teaching experienceMath subject matter mastery

◦Assessed by exam or courseworkCompletion of a program including

◦Mathematics content◦Specialized mathematics knowledge for

teaching and thinking◦Pedagogical knowledge and practices for

teaching mathematics◦Supervised field experience

MIL RequirementsMIL RequirementsPossession 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

ResourcesResourcesSkip Fennell’s Website:

◦Elementary Math Specialist and Teacher Leaders

◦http://www2.mcdaniel.edu/emstl◦Programs, credential requirements,

research summaries, resourcesMaggie McGatha’s Website:

◦Math Coaching/Specialist Resources◦http://louisville.edu/education/

research/centers/crmstd/mcr◦Research summaries, resources

MIAA and MIL Survey ResultsInterested 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

Sharing Program Development and Sample Documents—Long Beach StateEmbedding MIAA in the existing Master’s

Degree in Education: Option in Mathematics Education Program (EDME) at CSULB◦ EDME Program

MIAA Discrepancy AnalysisMatrix: Showing where elements of (MIAA)

candidate competencies (Standards 1-5) are explicitly addressed in program courses

Program Assessment DocumentMIAA Subject Matter Requirement RubricSample of Assignments and Assessments

Sharing Program Development and Sample Documents—San Diego StateRevising 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.

Embedding Existing Courses and Programs into New ProgramsMaster 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

Math Department CoursesMath 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

Education CoursesEducation CoursesLeadership Development in Math

Education

Assessing Mathematical Thinking

Analyzing Cases of Mathematics Teaching

School Mathematics: Problem Solving

Additional CoursesAdditional Courses

Seminar in Educational Research

Field Study

Leadership Development in Leadership Development in Math EdMath EdThis 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.

LeadershipLeadershipFour 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

School Math: Problem School Math: Problem SolvingSolving

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.

Problem SolvingProblem SolvingReading and interpretation of problem

solving research and literatureDevelopment of problem solving

curriculaWrite 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.

Assessing Mathematical Assessing Mathematical ThinkingThinking• 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.

Analyzing Cases of Mathematics Analyzing Cases of Mathematics TeachingTeachingCases 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.

CasesCasesCourse 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.

CasesCasesThe 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

CasesCasesCourse 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

CasesCasesRole of culture and language in

mathematics learning and teaching

Role of personal attitudes and beliefs about mathematics teaching and learning.

Next Steps: Collaboration IdeasThe 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

Next Steps: Involving COEs and LEAsRecruiting 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

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

Working Session

Brief reports from groupsFollowup – next steps for CAMTE?

◦Clearinghouse for info, questions, answers? If so, how?

◦Other?