aurora university imsp program impact david abler, hans beck, dorothea chianakas, jane davis, lora...

AURORA UNIVERSITY IMSP PROGRAM IMPACT

David Abler , Hans Beck, Dorothea Chianakas, Jane Davis,Lora de Lacey, Sherry Eagle, Joan Fee, Carolyn Kerkla,

Saib Othman, Chetna Patel

February 8, 2011 Superintendent Presentation

IMSP PROGRAMS AT AURORA UNIVERSITY

MASTER OF ARTS IN TEACHER LEADERSHIP (M.A.T.L.)• Elementary Teachers of Mathematics and Science• Middle and High School Teachers of Mathematics• Middle and High School Teachers of Life Science

SUMMER WORKSHOP/INSTITUTES• Mathematics • Physical Science• Elementary Mathematics (graduate credit)

PUBLIC SCHOOL DISTRICT COLLABORATION

East AuroraSchool District

131

Carpentersville Community Unit School District 300Downers Grove

Indian Prairie School District 204

COMMUNITY COLLABORATION

Community partners contributed to content design

and delivery and provided internship opportunities.

• Challenger Space Center for Space Science Education• DuPage Children’s Museum• Illinois Mathematics and Science Academy• Packer Engineering Center for Applications Based Learning • Robert Crown Health Education Center• SciTech Hands On Museum

IMPACT ON PARTNERS• Achieve missions of not-for-profit organizations

“to promote, organize, support and conduct experience-based learning opportunities, to further interest and knowledge in science, engineering and technology”

- Packer Engineering CABL Mission Statement

• Increased knowledge of P-20 educators

• Expanded network of people who are supportive and proactive in STEM education

• Expanded workforce development initiative

• Developed a capacity to train educators

IMPACT ON FUTURE TEACHER LEADERS

• Teacher Leadership endorsement

• Increased leadership roles within their district

• Expanded skills and knowledge in multiple areas

• Fulfills state requirement of five-year professional development plan

PROGRAM HIGHLIGHTS

• Seminars for the participants

• Internships

• Action Research

PROGRAM BENCHMARKS

• Content Knowledge

• Instructional Resources

• Teaching Strategies

• Classroom Technology

M.A.T.L. – Elementary Mathematics and Science 2009–2010

DTAMS – Diagnostic Teacher Assessment of Mathematics and Science*DTAMS Effect Size, d = 1.39 (“considerably significant” level)**DTAMS Effect Size, d = 1.30 (“considerably significant” level)***ISAT Effect Size, d = 1.05 (“considerably significant” level) Meta-Analysts: Yuan Hong, Rutgers University; Jimmy de la Torre, Rutgers University

Mean Growth in Teacher Content Knowledge Mean Growth in Student Achievement

M.A.T.L. – Mathematics 2009–2010

DTAMS – Diagnostic Teacher Assessment of Mathematics and Science *DTAMS Effect Size, d = 0.97 (“considerably significant” level) **Diagnostic Test in Calculus Readiness Effect Size, d = 1.34 (“considerably significant” level) Meta-Analysts: Yuan Hong, Rutgers University; Jimmy de la Torre, Rutgers University

Mean Growth in Teacher Content Knowledge Mean Growth in Student Achievement

M.A.T.L. – Life Science 2009–2010

*Biochemistry Effect Size, d = 1.70 (“considerably significant” level) **VNOS – Views of Nature of Science VNOS Effect Size, d = .45 (“significant” level) Meta-Analysts: Yuan Hong, Rutgers University; Jimmy de la Torre, Rutgers University

Mean Growth in Teacher Content Knowledge Mean Growth in Student Achievement

WIP I – MS/HS Mathematics 2009–2010

*DTAMS – Diagnostic Teacher Assessment of Mathematics and Science **ISAT Effect Size, d = 0 .94 (“considerably significant” level) Meta-Analysts: Yuan Hong, Rutgers University; Jimmy de la Torre, Rutgers University

Mean Growth in Teacher Content Knowledge Mean Growth in Student Achievement

WIP I – MS/HS Physical Science 2009–2010

*DTAMS – Diagnostic Teacher Assessment of Mathematics and Science**ISAT Math reported because ISAT science data not available ISAT Effect Size, d = 0.34 (“minimally significant” level) Meta-Analysts: Yuan Hong, Rutgers University; Jimmy de la Torre, Rutgers University

Mean Growth in Teacher Content Knowledge Mean Growth in Student Achievement

WIP II – Elementary Mathematics/Science 2010

DTAMS – Diagnostic Teacher Assessment of Mathematics and Science *Individual scores show that 7 of 11 teacher-participants showed gains in pedagogical content knowledge **Individual scores show that 12 of 12 teacher-participants showed gains in pedagogical content knowledge

Student pre- and post-data will be available Fall 2011

Mean Growth in Teacher Content Knowledge Mean Growth in Teacher Content Knowledge

IMPACT ON AURORA UNIVERSITY

• FACULTY– State-of-the-art educational technology – Opportunities for faculty to present nationally– Trained faculty in STEM education and assessment

• ADMINISTRATION– Increased awareness and support of mathematics and science

education across campus– Support of external funding opportunities and partnerships– Internal collaborations between colleges

PROGRAM ACHIEVEMENTS

Based on State of Illinois evaluation:• Top-Rated (transformative) in five categories

– Partnership composition– Organizational structure– Action plan and operational

guidelines– Partnership quality– Sustainability

• Highly-Rated (developing) in two categories– Performance and outcomes– Local evaluation implementation