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Topic: CA: Professional Development of Teachers
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Jerry P. Becker

Posts: 13,033
Registered: 12/3/04
CA: Professional Development of Teachers
Posted: Dec 29, 1998 9:34 PM
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[Note: The information below reached me from three colleagues on the west
coast.]
***********************************************************

One sender commented that

This bit of California news didn't receive the headlines
that the Framework did -- but may be more important. The
California State Board (CBE) is not content with their new Standards
and Framework. They want to limit professional development of
teachers to their narrow view as well.
**********************
During Summer 1998, the California legislature appropriated
$14 million for teacher professional development in grades 4-12
(A.B. 1331). Districts must apply for the money, or choose from a
list of state board approved providers. All programs must
meet criteria and be approved by the state board Futhermore, if
districts receive funds from AB 1331, then it appears that any other
mathematics professional development their teachers receive must
be brought into alignment with the Boards criteria as well.

The criteria were presented to the state board on December 10,
and are scheduled for approval in early January (just before 5 of 11
board members will be replaced.) The criteria require that
professional development be "research based". As indicated in board
discussions, this means aligned with the "research report" presented
to the board in April by Douglas Carnine of the University of Oregon.
This report, "Review of High Quality Experimental Mathematics
Research", was prepared by the National Center to Imporve the Tools
of Educators after receiving a grant from the California board. It
provides the research basis for the new skills-based, direct
instruction CA Framework.

Below are the proposed Criteria as well as relevant sections of
the Education Code. Readers should note (6) and (7) carefully.
These received extensive discussion by the state board on
December 10.

AB 1331 Provider Criteria

12/10/98 by SBE

Final adoption at January 1999 Meeting

A. PROGRAM CONTENTS

The application must provide copies of all printed materials, as well as
audio,
video, or other technology-based resources that are planned for distribution
of use in the in-service training. The application must demonstrate how these
materials are used in the program of in-service training and identify how each
of the following conditions are met (Ed. Code 44721 and 44722)

If it is determined that any or all of the criteria below are not addressed
materially and substantially, then the applications may be recommended for
disapproval.

(1) The mathematics content standards adopted by the State Board of Education n
1997.

The inservice training in mathematics and materials used by the provider
must cover all the State Board adopted mathematics standards in a material and
substantial way.

(2) In-depth understanding of the mathematics underlying the adopted content
standards for pupils in kindergarten and in grades 1 P 12, inclusive.

The material used in the in-service training must be mathematically correct.
The in-service training must provide teachers with a deep understanding of the
mathematics underlying the standards so that teachers can identify which
standards provide the core mathematics foundation for all students at each
grade
level.

The training must help teachers at lower grade levels understand how their
teaching efforts are related to the mathematics content in later grades. The
in-service training must also help teachers tin developing a repertoire of
effective teaching strategies that allow them to implement a curriculum that
incorporates problem solving, conceptual understanding, and procedural skills.

(3) The curriculum framework and program advisories, if any, that are based on
the mathematics content standards adopted by the State Board of Education in
1997.

The in-service training in mathematics and materials used by the provider
must cover the State Board adopted mathematics in a material and
substantial way.

(4) The mathematics performance standards, if and when they are adopted by the
State Board of Education, related to adopted mathematics content standards.

* Not applicable under current review. However, any materials must include
information on the mathematics performance standards adoption process and
timetable.

(5) The assessment, if and when they are adopted by the State Board of
Education, that are aligned with the mathematics content standards adopted by
the State Board of Education pursuant to Section 60605.

The inservice training must include information for teachers on the
standards-based augmentation to the STAR test and related reports, and
information on the development of the Matrix test. The training must provide
methods of addressing deficiencies when assessments reveal that students are nt
achieving grade-level expectations.

(6) Replicated research on how mathematical skills are acquired.

The program of inservice training must include a **thorough** review of
high-quality research that provides evidence for replicated results on how thoe
mathematical skills are acquired. The research review must include sufficient
information to establish that the methodology used to ascertain the results is
replicable, that the findings were derived from a population that was
representative and not biased, and that effect sizes have been computed and are
statistically significant.
**Strike through in draft**

The applicant must include sufficient information to demonstrate that the
research cited in the in-service training meets these characteristics.

(7) Replicated research on methods of teaching mathematics that produce
measurable growth on a validated assessment of at least on grade level during a
school year of instruction.

The program of in-service training must include a **thorough** review of
high-quality research that provides evidence for replicated results on methods
of teaching mathematics that produce at least one grade level of growth as
measured by valid assessments. As in (6) above, the research reviewed must
include sufficient information to establish that the methodology used to
ascertain the results is replicable, that the findings were derived from a
population that was representative and not biased, and that the effect sizes
have been computed and are statistically significant.
**Strikethrough in draft**

The applicant must include sufficient information to demonstrate that the
research cited in the in-service training meets these characteristics.

B. QUALIFICATIONS OF PROFESSIONAL DEVELOPERS

The applicant shall demonstrate that all trainers affiliated with the applicant
are sufficiently qualified to ensure the delivery of high quality professional
development proposed by the application. Sufficient qualification shall
include, but not be limited to:

(a) knowledge of the State Board adopted mathematics standards, mathematics
framework, STAR mathematics augmentation, and the underlying mathematics,
and

(b) evidence of extended involvement in the field of mathematics, mathematics
instruction, and/or a demonstrated record of prior accomplishment in
mathematics
professional development or teacher preparation related to mathematics, as
evidenced by the evaluation data and/or professional references.

C. EVALUATION

The applicant shall identify a procedure for the evaluation of the effectivenes
of the training on teacher knowledge, skills, and abilities.

Include a certification that the applicant understands the results of the
evaluation of the in-service training conducted may be requested by the State
Board of Education for purposes of a statewide evaluation.

A Key Portion of Code section cited.

44721. As a condition for receiving funds pursuant to this
chapter, a school district or county superintendent of schools shall
certify to the State Department of Education all of the following:

(a) That funds received pursuant to this chapter are to be
expended only for the purpose of providing in-service training in
mathematics instruction to teachers who provide direct instructional
services in mathematics to pupils enrolled in any of grades 4 to 12,
inclusive, and to schoolsite administrators of those teachers.

(b) To the extent feasible with available funds, that all the
teachers in the school district who provide direct instructional
services in mathematics to pupils enrolled in grades 4 to 12,
inclusive, have received, or will receive, the training provided
pursuant to this chapter.

*******************************************************
*
*
Jerry P. Becker
Dept. of Curriculum & Instruction
Southern Illinois University
Carbondale, IL 62901-4610 USA
Fax: (618)453-4244
Phone: (618)453-4241 (office)
E-mail: JBECKER@SIU.EDU





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