1. Partnership for Reform In Science and Mathematics Jan Kettlewell, Charles Kutal, and Sabrina Hessinger Partnership for Reform In Science and Mathematics Jan Kettlewell, Charles Kutal, and Sabrina Hessinger January 26, 2007

2. Overview of PRISM Jan Kettlewell, PI Strategy 10—Developing a Reward Structure for Higher Education Faculty Involvement with K-12 Schools Charles Kutal, Co-PI, Northeast Region Regional Implementation of Strategy 10 Sabrina Hessinger, Co-PI Southeast Region Outline of Presentation

3. A comprehensive grant from NSF to the University System of Georgia designed To test key strategies to increase student learning and achievement in science and mathematics in schools and colleges To codify what works To use lessons learned To influence statewide change in policy and practice To inform the nation about successes that should be replicated to rebuild America’s competitive advantage in science and mathematics What is PRISM?

4. 1. Requiring all students to complete challenging courses/curricula in science and mathematics 2. Increasing and sustaining the number, quality, and diversity of K-12 teachers teaching science and mathematics 3. Increasing the responsiveness of higher education to the needs of K-12 schools PRISM Goals Raise expectations and achievement in science and mathematics in K-12 schools, while closing achievement gaps among demographic groups by

5. Population Served Regional 170,000 K-12 students 10,000 K-12 teachers In 275+ urban & rural public schools 44% of teachers prepared in University System of Georgia State 1.4 million K-12 students 100,000+ K-12 teachers 100% USG teacher preparation programs in science and mathematics GPS training with K-12 Teachers Mathematics Awareness class SE Region 5 th & 9 th Graders

6. Northeast Region University of Georgia Clarke, Jackson, and Oconee School Districts Georgia Perimeter College University System of Georgia Georgia Department of Education Metro Atlanta Region Georgia State University Atlanta Public Schools CEISMC—Georgia Institute of Technology East Central Region Georgia Southern University Bulloch, Candler, Effingham, Evans, Screven, Toombs, and Vidalia City School Districts Southeast Region Armstrong Atlantic State University Bryan, Camden, Chatham, and Glynn School Districts Coastal Georgia Community College Regional and State Partnerships

7. K-12 Teachers Education Faculty SM Faculty #3 Learning Communities #6 Teacher Working Conditions #4 Institute Teaching & Learning-SM #1 Professional Learning #2 SM Specialists Elementary #5 Teacher Preparation GPS #7 Teacher Recruitment #9 Public Awareness Campaign #10 HE Reward System #8 New K-12 Curriculum GPS PRISM Design

8. K-12 Teachers Education Faculty SM Faculty #3 Learning Communities #6 Teacher Working Conditions #4 Institute Teaching & Learning-SM #1 Professional Learning #2 SM Specialists Elementary #5 Teacher Preparation GPS #7 Teacher Recruitment #9 Public Awareness Campaign #10 HE Reward System #8 New K-12 Curriculum GPS PRISM Design Implementation 10 Strategies in 15 public school districts 7 USG colleges and universities Research 10 Strategies to answer What works for whom, under what conditions, and why

9. Institutional Change and Sustainability Work in Schools policy adopted by the Board of Regents October 2006 Changing Policy

10. PRISM Strategies 1.Provide high quality professional development to K-12 teachers teaching science and mathematics. 2.Provide academic concentrations in science and mathematics for current K-8 teachers through two new University System of Georgia faculty consortia. 3.Engage higher education and K-12 faculty in learning communities. 4.Influence the quality of teacher preparation through changing how science and mathematics are taught to future K-12 teachers. 5.Prepare teachers in all University System of Georgia institutions in sufficient numbers and diversity and with the content and pedagogical knowledge and skills needed to teach the new Georgia Performance Standards (GPS).

11. Strategies (continued) 6.Initiate new policies that provide incentives and improved working conditions for teaching science and mathematics in K- 12 schools. 7.Implement regional strategies to recruit science and mathematics teachers. 8.Raise and align science and mathematics student-learning standards and curriculum, preschool through 2 years of college. 9.Conduct a public awareness campaign of the need for all K-12 students to have access to, to be prepared for, and to succeed in challenging courses and curricula in science and mathematics. 10.Provide a reward structure in universities to encourage faculty members to sustain involvement in improving science and mathematics teaching and learning in K-12 schools.

12. Why Strategy 10? If PRISM was to succeed in increasing and sustaining higher education faculty involvement with K-12 schools, then changes to the reward system were needed. A state-level committee was formed to guide the design and implementation of this strategy.

13. Strategy 10 Committee State-wide representation Co-chaired by USG Vice Chancellor and Executive Director of P-16 Included key stakeholders such as: University vice presidents Deans from A&S and Education SM faculty Cultural anthropologist External evaluator

14. Evolution of Strategy 10 O utcomes I mplementation D esign DIO Cycle of Evidence

15. Early Design & Implementation Initial work focused on collecting data that would guide the development of a modified faculty reward structure. Faculty focus group input Two-day state-wide symposium

16. Analysis of Symposium Results The issue of faculty rewards is viewed differently by groups depending on their faculty rank, tenure status, and institutional sector.

17. Common Recommendations Faculty and administrators from each sector, rank, and discipline identified several factors most likely to encourage, increase, and sustain involvement in K-12 work: Release time Workload reduction Salary increase Summer salary Credit toward promotion and/or tenure

18. Evidenced-based Changes Design and implementation of Strategy 10 were changed after analyzing the data: Expanded membership of Strategy 10 Committee to include regional representation. Created Implementation Framework as a guide for change in policy and culture at system, institution, college, and department levels.

19. Additional Research The Strategy 10 Committee: Reviewed institutions’ P&T policies Facilitated administrator and faculty meetings to discuss the value departments placed on criteria in P&T Conducted additional large focus groups at PRISM institutions

20. Outcomes-Change in Policy Strategy 10 Committee developed a draft policy for Board of Regents’ Policy Manual, which specifically advocates rewarding higher education faculty for work in K-12 schools.

21. Newly Adopted Policy Board of Regents’ Policy 803.17. Work in the Schools Board of Regents' approval of University System of Georgia institutions to prepare teachers includes the expectation that state colleges and universities with a teacher preparation mission will collaborate with the K-12 schools. University System institutions that prepare teachers will support and reward all faculty who participate significantly in approved efforts in teacher preparation and in school improvement efforts through decisions in promotion and tenure, pre-tenure and post-tenure review, annual review and merit pay, workload, recognition, allocation of resources, and other rewards. Participation in teacher preparation and in school improvement may include documented efforts of these faculty in: Improving their own teaching so as to model effective teaching practices in courses taken by prospective teachers. Contributing scholarship that promotes and improves student learning and achievement in the schools and in the university. Collaborating with public schools to strengthen teaching quality and to increase student learning. The Chancellor shall issue guidelines, to be published in the Academic Affairs Handbook, which serve to encourage formal institutional recognition and reward for all faculty in realizing the expectations embodied in this policy.

22. Guidelines for Policy Guidelines for the USG Academic Affairs Handbook were developed to encourage formal institutional recognition and reward for all faculty involved in K-12 work.

23. Resources for Policy http://www.usg.edu/academics/handbook/sect ion4/4.03.02.phtml provides definitions, examples of evidence, and illustrative cases of faculty work in: http://www.usg.edu/academics/handbook/sect ion4/4.03.02.phtml Scholarly teaching Scholarship of teaching and learning Scholarship of engagement Scholarship of discovery Service

24. Regional Implementation of Strategy 10 Changes in culture Changes in policy

25. Outcomes-Changes in Culture Northeast Region: University of Georgia Pre-PRISM Culture Status: A review of the P&T Guidelines found no impediments to involvement in K-16 education activities No evidence was found that these activities were considered in P&T decisions Earlier initiatives (Deans’ Forum, STEP, GSTEP) encouraged and supported collaborative work in schools

26. NEGA PRISM Initiatives PRISM-supported incentives: Mini-grant program to improve teaching and student learning in introductory STEM courses (57 mini-grants awarded over 3 years) Opportunities for participation in learning communities, State and Regional Institutes, and faculty-initiated meetings about instruction

27. NEGA-Outcomes in Culture Increased interest and participation in improving student learning in core SM college courses Increased interest in the Scholarship of Teaching Increased participation of UGA faculty with K- 12 teachers

28. Outcomes-Changes in Culture Metro Atlanta Region: Georgia State University Pre-PRISM Culture 1. No Incentives for K-16 Collaborations 2. K-16 Educational Activities Not Directly Recognized

29. Outcomes-Changes in Culture Metro Atlanta Region: Georgia State University PRISM Initiatives 1. Mini-Grant Program 2. Regional Institutes 3. Academy for Learning

30. Outcomes-Changes in Culture East Central Region: Georgia Southern University Teacher education is a big part of the whole university’s business Between Eisenhower and ITQ, teacher education has been part of science programs for a long time However, teacher education among the Science and Technology faculty has typically been lumped in “Service”, i.e., no big deal…… and yet…. tenure and promotion depend upon the “big deal”.

31. Outcomes-Changes in Policy East Central Region: Georgia Southern University The Faculty Roles and Rewards initiative was undertaken in 2002 By 2005 both the College of Science and Technology and the College of Education had adopted new “rules of engagement” Roles and Rewards wraps up as Strategy 10 makes its appearance in 2005

32. Teaching teachers- How is credit given to college faculty? Both the College of Science and Technology and the College of Education adopted appropriate reward structures a year ago. Kelly Vance and Fred Rich with the Earth Science Learning Community in the XRD lab

33. The New Culture at Georgia Southern Senior, tenured faculty don’t have to worry as much, and now junior faculty don’t have to worry either. People whose hearts are in teaching teachers, or teaching school kids are welcome to do it. Pedagogical research and publication in science education literature are accepted. Educational grants (e.g., ITQ) are more highly valued.

34. Outcomes-Changes in Culture Southeast Region: Armstrong Atlantic State University The Pre-PRISM Armstrong Administrative Acceptance of SoTL VPAA Funded Internal T&L Grants Program Average funded 9 per year Approximately 60% awarded to STEM faculty

35. Pre-PRISM Armstrong cont’d Departmental Culture Widely Varied Similarities: SM Education faculty in SM departments Typically work in schools is w/ students and done by these faculty “designees” and is service in nature Interest in K-12 success very high

36. PRISM Implementation P-16 Learning Communities Professional Development Mini-grants Conversations on SoTL

37. Outcomes-Changes in Culture Traditional scientists considering value of SoTL Increase in STEM faculty experimenting w/ active classroom strategies Increase in the intensity of SoTL discussions Increase in awareness of and value of scholarship in other disciplines Increase in cross college collaborations Building of a large campus community actively working with K-12 schools (from 4 faculty in 2003 to 41 STEM faculty in 2006)

38. AASU Moves Toward Sustainability Fall 2006 VPAA, Deans and PRISM devise campus plan to act on BOR policy Campus-wide discussions of new policy A&S Department Heads discuss impact on T&P docs Spring 2007 T&L Roundtable focuses on SoTL Web-Cases Departmental discussions on revising T&P docs Summer 2007 8 th Science in Savannah Symposium to focus on impact of PRISM Fall 2007 & Ongoing STEM Faculty contributions to work in schools formally recognized in T&P process Fall 2008 Expand AASU internal SoTL grants program to include collaborative work with schools

39. Where are we now? Increased interest and involvement of SM higher education faculty has occurred. Preliminary data from the PRISM Evaluation Team suggest that “IHE participation with K- 12 teachers has improved K-12 teachers’ teaching practices.” Is higher education faculty involvement with K-12 schools sustainable? Jury is still out, but initial signs are promising.