UTEP initiative

1

• UTEP initiativepart of a national effort to
  improve teacher preparation
• One of 11 institutions funded by the Carnegie
  Corporation of New York, with additional support
  from the Annenberg and Ford Foundations
• Five year history at UTEP
• Two years of support remaining

2
TNE Design Principles

• Decisions Driven by Evidence
• Engagement of Liberal Arts and Science Faculty
• Teaching as an Academically Taught Clinical
  Practice Profession
• Partnerships with schools as clinics
• Post-graduation support

3
TNE Supported Accomplishments

• Alignment of classes to established competencies
• Degree revision and development, coordinated
  across Colleges
• Enhancement of clinical experiencesprior to and
  during enrollment in Education courses
• Support for advising and programmatic decisions
• Post-graduation support for UTEP graduates and
  other novice teachers

Development of capstone courses in math and
social studies, and higher certification pass
rates
Meeting 120 hr requirements with full coverage of
competencies
Support for early clinical experiences
incorporated into Liberal Arts, Science and
Education courses
Dramatic increase in high school teacher
production
Tracking trends in teacher retention
4
Trends in the Enrollment of Liberal Arts and
Science Students Preparing for Secondary
Certification
Students Enrolled in Secondary Education Curriculum Course Students Enrolled in Secondary Education Curriculum Course
Fall Semester Enrollment
2004 63
2005 70
2007 180
Liberal Arts/Science Majors with Declared Education Minors Liberal Arts/Science Majors with Declared Education Minors Liberal Arts/Science Majors with Declared Education Minors
Fall Semester Liberal Arts Science
2003 250 86
2005 395 125
2007 490 146
Duplicate counts of UTEP Liberal Arts and
Science majors with Secondary education minors
(across all grade levels) Source UTEP Web
Reports (unofficial data)
Source UTEP College of Education, Teacher
Education (unofficial data enrollment in SCED
3311the first course required of preservice
secondary teachers)
5
Institutionalizing the Principles Related to
Collaboration and Data-Driven Decisions

• Expanding the application to all aspects of K-16
  research
• Fostering a culture of value for education
  research
• Providing core support for assessment and
  administration of education research

6
Innovations at a Critical TransitionHigh School
to College

• GOALS
• Improve the preparation of students for success
  in University
• Increase the number of students continuing to
  University
• Increase the number of University graduates
• Decrease the amount of time to a postsecondary
  degree

7
Transition Innovations

• Partnerships!
• Cross College involvement
• Research and assessment

8
Early College High Schools

• Dennis Brown, EPCC

9
College Readiness Initiatives High School and
Orientation Interventions to improve Placement

• Textbook alignment
• Joint EPCC-UTEP Admission Application
• ACCUPLACER Interventions
• orientation
• Testing and intervention in the high school
• Post-test interventions, retest
• Enhanced New Student Orientation

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High School Intervention (Categorized by UTEP
Math Placement)

• In Spring 2006, 67 students retested in math
• 48 retested at least 1 course higher
• 16 retested from developmental into dependent
  level
• 6 retested from dependent into college level
• In 2006-07, 1442 students retested in math
• 30 retested at least 1 course higher
• 13 retested from developmental into dependent
  level
• .2 retested from developmental into college
  level
• 3 retested from dependent into college level

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Summer 2006
ENSO UTEP Enhanced New Student Orientation

• 1,603 students participated
• 48 retested at least 1 course higher
• 31 retested from developmental into
  college-level math

Summer 2007

• 1,117 students participated
• 51 retested at least 1 course higher
• 24 retested from developmental into
  college-level math

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Student Success

• Improving learning and efficiency of progress of
  our Students

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Old Alignment for Developmental Math
EPCC
Accuplacer College Level Exam
0310 Introductory Algebra
0311 Intermediate Algebra
Linear Pathway, no decisions until in College Math
14
Students placing into 0311 First Choose Path
STEM
Business and Analytical Social Sciences
Other
0311
developmental
College Level
1319
Calculus
1320/0120
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Math Success Rates on First Attempt
Course Fall 2003 Fall 2004 Fall 2005 Fall 2006 Fall 2007
0310 66.5 47.5 50.7 58.9 55.0
0311 64.6 44.8 43.8 55.1 59.7
1319       70.3 73.9
13200120 lt35         34.0
13200120 gt35     63.9 65.3 59.2
1320 54.9 61.5 61.3 62.8 52.1
1508 48.4 25.3 44.8 41.9 53.0
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Continuing

• Other Interventions
• Writing workshop
• Computer assisted instruction
• Course redesign
• Learning styles
• Research and Assessment!

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College Examples

• College of Liberal Arts
• Dean Daudistel
• College of Science
• Dean Morrobel-Sosa
• College of Education
• Dean Tinajero

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College Readiness and College of Liberal Arts
Initiatives

• Center for Civic Engagement and Public School
  Partnerships
• UTEP Go Team School Outreach
• UTEP Writing Program Pedagogy and Teacher
  Preparation
• UTEP Faculty-Public School Teacher History
  Modules
• History Day
• New Law School Preparation Institute Outreach
  Program
• Intelligence Community Center of Academic
  Excellence Program

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UTEPs COLLEGE OF SCIENCEEDUCATIONAL COLLEGE
READINESS INITIATIVES
20
PASSION
Education Innovation in Math Science
Unique Learning Laboratory for K-20 Education
Teacher Preparation in Science Mathematics
People/Future of the El Paso Border Region
ADE - Access, Diversity Excellence
Leadership Impact in Development of Latino
Scientists Mathematicians
Premier Institution for Graduation of Latino
Scientists Mathematicians
Geosciences Arid Environments
Border Health Disparities
Ecology Evolution of Arid Environments
BEST
BRAND
Interdisciplinary Education Research
Medical/Health Physics
Border Biomedical Health Research (issues of
conjoined societies)
Environmental Chemistry
Border Biosafety Security
Making Math Science Engaging, Accessible
Meaningful
Bioinformatics Computational Science
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COLLEGE READINESS INITIATIVES

• Curriculum (Textbook) Alignment - UTEP, EPCC,
  area High Schools
• Student Peer Leaders Math, Chemistry (HS)
• Modular pre-Calculus, Calculus
• Outreach Activities - Chemistry, Physics Circus

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CenMaSTER Center for Mathematics, Science, and
Technology Education Research

• Mission - Research, develop, and disseminate
  exemplary mathematics science teaching and
  learning practices for K-20 by facilitating
  collaboration among faculty across the university
  committed to improving math science education
  serve as a resource for math science educators
  and leaders in the El Paso region and beyond.
• Vision - Build foster a community of
  researchers practitioners that discovers
  implements innovative teaching learning
  strategies to ensure the engagement long term
  success of math science learners of all groups
  and ages.
• Pre-Service, In-Service, Outreach

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FACULTY ADVANCEMENTTENURE PROMOTION POLICY

• Recognized rewarded in TP considerations
• Scholarship of Teaching - publications or
  presentations at conferences related to pedagogy
• Work with teachers in schools development of
  school curricula - development of materials that
  maximize student learning using Texas State
  standards in primary or secondary education
  frequency and quality of interactions with
  teachers

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Research Questions Some Preliminary Topics for
Consideration

• TNE Research Conference
• April 3, 2008
• UTEP College of Education
• Josie Villamil Tinajero, Dean

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THEA EXcET/TExES

• Is a passing score on the THEA a valid and
  reliable predictor of student readiness for
  TExES/ExCET teacher certification examinations?  
  What evidence do we have to support this?
• What is the relationship between students' scores
  on the content and PPR qualifying exams and the
  resultant scores on the TExES exams?  Is there a
  correlation? 
•  Are the qualifying content/PPR exam scores a
  valuable and reliable predictor of content/PPR
  TExES scores? What evidence do we have to
  support this?

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Early Intervention ProgramsAt UTEP, students
have typically initiated their pre-education
roles with COE support during their junior
years. During the last 2 3 years, this model
has been changed, and pre-education students now
work with COE faculty/students/advisors at
earlier points ..

•  
• Population A UTEP students (pre-education)
  who work with COE advisors/students/staff/faculty
  from the summer before freshman year
• Population B High school students
  (pre-education) from Canutillo ISD and Ysleta ISD
  who will begin working with COE
  advisors/students/
• staff/faculty in June 2008, with support from the
  THECB College Readiness ProgramProject BEST.
• Population C Participants of early
  intervention programs(MD and FS)
• What evidence do we have of the short- and
  long-term impacts of these early interventions?
  Which specific components of the interventions
  with Populations A, B and C have resulted in
  measurable changes? Which indicators can we use
  to measure the progress of future teachers over
  time?

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Paraprofessionals

• How many paraprofessionals have completed their
  programs of study at UTEP?
• How many are currently in the pipeline?
• How do these individuals compare with other
  graduates of UTEP programs of study in relation
  to a) retention b) teaching quality (as
  measured by.) c) pupil outcomes? Which
  characteristics of the paraprofessionals
  preparation contribute to their success?

Paraprofessionals are students who are currently
employed as instructional aides in schools. UTEP
offers a specialized program of studies for this
population, the Job-Embedded Model.
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Approaches to Teacher Preparation
What evidence has been collected to indicate the
short- and long-term outcomes of different
approaches to teacher preparation? For example,
how do these teachers compare in relation to
a) retention b) quality c) pupil outcomes.
In El Paso, different approaches to teacher
preparation would include Group A Students
who graduate from UTEPs 4-year
program of studies with a BIS degree Group B
Students who complete UTEPs ATCP program Group
C Individuals who attain certification through
store- front organizations
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Induction

• How has the UTEP approach (Leadership Teams) to
  enhancing induction for novice teachers impacted
  a) school culture b) teacher beliefs/attitudes
  c) school-university partnerships d) pupil
  outcomes?
• Which indicators can best be used to help us to
  continually assess and enhance this induction
  model over the long term?

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Field Experience Issues

• Which experiences during internship semesters
  (field experience) contribute to effective
  teaching, and why?  Which data have been
  collected to document the relationship between
  field experience and teaching effectiveness?
  What long-term impacts on pupil achievement have
  resulted?
•  

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Examples of Existing UTEP Grants in K-16

• MSP
• T-STEM
• TNE
• STEP-UP
• LEAP- UP
• Title V
• MaST
• GK-12
• Pathways
• TexPreP

• MARC
• LSAMP
• RISE
• REU
• Earth Science Acad
• Upward Bound
• GEAR-UP
• Talent Search
• Student Support Services Program

• UTTC
• GESS
• THECB
• IPY
• CREST
• NSF STEP
• BEEMS
• Spencer
• HHMI