Recruiting Mathematics and Science Teachers Through Partnerships

MODERATORDave Jolly – DirectorCalifornia Academic Partnership Program

FACILITATOR

Edward Landesman – Associate Director of Intersegmental Relations

UC Science and Mathematics Initiative

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 CounselCA Community College Chancellor’s Office

Jean Houck Dean, College of EducationCA State University, Long Beach

Diane Siri Superintendent of SchoolsSanta Cruz County

Edward Landesman Associate Director of Intersegmental RelationsUC Science and Mathematics Initiative

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?

California Department of Education

Phil LafontaineMathematics and Science Leadership Office

916-323-6189

plafonta@cde.ca.gov

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

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

Mathematics and Science Teaching Workforce in California in 2004-05

Classes*FTE

TeachersNew Hires

New Credentials**

New Permits**

New BA/BSs**

Mathematics 98,103 19,713.72 2,057.2 1,258 823 1,505

Science 78,445 15,552.72 2,078.7 1,422 642 8,429

*Includes AP and IB courses

**Issues in 2003-04

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

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.

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.

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

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.

StudentData

TeacherData

Student &Teacher

Data

Intervention

Other Partners LEA IHE

Leadership Team

CaMSP Program

AdditionalIntensive

ClassroomFollowup

ClassroomFollowup24 hours

Intensive80 hours

Need

CaMSP Research Model

?

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

California Community Colleges

Steve BruckmanExecutive Vice Chancellor and General Counsel

CA Community College Chancellor’s Office

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.

California Community Colleges System Strategic Plan

Ensure that Community College programs are aligned and coordinated with state and local economic and workforce development needs.

Math, Engineering, Science Achievement Program (MESA)

Participating Colleges 27 Students 3,316

Male 61%Female 39%

Hispanic 50%African American10%Native American 3%Other 37%

Participating Colleges Transfer 585

CSU 50%UC 36%other 14%

Annual Cost $81,000

Math, Engineering, Science Achievement Program (MESA)

Economic Development and Career Technical Education Reform

2004-05 $20 million

2005-06 $50 million(Governor’s Proposed Budget)

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

California State University,Long Beach

Jean HouckDean, College of Education

CA State University, Long Beach

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

Santa Cruz County

Diane SiriSuperintendent of Schools

Santa Cruz County

Teacher Workforce Initiative:

What We Know About Monterey

Bay Area Teachers

Monterey Bay Educational Consortium and the

Center for the Future of Teaching and Learning

Work Groups

Research & Evaluation House Recruitment & Retention Hard to Staff Schools Teacher Pipeline

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.

TWI Primary Objective

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.

To build and maintain a regional teacher workforce decision-making system that:

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

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

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

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

Comparison of California State and MBEC Credential Patterns, 2002-03

Both for the stateand the region,special education,mathematics, andscience had thehighest levels ofteachers without fullcredentials.

Source: CBEDS Data 2002-03,SRI International Analysis

Relationship Between Teacher Certification and Student Poverty

Levels: MBEC 2002-03

Relationship Between Teacher Certification and Proportion of Ethnic

Minority Students: MBEC 2002-03

Relationship Between Special Education Teacher Certification and Proportion of

Ethnic Minority Students: MBEC 2002-03

Relationship Between Teacher Certification and Proportion of English

Learners: MBEC 2002-03

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

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)

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

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

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

Gap Between Teachers’ Salaries and Housing Prices

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

Tri-County Region Teacher Supply:Number of Credential

Recommendations, 7/1/02 – 6/30/03

Tri-County Region Teacher Demand & Supply 2002-03

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

UC Science and Mathematics Initiative

Edward LandesmanAssociate Director of Intersegmental Relations

UC Science and Mathematics Initiative

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?