Providing High Quality Professional Development

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Providing High Quality Professional Development

• Jody Z.Priselac, Ed.D.
• Executive Director, Center X
• Graduate School of Education Information
  Studies
• University of California, Los Angeles
• NCLB Teacher Quality Braintrust Meeting
• Council of Chief State School Officers
• September 26, 2003

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California Subject Matter ProjectsA Professional
Development Network for Teachers

• Bay Area Writing Project founded by James Gray,
  Berkeley in 1974
• California Writing Project 1977
• California Mathematics Project 1983
• California Science Project 1988
• SB1882 authorizes California Subject Matter
  Project Network 1988
• Included foreign language, the arts, literature,
  history-social science, international studies,
  health-physical education
• AB 1734 in 1998 Authorized and re-authorized in
  2002 by AB2950

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The work of the projects is guided by the
following principles

• The best teacher of teachers is another teacher.
• All students are entitled to equal access to
  knowledge.
• All students can achieve.
• A multicultural education enriches our students.
• What is known about teaching comes from both
  research and from the practice of those who teach.

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Governance

• Administered by the University of California,
  Office of the President in Oakland, CA
• Governed by a statewide policy board CSMP
  Concurrence Committee that includes
  representatives from
• the State Board of Education
• the Office of the Governor
• the Commission on Teacher Credentialing
• the Curriculum Development and Supplemental
  Materials Commission
• the UC, CSU, Community College systems
• Each discipline has a statewide office
  administered by an Executive Director.
• Regional Sites are administered by Site Directors.

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Funding

• 1999 2000 20 M for 99 sites
• 2001-2002 35M for 129 sites
• 25,082 teachers participating
• 53 CSU 29 UC 18 Independent Colleges
• 2002-2003 20M for 100 sites
• 2003-2004 9M for ??? Sites

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Primary Aims and Common Elements of CSMPs

• Develop and enhance teachers subject matter
  knowledge that is aligned with state board of
  education standards.
• Develop and enhance teachers instructional
  practice to improve student learning and academic
  performance as measures against the adopted
  content standards.

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Primary Aims and Common Elements of CSMPs (cont.)

• Provide teachers with access to and opportunity
  to examine current research that is linked to
  improved student learning and achievement.
• Maintain subject specific professional
  communities that create on-going opportunities
  for teacher learning.
• Develop and deploy as teacher leaders, teachers
  with demonstrated level of expertise in the
  classroom and certifiable levels of content
  knowledge to teach/mentor their professional
  colleagues.

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History

• Governor Davis Educational Package unveiled in
  January 2000 included professional development
  package for teachers.
• Legislation (AB 1116 and AB 2881) establishing
  the California Professional Development
  Institutes authorized and funded UC to develop
  and administer institutes in
• English Language Arts (Elementary Reading, High
  School Reading and Writing)
• English Language Development (English, History,
  Mathematics, Science)
• Mathematics (Elementary Mathematics, High School
  Mathematics, Pre-algebra, Algebra and algebra
  academies)

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Priority

• Priority is given to teachers who work in schools
  where students scores are at or below the 40th
  percentile, where high numbers are beginning or
  non-credentialed teachers, and where poverty
  levels are high.
• Goals
• Deepen academic knowledge
• Refine classroom teaching strategies
• Employ common assessment strategies to monitor
  student progress and inform classroom practice
• Funding 52,000,000
• Participants January 2000-August 2003101,171
  participating teachers

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What is LUCIMATH?

• Content-based, comprehensive mathematics
  professional development
• Connections to CA Standards and state- adopted
  textbooks
• Appropriate for large-scale implementation

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Program Goals

• The comprehensive institutes and follow-ups
  support teacher growth and change.
• Teachers learn the mathematics they are expected
  to teach from an adult standpoint and a
  problem-solving perspective.
• Connections are made to grade-level standards.
• Effective instructional strategies and techniques
  are modeled and discussed.
• Teachers learn to use instructional materials.
• Varied assessments (of teachers and students) are
  an integral part of the program.

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Challenges

• Meeting special needs of districts
• Quality control
• Scaling up
• Participation in follow-ups

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Structures

• 120 hours total
• Launch with 40-hour institute
• 8 hours per day for five days. Teachers earn
  500 stipend.
• Focus on content, student learning, instructional
  strategies, standards-based, text connections
• Continue with 40 hours of facilitated follow-up
  sessions (500 stipend)
• Integrate childrens mathematical thinking,
  content, and pedagogy
• Connect content from institutes to classroom
  practices
• Used as follow-ups or integrated into program
• Online and offline options
• 40 hours on-site work (non-facilitated, but
  documented in portfolio). Homework, classroom
  connections, conferences, teacher collaboration

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Content

• Developed by UCLA Mathematics Department,
  Education Department and LAUSD
• K-2 Topics include place value,
  addition/subtraction, algebraic thinking,
  properties of geometric shapes, assessment,
  problem solving
• How students learn
• Focus on second language learners

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Training and Support

• Two-day and four-day instructor training
• Apprentice model used for implementation
• Two instructors per room
• Coordinator at every site
• Materials provided

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What Makes LUCIMATHSpecial?

• Collaborative Process
• Modules Developed Through Lesson Study
• Emphasis on Important Mathematical Ideas that
  Link to Classroom Practices
• Case Studies Online and Offline
• Training and Support of Presenters
• Assessment

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Where do we go from here?

• LUCIMATH grew because of demand.
• LUCIMATH is for grades 3 through Algebra.
• We have trained over 400 instructors.
• We have had nearly 10,000 participants.
• We have gone statewide.
• What about funding?

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Participants Report Changes In Classroom Practice
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SAT9 LAUSD 2nd Grade
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Total Multiple Choice Scores, Pretest vs. Posttest
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Free Response Scores,Pretest vs. Posttest