2 initiatives and partnerships impacting student success alcorn state university conference:...
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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
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College Readiness Taskforces
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MATHEMATICSENGLISH/LANGUAGE
ARTSBIOLOGY
U.S. HISTORY
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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 ?
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Contact InformationSusan P. Lee, Ed.D.Director of P-16 InitiativesOffice of Academic and Student AffairsMississippi Institutions of Higher Learning
601-432-6522
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