2
Initiatives and Partnerships
Impacting Student Success
Alcorn State University Conference: Improving Student Learning Through
Teacher Education RedesignApril 9, 2009
Susan P. Lee, Director of P-16 InitiativesOffice of Academic and Student Affairs
MS Institutions of Higher Learning
3
The Redesign
of Teacher Preparation
4
Blue Ribbon Committee
Purpose: To increase both the quality and quantity of teachers for Mississippi’s schools through a collaboratively-developed redesign initiative targeted for all teacher preparation
programs.
5
Process• Over an 18-month span, the BRC:
Received guidance from national experts, Reviewed research from regional,
national, and international studies, and
Made campus visits to explore exemplary teacher preparation programs.
• Input was also gleaned from a variety of Mississippi stakeholders who held varying viewpoints about teacher preparation.
Continued…….
6
Process• As the process unfolded, it became apparent that
success is dependent upon the willingness of key stakeholders to:
1) embrace the concept of shared responsibility 2) build strong collaboration among all
stakeholders 3) secure financial resources
• All information gathered was considered in developing the final recommendations and implementation plan.
7
BRC TimelineBRC Kick-off Meeting November 2006
BRC Focused Work Meetings January – April 2007
Town Hall Meetings/Critical Entity Review/Website Feedback June – October 2007
Presentation of Thematic Areas & Critical Components to BRC October 30, 2007
Development of Initial Action Plans Nov. 07 – Jan. 08
Presentation of Action Plans to BRC January 24, 2008
Steering Committee Development of Work Plan March-May, 2008
BRC Review of Implementation Plan June 30, 2008
Development of Recommendations and Outcomes July-August, 2008
Endorsed by MACTE September 5, 2008
Presentation to IHL/MDE Boards for Approval September 18, 2008
8
BRC Timeline• Orientation Session for Redesign Teams September 23,
2008
• Follow Up Orientation with Redesign Team Chairs October 27, 2008
• Recommendations sent to Collaborative Partners September 2008
• Redesign Work within Preparation Programs Oct. 2008-Feb. 2009
• Review of Implementation Plan with Collaborative Partners December 15, 2008
• Redesign Proposals Due March 31, 2009
• Review of Redesign by External Consultants April-May 2009
• Implementation of Initial Phase of Redesign June 2009
9
Implementation Phases Implementation of the recommendations will occur in two phases. Each phase features components linked to one or more
responsible entity.
Phase I - 2008-09Primary responsibility of most recommendations tied to
preparation programs
Phase II – Multi-Year Launch Beginning 2008Includes components that require
additional resources-time, talent, funding-with primary responsibility for most
recommendations tied to the state
10
RecommendationsSeven key issues are addressed in recommendations:
1. Meaningful Field Experiences2. Subject Content Preparation3. Differentiating Instruction4. Classroom Management5. Recruitment and Retention6. Strong Partnerships
7. Accountability
11
1. Meaningful Field Experiences
To establish consistency during comprehensive field experiences and to ensure that P-12 schools and preparation programs serve as partners in this
process.RECOMMENDATIONS:1. Identify and implement comprehensive and
consistent performance expectations for all teacher candidates.
2. Provide adequate and appropriate supervision of teacher candidates during all field placements.
3. Ensure a range of diverse settings that reflects the reality of the P-12 classroom and areas of licensure.
12
2. Subject Content Preparation
The depth of content knowledge necessary for appropriate student learning must be acquired by all teacher candidates.
RECOMMENDATIONS:1. Ensure adequate preparation to master subject
area content knowledge in all areas of licensure.
2. Require that candidates demonstrate mastery in delivery of content as it relates to P-12 student developmental levels.
13
3. Differentiating InstructionVaried learning styles, disabilities, and cultural differences
create the need for teachers who can provide multiple classroom opportunities while meeting the needs of all students.
RECOMMENDATIONS:1. Require mastery of knowledge and skills for
effectively differentiating instruction to meet all learner needs.
2. Reinforce/revise program content through collaboration with P-12 partners.
14
4. Classroom ManagementSkillful management of the classroom to ensure a safe, orderly, successful learning environment requires appropriate opportunities for practice and
feedback.
RECOMMENDATIONS:1. Develop and assess consistent classroom
managementperformance expectations during preparation.
2. Provide extensive opportunities to demonstrate appropriate expertise in an array of strategies.
3. Strengthen the collaborative involvement of P-12 educators in identifying preparation problem areas.
15
5. Recruitment and Retention
Induction and mentoring programs are often minimal in nature, not well designed, and of limited quality and impact.
RECOMMENDATIONS: 1. Enhance pre-service incentives for hard-to-fill content
areasand high need schools.
2. Implement induction and mentoring programs using currentresearch and exemplary practice.
3. Utilize the first year of teaching as a year-long residency with a standard license conferred upon successful fulfillment ofthe residency requirements.
16
6. Strong PartnershipsTo effectively prepare teachers for Mississippi schools, all stakeholders
must be more meaningfully engaged in the preparation process.RECOMMENDATIONS:1. Appoint a broad-based STATE P-16 Council to focus on
statewideleadership, policy making, accountability, problem solving, andand linking with the legislature.
2. Establish PROGRAM P-16 Councils representative of all stakeholdersto impact curricular design/review, field experiences, collaboration,assessment, and program evaluation.
3. Plan opportunities for meaningful collaboration among P-12 educators, teacher preparation educators, and the broader community.
17
7. AccountabilityAn accountability model linked to effective teaching will increase both
transparency and stakeholder confidence.
RECOMMENDATIONS:1. Develop a sophisticated state-wide system that
appropriatelylinks preparation program graduates to P-12 student learning.
2. Establish and execute an implementation plan for the accountability model.
3. Establish an annual meeting with stakeholders for review ofprogram progress regarding achievement and productivity.
18
Using Course Using Course Redesign to Redesign to
Foster Student Foster Student SuccessSuccess
19
What is Course Redesign?
• The process of redesigning all sections of a course to achieve better learning outcomes through instructional technology and other innovations.
• Carol Twigg and The National Center for Academic Transformation (NCAT) are Mississippi’s partners in this initiative.
• NCAT is the nationally recognized leader in transforming teaching and learning with the course redesign process.
20
Benefits of Course Redesign
Course Redesign allows institutions to:
• Improve student learning outcomes
• Demonstrate improvements through rigorous
assessment
• Reduce costs of instruction
• Increase consistency across multiple sections
• Free up instructional resources for other purposes
• Develop capacity to continue the redesign process
21
Why Redesign?
• Accommodate more students without adding resources and without sacrificing standards
• Free up faculty members to offer other courses and programs of study that are in demand
• Improve consistency and quality across multiple sections
22
Results
• 300+ Faculty at Orientation Workshop - 11/07
• 22 Readiness Instruments Submitted from All Institutions
• 19 Projects selected for Progression to Proposal Stage
• 18 Teams attended Proposal Development Workshop – 2/08
• 18 Proposals Reviewed by NCAT Team & Staff
continued……
23
Results
• 16 Projects selected for pilot implementation in 2008-09
• Projects include 12 Areas: College Algebra Intermediate AlgebraBusiness Calculus StatisticsBiology ChemistryNutrition PsychologySpanish Technical WritingStatics-Electrical Engineering Intro to Computing.
24
Projects by Institution
Alcorn State University College Algebra Delta State University College AlgebraJackson State University Intermediate & College AlgebraMississippi State University Biology/Chemistry/Statistics/
Statics-Electrical EngineeringMississippi University for Women Intermediate & College AlgebraMississippi Valley State University Intermediate AlgebraUniversity of Mississippi Business CalculusUniversity of Southern Mississippi Intermediate Algebra/Intro to
Computing/Nutrition/PsychologySpanish/Technical Writing
25
Next Steps
• Pilot Implementation in Spring 2009
• Report of Results in Summer 2009
• Full Implementation in Fall 2009
• Assistance to Institutions from NCAT and Staff throughout the process
26
Other Initiatives
and PartnershipsImpacting
Student Success
College Readiness Taskforces
MATHEMATICSENGLISH/LANGUAGE
ARTSBIOLOGY
U.S. HISTORY
College Readiness
• Competencies in Math and English have been collaboratively developed and validated by IHLs, CJCs, and P-12 representatives.
• Taskforces are working on development of competencies for Biology and U.S. History with competencies fully developed for Fall, 2009.
29
Other Initiatives
• Data Quality Group• Title II Professional Development
Institutes• The Knowledge to Get to College
Website:www. mississippi.edu
• High School Feedback Report30
31
QUESTIONS ?
Contact InformationSusan P. Lee, Ed.D.Director of P-16 InitiativesOffice of Academic and Student AffairsMississippi Institutions of Higher Learning
601-432-6522
32
Top Related