Writing Team Report

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Initiatives and PartnershipsImpacting
Student Success
Alcorn State University Conference Improving
Student Learning Through Teacher Education
Redesign April 9, 2009 Susan P. Lee, Director of
P-16 Initiatives Office 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 Mississippis
  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 Timeline

• BRC 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

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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 - 2008-09
• Primary responsibility of most recommendations
  tied to
• preparation programs
• Phase II Multi-Year Launch Beginning 2008
• Includes components that require
• additional resources-time, talent, funding-with
• primary responsibility for most
• recommendations tied to the state

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Recommendations

• Seven key issues are addressed in
  recommendations
• 1. Meaningful Field Experiences
• 2. Subject Content Preparation
• 3. Differentiating Instruction
• 4. Classroom Management
• 5. Recruitment and Retention
• 6. Strong Partnerships
• 7. Accountability

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1. Meaningful Field ExperiencesTo establish
consistency during comprehensive field
experiences and to ensure that
P-12 schools and preparation programs serve as
partners in this process.

• RECOMMENDATIONS
• Identify and implement comprehensive and
  consistent performance expectations for all
  teacher candidates.
• 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 PreparationThe depth of
content knowledge necessary for appropriate
student learning must be acquired by all teacher
candidates.

• RECOMMENDATIONS
• Ensure adequate preparation to master subject
  area content knowledge in all areas of licensure.
• 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
• Require mastery of knowledge and skills for
  effectively differentiating instruction to meet
  all learner needs.
• 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
• Develop and assess consistent classroom
  management
• performance expectations during preparation.
• Provide extensive opportunities to demonstrate
  appropriate expertise in an array of strategies.
• 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
• Enhance pre-service incentives for hard-to-fill
  content areas
• and high need schools.
• Implement induction and mentoring programs using
  current
• research and exemplary practice.
• Utilize the first year of teaching as a year-long
  residency with
• a standard license conferred upon successful
  fulfillment of
• the 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
• Appoint a broad-based STATE P-16 Council to
  focus on statewide
• leadership, policy making, accountability,
  problem solving, and
• and linking with the legislature.
• 2. Establish PROGRAM P-16 Councils
  representative of all stakeholders
• to impact curricular design/review, field
  experiences, collaboration,
• assessment, and program evaluation.
• 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
• Develop a sophisticated state-wide system that
  appropriately
• links preparation program graduates to P-12
  student learning.
• 2. Establish and execute an implementation
  plan for the
• accountability model.
• Establish an annual meeting with stakeholders for
  review of
• program progress regarding achievement and
  productivity.

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Using Course Redesign to Foster Student
Success
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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 Mississippis 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 Algebra
• Business Calculus Statistics
• Biology Chemistry
• Nutrition Psychology
• Spanish Technical Writing
• Statics-Electrical Engineering Intro to
  Computing.

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Projects by Institution

• Alcorn State University College Algebra
• Delta State University College Algebra
• Jackson State University Intermediate College
  Algebra
• Mississippi State University Biology/Chemistry/St
  atistics/ Statics-Electrical Engineering
• Mississippi University for Women   Intermediate
  College Algebra
• Mississippi Valley State University Intermediate
  Algebra
• University of Mississippi Business Calculus
• University of Southern Mississippi Intermediate
  Algebra/Intro to
• Computing/Nutrition/Psychology
  
• Spanish/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 ARTSBIOLOGYU.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 Report

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QUESTIONS ?
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Contact Information

• Susan P. Lee, Ed.D.
• Director of P-16 Initiatives
• Office of Academic and Student Affairs
• Mississippi Institutions of Higher Learning
• slee_at_mississippi.edu
• 601-432-6522