1. Elementary Mathematics Specialists (EMS) Initiatives Update Friday, September 9, 2011 Teachers of Teachers of Mathematics Annual Meeting Nicole Rigelman, Portland State University Cheryl Beaver, Western Oregon University

2. Overview of Session Rationale for the use of Elementary Math Specialists (EMS) and their impact Overview of the AMTE EMS Initiatives –Resources supporting EMS certification and program development Various “states’ stories” conveying different points in the state certification process and approaches to opposition

3. Challenge: Strengthening the expertise for teaching mathematics in elementary schools

4. “The mathematics preparation of elementary … teachers must be strengthened as one means for improving teachers’ effectiveness in the classroom. … A critical component of this recommendation is that teachers be given ample opportunities to learn mathematics for teaching … teachers must know in detail and from a more advanced perspective the mathematical content they are responsible for teaching … both prior to and beyond the level they are assigned to teach.” Source: NMAP Report (2008)

5. Common Core State Standards Some content shifts to earlier grades Focus on conceptual understanding Focus on “mathematical practices” –Problem solving- Strategic Use of Tools –Reasoning- Precision –Justification- Structure –Modeling- Generalization

6. Why EMS? “the use of teachers who have specialized in elementary mathematics teaching could be a practical alternative to increasing all elementary teachers’ content knowledge (a problem of huge scale) by focusing the need for expertise on fewer teachers” (p. 44). Source: NMAP, 2008

7. Why EMS? “Teacher‐leaders can have a significant influence by assisting teachers in building their mathematical and pedagogical knowledge.…Teacher‐leaders’ support on a day‐to‐day basis ranging from conversations in the hall to in‐classroom coaching to regular grade‐level and departmental seminars focused on how students learn mathematics—can be crucial to a teacher’s work life.” Source: NCTM, 2000

8. Why EMS? “A single mathematics education leader can have an incredible impact on the development and effectiveness of others.… Leaders in mathematics education at all levels of the school or district organization … are crucial for ensuring attainment of high‐quality school mathematics programs” Source: NCSM, 2008

9. EMS professionals work today in different settings and are asked to do a variety of tasks: –Coach/mentor other teachers –Serve as a teacher leader/coordinator –Teach multiple classes of elementary students –Teach special groups of students (remedial, enrichment, pull-out or in- class)

11. State Certification for EMS Currently only 13 states offer professional designations for elementary mathematics specialists … Arizona, California, Georgia, Kentucky, Maryland, Michigan, Missouri, North Carolina, Ohio, South Dakota, Texas, Utah and Virginia

12. Charge of the AMTE EMS Initiative With funding from The Brookhill Foundation: Develop guidelines for EMS program development and state certification. Use the national leverage of AMTE (and other partnering organizations) to advocate for more states to offer EMS certification/endorsement.

13. Overview of AMTE EMS Initiative Summer 2009-January 2010 –Standards for Elementary Mathematics Specialists (EMS): A Reference for Teacher Credentialing and Degree Programs

15. Prerequisites Teacher certification At least three years of successful mathematics teaching experience

16. Program Guidelines 24 semester hours (or appropriate equivalent) spanning all of the program components outlined in the standards. Includes supervised mathematics practicum –working with a range of students, teachers, and professional development settings.

17. Areas of Knowledge/Expertise for EMS Content Knowledge for Teaching Mathematics Pedagogical Knowledge for Teaching Mathematics Leadership Knowledge and Skills

18. Mathematical Content Knowledge Deep understanding of mathematics for grades K–8 1. Further specialized mathematics knowledge for teaching. 1 Based on recommendations in Mathematics Education of Teachers Report (2001) and Guidelines for Assessment and Instruction in Statistics Education (GAISE) Report (2007).

19. Pedagogical Mathematics Knowledge Learners and learning Teaching Curriculum and assessment

20. Leadership Professional Resources Communication Policy Professional development Equity

21. Standards Dissemination (2010) AMTE Members NCTM Board Members CBMS Members Flyer (executive summary) to NCSM annual conference attendees Presentations –AMTE, ASSM, NCSM, NCTM

22. Overview of AMTE EMS Initiative Summer 2009-January 2010 –Standards for Elementary Mathematics Specialists (EMS): A Reference for Teacher Credentialing and Degree Programs March 2010-June 2010 –Joint EMS Position Statement

24. Overview of AMTE EMS Initiative Summer 2009-January 2010 –Standards for Elementary Mathematics Specialists (EMS): A Reference for Teacher Credentialing and Degree Programs March 2010-June 2010 –Joint EMS Position Statement June 22-23, 2010 –AMTE EMS State Certification Conference

25. State teams (5 members) were to include representatives from higher education, state DOE, & K-12 schools 22 states applied; 10 state teams selected to attend; three states selected to send one representative EMS State Certification Conference

26. Who are EMS professionals? What difference are they making? How does a state get started with certification and program development? What resources are available? What are next steps?

28. Overview of AMTE EMS Initiative Summer 2009-January 2010 –Standards for Elementary Mathematics Specialists (EMS): A Reference for Teacher Credentialing and Degree Programs March 2010-June 2010 –Joint EMS Position Statement June 22-23, 2010 –AMTE EMS State Certification Conference December 1, 2010 – August 30, 2011 –State Action Plan Progress Reports –AMTE EMS 2 nd State Certification Conference

29. Oregon’s Team Team members: –Nicole Rigelman, PSU –Mark Freed, ODE –Linda Samek, George Fox –Kathy Cheval, Salem Keizer district –Lora Nordquist, Bend La-Pine –Cheryl Beaver, WOU

30. The Oregon Team’s Experience What we learned: –What is an EMS? –There are key players that must be involved to ensure success. –It is important to have standards for certification to maintain quality levels. –EMS work. There is documented evidence that schools with an EMS see test score improvement. –Different states have different paths for certification and have experienced different obstacles and successes that we can learn from. –There are many good models for educational programs that lead to EMS certification. –A lot of work has been done by others that we can use.

31. Oregon’s EMS Action Plan and Next Steps Goal 1: Establish EMS Certification in Oregon –Certification is done through TSPC Goal 2: Establish Preparation Programs for EMS

32. Goal 1: Establish EMS Certification Step 1: Develop standards –Review other state EMS certification stories & AMTE standards Components: –Experienced teachers –Content, Pedagogy, Leadership –Field experience –EMS endorsement to a license –Model after reading specialist / school social worker Elementary, middle, and high

33. Goal 1: Establish EMS Certification Step 2: Gather letters of support from various influential bodies –E.g. Superintendents, Principals, Deans, Business, Legislators, ODE, Teachers groups (e.g. TOTOM, OMEC, etc.) Step 3: Present proposal at Feb. meeting of TSPC –This is followed by a public review period Step 4: Proposal voted on at May TSPC meeting

34. Goal 2: Design Preparation Program for EMS Step 1: Secure funding for meetings Step 2: Hold a planning retreat with representatives from institutions across Oregon (summer 2012) –What is the Content? Format? Who will teach the courses? What should the Field Experience look like? Assessment issues? Look at models from other states READ Oregon & PrISM Step 3: Implement programs

35. Future Steps Find funding for first cohort Find sustainable funding and programs

36. State EMS Stories Maryland Missouri Louisiana and Pennsylvania Indiana and Alabama Kentucky Oregon