International Workshop on Graduate Programs for Secondary Mathematics and Science Teachers at Tokyo University of Science Tad Watanabe Kennesaw State University

 Early Childhood (B – 5; ages 0 – 5)  Elementary (Grades K - 5; ages 5 – 11)  Middle School Mathematics (Grades 4 – 8; ages 10 – 14)  High School Mathematics (Grades 6 – 12; ages 12 – 18)

 Traditional Undergraduate Programs  Alternative Programs ◦ Master of Arts in Teaching (MAT) ◦ Georgia Teacher Academy for Preparation and Pedagogy (GaTAPP)

 2 general education mathematics courses (6 semester hours) ◦ College Algebra/Survey of Mathematics ◦ Introductory Statistics  4 courses designed specifically for future elementary school teachers (12 semester hours) ◦ Whole Number: Operations & Number Theory ◦ Rational Numbers ◦ Geometry & Measurement ◦ Functions and Algebraic Thinking  1 Elementary Math Methods (3 semester hours)

 1 Middle Grades Math Methods (3 semester hours)

 1 Secondary School Math Methods (3 semester hours)

 Program for people with a bachelor’s degree in the field closely related to mathematics  6 mathematics content courses (18 hours)  2 mathematics methods courses with accompanying field experiences (12 hours)  5 foundation (education) courses (15 hours)

 Administered by school districts and Regional Educational Service Agency (RESA)  Teacher preparation program while teaching in the field with provisional license  Candidate Support Team: school administrator, school-based mentor/coach, provider supervisor, and content specialist  Additional seminars, if necessary

 Teachers are required to complete a certain number of Professional Learning Units in order to maintain their licenses.  In-service opportunities may be offerred by the school districts, RESAs, and colleges/universities  Graduate degrees are not required, but they are often tied to salary increases.

At Kennesaw State University  Master of Education in Adolescent Education ◦ 6 courses (18 hours) in EDUC ◦ 6 courses (18 hours) in MATH or MAED  Doctor of Education in Teacher Leadership in Learning ◦ 9 courses (27 hours) in Distributed Leadership ◦ 4 courses (12 hours) in Mathematics Core Courses ◦ 5 courses (15 hours) in Mathematics Electives

 Anticipated mathematics teacher shortage in secondary (Grades 6-12) level

 by 2020 ◦ Projected need for teachers in 2020: ◦ Currently, USG produces about 30% of teachers the state needs every year. ◦ This project aims to increase the number of teachers produced by the USG institutions so that 80% of teacher needs in Georgia will be met by the USG institutions.

 Anticipated mathematics teacher shortage in secondary (Grades 6-12) level  Increased emphasis on teacher accountability ◦ High-stake testing: Data system to keep track of past teachers; teacher education programs, etc. ◦ Pay-for-Performance for teachers

 Adopting standards and assessments that prepare students to succeed in college and the workplace and to compete in the global economy;  Building data systems that measure student growth and success, and inform teachers and principals about how they can improve instruction  Recruiting, preparing, rewarding, and retaining effective teachers and principals, especially where they are needed most  Turning around our lowest-achieving schools

 Georgia State Department of Education Recommendations focus on strengthening traditional and alternative preparation programs for teacher and leaders, supporting teachers more effectively in the classroom, evaluating teachers and leaders with consistent and objective criteria that inform instruction, and rewarding great teachers and leaders with performance-based salary increases.

 Diverse student population ◦ Achievement gaps ◦ Mis-match between teachers’ and students’ ethnic/cultural backgounds ◦ Students with Special Needs  English language learners  ADHD  Learning Diabilities  etc.

 Professional development of (mathematics) teacher educators ◦ Teacher education as a major emphasis of a college/university ◦ Responsibilities of teacher education are shared among all members of a college/university community ◦ Mathematics teacher educators must help those who have not been involved in teacher education to become effective teacher educators.

 Professional development of (mathematics) teacher educators ◦ Schools are continuously changing – demographic, standards, teacher accountability, etc. ◦ What prospective mathematics teachers need to learn in their initial certification programs may also be changing. ◦ Mathematics teacher educators must develop deep knowledge of:  mathematics  students  curriculum