initiatives and partnerships impacting student success

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Initiatives and Partnerships

Impacting Student Success

Alcorn State University Conference: Improving Student Learning Through

Teacher Education RedesignApril 9, 2009

Susan P. Lee, Director of P-16 InitiativesOffice of Academic and Student Affairs

MS Institutions of Higher Learning

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The Redesign

of Teacher Preparation

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Blue Ribbon Committee

Purpose: To increase both the quality and quantity of teachers for Mississippi’s schools through a collaboratively-developed redesign initiative targeted for all teacher preparation

programs.

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Process• Over an 18-month span, the BRC:

Received guidance from national experts, Reviewed research from regional,

national, and international studies, and

Made campus visits to explore exemplary teacher preparation programs.

• Input was also gleaned from a variety of Mississippi stakeholders who held varying viewpoints about teacher preparation.

Continued…….

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Process• As the process unfolded, it became apparent that

success is dependent upon the willingness of key stakeholders to:

1) embrace the concept of shared responsibility 2) build strong collaboration among all

stakeholders 3) secure financial resources

• All information gathered was considered in developing the final recommendations and implementation plan.

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BRC TimelineBRC Kick-off Meeting November 2006

BRC Focused Work Meetings January – April 2007

Town Hall Meetings/Critical Entity Review/Website Feedback June – October 2007

Presentation of Thematic Areas & Critical Components to BRC October 30, 2007

Development of Initial Action Plans Nov. 07 – Jan. 08

Presentation of Action Plans to BRC January 24, 2008

Steering Committee Development of Work Plan March-May, 2008

BRC Review of Implementation Plan June 30, 2008

Development of Recommendations and Outcomes July-August, 2008

Endorsed by MACTE September 5, 2008

Presentation to IHL/MDE Boards for Approval September 18, 2008

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BRC Timeline• Orientation Session for Redesign Teams September 23,

2008

• Follow Up Orientation with Redesign Team Chairs October 27, 2008

• Recommendations sent to Collaborative Partners September 2008

• Redesign Work within Preparation Programs Oct. 2008-Feb. 2009

• Review of Implementation Plan with Collaborative Partners December 15, 2008

• Redesign Proposals Due March 31, 2009

• Review of Redesign by External Consultants April-May 2009

• Implementation of Initial Phase of Redesign June 2009

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Implementation Phases Implementation of the recommendations will occur in two phases. Each phase features components linked to one or more

responsible entity.

Phase I - 2008-09Primary responsibility of most recommendations tied to

preparation programs

Phase II – Multi-Year Launch Beginning 2008Includes components that require

additional resources-time, talent, funding-with primary responsibility for most

recommendations tied to the state

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RecommendationsSeven key issues are addressed in recommendations:

1. Meaningful Field Experiences2. Subject Content Preparation3. Differentiating Instruction4. Classroom Management5. Recruitment and Retention6. Strong Partnerships

7. Accountability

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1. Meaningful Field Experiences

To establish consistency during comprehensive field experiences and to ensure that P-12 schools and preparation programs serve as partners in this

process.RECOMMENDATIONS:1. Identify and implement comprehensive and

consistent performance expectations for all teacher candidates.

2. Provide adequate and appropriate supervision of teacher candidates during all field placements.

3. Ensure a range of diverse settings that reflects the reality of the P-12 classroom and areas of licensure.

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2. Subject Content Preparation

The depth of content knowledge necessary for appropriate student learning must be acquired by all teacher candidates.

RECOMMENDATIONS:1. Ensure adequate preparation to master subject

area content knowledge in all areas of licensure.

2. Require that candidates demonstrate mastery in delivery of content as it relates to P-12 student developmental levels.

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3. Differentiating InstructionVaried learning styles, disabilities, and cultural differences

create the need for teachers who can provide multiple classroom opportunities while meeting the needs of all students.

RECOMMENDATIONS:1. Require mastery of knowledge and skills for

effectively differentiating instruction to meet all learner needs.

2. Reinforce/revise program content through collaboration with P-12 partners.

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4. Classroom ManagementSkillful management of the classroom to ensure a safe, orderly, successful learning environment requires appropriate opportunities for practice and

feedback.

RECOMMENDATIONS:1. Develop and assess consistent classroom

managementperformance expectations during preparation.

2. Provide extensive opportunities to demonstrate appropriate expertise in an array of strategies.

3. Strengthen the collaborative involvement of P-12 educators in identifying preparation problem areas.

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5. Recruitment and Retention

Induction and mentoring programs are often minimal in nature, not well designed, and of limited quality and impact.

RECOMMENDATIONS: 1. Enhance pre-service incentives for hard-to-fill content

areasand high need schools.

2. Implement induction and mentoring programs using currentresearch and exemplary practice.

3. Utilize the first year of teaching as a year-long residency with a standard license conferred upon successful fulfillment ofthe residency requirements.

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6. Strong PartnershipsTo effectively prepare teachers for Mississippi schools, all stakeholders

must be more meaningfully engaged in the preparation process.RECOMMENDATIONS:1. Appoint a broad-based STATE P-16 Council to focus on

statewideleadership, policy making, accountability, problem solving, andand linking with the legislature.

2. Establish PROGRAM P-16 Councils representative of all stakeholdersto impact curricular design/review, field experiences, collaboration,assessment, and program evaluation.

3. Plan opportunities for meaningful collaboration among P-12 educators, teacher preparation educators, and the broader community.

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7. AccountabilityAn accountability model linked to effective teaching will increase both

transparency and stakeholder confidence.

RECOMMENDATIONS:1. Develop a sophisticated state-wide system that

appropriatelylinks preparation program graduates to P-12 student learning.

2. Establish and execute an implementation plan for the accountability model.

3. Establish an annual meeting with stakeholders for review ofprogram progress regarding achievement and productivity.

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Using Course Using Course Redesign to Redesign to

Foster Student Foster Student SuccessSuccess

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What is Course Redesign?

• The process of redesigning all sections of a course to achieve better learning outcomes through instructional technology and other innovations.

• Carol Twigg and The National Center for Academic Transformation (NCAT) are Mississippi’s partners in this initiative.

• NCAT is the nationally recognized leader in transforming teaching and learning with the course redesign process.

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Benefits of Course Redesign

Course Redesign allows institutions to:

• Improve student learning outcomes

• Demonstrate improvements through rigorous

assessment

• Reduce costs of instruction

• Increase consistency across multiple sections

• Free up instructional resources for other purposes

• Develop capacity to continue the redesign process

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Why Redesign?

• Accommodate more students without adding resources and without sacrificing standards

• Free up faculty members to offer other courses and programs of study that are in demand

• Improve consistency and quality across multiple sections

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Results

• 300+ Faculty at Orientation Workshop - 11/07

• 22 Readiness Instruments Submitted from All Institutions

• 19 Projects selected for Progression to Proposal Stage

• 18 Teams attended Proposal Development Workshop – 2/08

• 18 Proposals Reviewed by NCAT Team & Staff

continued……

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Results

• 16 Projects selected for pilot implementation in 2008-09

• Projects include 12 Areas: College Algebra Intermediate AlgebraBusiness Calculus StatisticsBiology ChemistryNutrition PsychologySpanish Technical WritingStatics-Electrical Engineering Intro to Computing.

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Projects by Institution

Alcorn State University College Algebra Delta State University College AlgebraJackson State University Intermediate & College AlgebraMississippi State University Biology/Chemistry/Statistics/

Statics-Electrical EngineeringMississippi University for Women   Intermediate & College AlgebraMississippi Valley State University Intermediate AlgebraUniversity of Mississippi Business CalculusUniversity of Southern Mississippi Intermediate Algebra/Intro to

Computing/Nutrition/PsychologySpanish/Technical Writing

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Next Steps

• Pilot Implementation in Spring 2009

• Report of Results in Summer 2009

• Full Implementation in Fall 2009

• Assistance to Institutions from NCAT and Staff throughout the process

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Other Initiatives

and PartnershipsImpacting

Student Success

College Readiness Taskforces

MATHEMATICSENGLISH/LANGUAGE

ARTSBIOLOGY

U.S. HISTORY

College Readiness

• Competencies in Math and English have been collaboratively developed and validated by IHLs, CJCs, and P-12 representatives.

• Taskforces are working on development of competencies for Biology and U.S. History with competencies fully developed for Fall, 2009.

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Other Initiatives

• Data Quality Group• Title II Professional Development

Institutes• The Knowledge to Get to College

Website:www. mississippi.edu

• High School Feedback Report30

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QUESTIONS ?

Contact InformationSusan P. Lee, Ed.D.Director of P-16 InitiativesOffice of Academic and Student AffairsMississippi Institutions of Higher Learning

slee@mississippi.edu

601-432-6522

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