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![Page 1: Recruiting Mathematics and Science Teachers Through Partnerships MODERATOR Dave Jolly – Director California Academic Partnership Program FACILITATOR Edward.](https://reader036.fdocuments.us/reader036/viewer/2022062300/56649d945503460f94a7b654/html5/thumbnails/1.jpg)
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
![Page 2: Recruiting Mathematics and Science Teachers Through Partnerships MODERATOR Dave Jolly – Director California Academic Partnership Program FACILITATOR Edward.](https://reader036.fdocuments.us/reader036/viewer/2022062300/56649d945503460f94a7b654/html5/thumbnails/2.jpg)
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
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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?
![Page 4: Recruiting Mathematics and Science Teachers Through Partnerships MODERATOR Dave Jolly – Director California Academic Partnership Program FACILITATOR Edward.](https://reader036.fdocuments.us/reader036/viewer/2022062300/56649d945503460f94a7b654/html5/thumbnails/4.jpg)
California Department of Education
Phil LafontaineMathematics and Science Leadership Office
916-323-6189
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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
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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
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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
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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
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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.
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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.
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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
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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.
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StudentData
TeacherData
Student &Teacher
Data
Intervention
Other Partners LEA IHE
Leadership Team
CaMSP Program
AdditionalIntensive
ClassroomFollowup
ClassroomFollowup24 hours
Intensive80 hours
Need
CaMSP Research Model
?
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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
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California Community Colleges
Steve BruckmanExecutive Vice Chancellor and General Counsel
CA Community College Chancellor’s Office
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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.
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California Community Colleges System Strategic Plan
Ensure that Community College programs are aligned and coordinated with state and local economic and workforce development needs.
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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%
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Participating Colleges Transfer 585
CSU 50%UC 36%other 14%
Annual Cost $81,000
Math, Engineering, Science Achievement Program (MESA)
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Economic Development and Career Technical Education Reform
2004-05 $20 million
2005-06 $50 million(Governor’s Proposed Budget)
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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
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California State University,Long Beach
Jean HouckDean, College of Education
CA State University, Long Beach
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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
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Santa Cruz County
Diane SiriSuperintendent of Schools
Santa Cruz County
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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
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Work Groups
Research & Evaluation House Recruitment & Retention Hard to Staff Schools Teacher Pipeline
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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.
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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:
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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
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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
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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
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Full-Time Teachers’ Credentials by Subject Area (MBEC, 2002-03)
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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
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Relationship Between Teacher Certification and Student Poverty
Levels: MBEC 2002-03
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Relationship Between Teacher Certification and Proportion of Ethnic
Minority Students: MBEC 2002-03
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Relationship Between Special Education Teacher Certification and Proportion of
Ethnic Minority Students: MBEC 2002-03
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Relationship Between Teacher Certification and Proportion of English
Learners: MBEC 2002-03
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Relationship Between Teacher Certification and School API Performance: MBEC 2002-03
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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)
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Full-time Teachers: California Public Schools (2002-03)
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Full-time Teachers: Monterey, San Benito, and Santa Cruz Counties (2002-03)
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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
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Gap Between Teachers’ Salaries and Housing Prices
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Ethnic Background of MBEC Region’s Students and Teachers, 2002-03
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Tri-County Region Teacher Supply:Number of Credential
Recommendations, 7/1/02 – 6/30/03
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Tri-County Region Teacher Demand & Supply 2002-03
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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
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UC Science and Mathematics Initiative
Edward LandesmanAssociate Director of Intersegmental Relations
UC Science and Mathematics Initiative
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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?