1. MMSTI Montana Math and Science Teacher Initiative Wednesday, 19 August 2009 ~ Montana Island Lodge

2. Review of National Recommendations 2 1. The Equity Imperative (Carnegie-IAS 2009, DOE 2009, NGA, CCSSO, Achieve Inc., 2008); 2. Upgrade state standards by adopting a common core of internationally benchmarked standards in math and language arts (Carnegie-IAS et al.); 3. Revise state polices for recruiting, preparing, developing, and supporting teachers and school leaders (NGA, CCSSO, Achieve Inc., 2008); 4. New designs for schools and systems to deliver math and science learning more effectively (Carnegie-IAS, 2009).

3. MMSTI Road Map 3 Goal:To increase the quantity, quality, and diversity in P-20 mathematics and science education; Vision: To increase student achievement in mathematics and science education; Framework: Collaborative partnerships between P-20 teachers and higher education faculty to strengthen transitions and increase recruitment and retention of teachers.

5. Recommendations for State Systematic Data Collection Process 5 Participants in Sub-Committee Meeting at OCHE in Helena Friday, 19 June 2009 Linda Atwood, Research and Analysis Data Manager, Office of Public Instruction Larry Baker, Dean, College of Education Health & Human Development, Montana State University Brad Eldredge, Director of Institutional Research, Office of the Commissioner of Higher Education Bobbie Evans, Dean, College of Education and Human Sciences, The University of Montana Edwin Johnson, Interim Registrar, The University of Montana Kristi Murphy, Licensure Specialist, The University of Montana Tricia Parrish, MMSTI Project Coordinator, The University of Montana

6. Overview of Data Collection Requests to Support MMSTI 6 A. MUS Institutional Data on Education Graduates  K-8 Education Majors – Baccalaureate – Post-Baccalaureate  Master’s or Teaching Licensure  5-12 Education Majors: Biology, Broadfield, Chemistry, Earth Science, Physics, Mathematics – Baccalaureate – Post-Baccalaureate  Master’s or Teaching Licensure B. State Data from OPI C. Math and Science Teaching Vacancies D. Department of Labor Data from OCHE

7. A. MUS Institutional Data on Education Graduates 7  UM and MSU licensure specialists will generate an Eligible Licensure List:  K-8 Education Majors – Baccalaureate – Post-Baccalaureate  Master’s or Teaching License  5-12 Education Majors: Biology, Broadfield, Chemistry, Earth Science, Physics, Mathematics – Baccalaureate – Post-Baccalaureate  Master’s or Teaching License  Eligible Licensure Lists will yield annual production by major totals;  Deans Baker and Evans will calibrate recommendations with Montana Council of Deans.

8. B. State data from opi 8  Integrated data collection requests between OPI and OCHE:  Educators with active teacher licenses by endorsement: biology, broadfield, chemistry, earth science, physics, mathematics;  Number of teachers teaching in a public school or accredited private school;  Enrollment size category;  Number of out of state and instate licensure applicants;  Annual Data Collection Report  Personnel Recruitment and Retention Survey  Mis-assigned teachers  Teacher Retirement

9. C. Math and Science Teaching Vacancies 9  Institutional: MUS Career Services  State: OPI Website  Data will be analyzed and reported by Tricia Parrish to yield annual “demand” totals for math and science teachers.

10. D. Department of Labor Data - OCHE 10  Data available as outlined in existing memorandum of understanding between the Department of Labor and Industry and OCHE;  Collaborative efforts in data collection between MUS Campuses and OPI will provide the following information:  Number of teacher education graduates who are gainfully employed in the state;  Where they are working by county;  What fields they are working in (education, business, agriculture, etc…);  The range of educator salaries.

11. Additional Recommendations 11  Data collected for MMSTI can be used in a retrospective longitudinal study;  Create common and language and discuss institutional coding among Registrars and MUS Campuses' Licensure Specialists;  Compile data by school classification level and compare to student achievement data;  Create an agreement of understanding between OPI and OCHE to calibrate integrated state data collection efforts and information exchange that will support MMSTI. Accomplished!

12. Caveats for Discussion 12  Track the number of students who graduate from MUS teacher education programs and identify states in which they chose to work;  Determine the best time span, e.g., 2001 – 2002 to 2009 to extract data from the Department of Labor database file.

13. Expansion of Data Collection Efforts 13 o K-12 Student Achievement Data Data available at: http://www.opi.state.mt.us/http://www.opi.state.mt.us/ o Statewide Longitudinal Data Systems

14. Production and demand Production: 08*Demand** BaccalaureatePost-BaccalaureateVacanciesGAP K-8 ***3611421 (124 total )+202% Biology1702+750% Broadfield12021-43% Chemistry300 Earth Science200 Physics412 Mathematics35272-49% 14 * 2008 Montana Higher Education Institutional Data: K-8 (8 of 9 Campuses Reporting); 5-12 (7 of 8 campuses reporting). ** Total Vacancies Posted as of August 17, 2009 on OPI, MSU, and UM websites. *** K-8 Vacancy Data = 21 out of 124 posted vacancies are for middle school math or science teachers.

15. MSTA and MCTM Survey Results 15 Demographics  296 of 1000 returned  44% of MCTM members responded  40% of MSTA members responded Job Openings  37% reported openings in math 6-12  24% reported openings in science 6-12  25% reported district had difficulty filling 6-12 math positions  16% reported district had difficulty filling 6-12 science positions  8% reported planning to leave district within 3 years Making a Difference

16. MSTA and MCTM Survey Results Continued… 1) What could K-20 schools in Montana do differently that would increase the number and quality of future mathematics and science teachers? 2) What would help you personally as a math/science teacher? 3) What would help you professionally as a math/science teacher? 4) What other suggestions do you have to help Montana science and mathematics educators? 16

17. Making a difference 17 Making a Difference 10 THEMES: a.) Funding b.) Professional Development c.) Mentoring and Networking d.) Teacher Quality: Elementary and Middles School and General Comments on Math and Science Teacher Quality e.) Pre-service Teacher Preparations f.) Preparation and Planning Time g.) Curriculum h.) Raising Awareness i.) Scholarship j.) Administrative Support

18. Professional Development Academy and P-20 Partnerships 18 Create Communities of Practice  Collaboration among higher education and P-12 schools  Listen to needs of all mathematics/science educators  Brainstorm innovative approaches to needs Provide summer camps for 9th grade girls in math/science education Provide academic-year workshops for teachers

19. Raising Awareness: State Vision P-20 Partnerships abc Shared Vision Orientation to create a collective shared vision a.K-12: Superintendents, Administrators, Master and Mentor Teachers, Students b.MIHE: Presidents, Provosts, Deans, CoE and CAS Chairs and Faculty c.State: Government, Businesses, and Industries 19

20. P-20 Learning Assistant Model 20 Modeled on the Learning Assistant (LA) Model at the University of Colorado at Boulder  Undergraduate students work as LAs in courses where course transformation is underway: typically not teacher ed students  LAs promote interaction and collaboration among students  Work about 10 hours a week  PK-12 students would follow a similar model  7 th grade class would visit a 3 rd grade class and pair a 7 th grader with a 3 rd grader and work on understanding multiplication, area models, etc.

21. Examining Coaching in Elementary (K-8) Mathematics Classrooms - ECEMC 21 David Yopp, Assistant Professor of Mathematics Education, MSU. 406-994-3123

22. 22 Leadership from the Governor and First Lady

23. Montana Common Core Standards Committee Update 23 Review of draft Common Core Standards – Helena (July) Recommendations from Montana CCS Committee Questions for future consideration.

24. Updates from A~P~L~U 24 Science and Mathematics Teacher Imperative Newsletter SMTI is an initiative undertaken by the Association of Public and Land-grant Universities (APLU) member institutions to increase the quantity, quality, and diversity of science and math teachers. http://www.teacher-imperative.org/august_2009_newsletter

25. Committee Planning Breakout Sessions 25  Professional Development Academy  P-20 Learning Assistant Model  Department of Education Funding Opportunity – Race to the Top

26. Reports from Small group Discussions

27. Next Steps