RECRUITING THE NEXT GENERATION OF STEM TEACHERS FROM STEM MAJORS IN RESEARCH I UNIVERSITIES

MSP Learning Network Conference

January 2006

Presentation by: David Brant and Sue Marshall University of California, Irvine

UCI MSP Website: http://focus.web.uci.edu/

HANDOUTS

The contents of this document provide additional detail about some of the programs and curricula described in the presentation. Handout Title Page

1 Sample Curriculum for the UCI Mathematics Subject Matter Preparation Program (SMPP)

1

2 Description of Capstone Assignment for the UCI Mathematics Subject Matter Preparation Program (SMPP)

3

3 Course Description for Educ 114: Math-Science Education Teacher Apprentice Field Experience

8

4 Course Description for the first two fieldwork-based seminars for the California Teach Science-Math program

10

5 Course Description for Educ 172A: Issues and Controversies in Secondary Mathematics

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6 Course Description for Educ 172B: Teaching and Learning in Secondary Mathematics

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7 Description of the California Math Science Teacher (CMST) Initiative Program

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8 Description of the UCI Noyce STEM Teaching Scholarship Program

31

9 Description of the UCI Careers in Teaching Theme House

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10 Description of the UCI TEACH Math and Science Program

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11 California Teach Science-Math Program Brochure

HANDOUT #1 1

Requirements for the UCI Mathematics Subject Matter Preparation Program

By completing these courses and other requirements, UCI students waive the California Subject Matter Exam for Teachers (CSET) in Mathematics. Mathematics Courses Units ❏ Math 2A Single Variable Calculus 4 ❏ Math 2B Single Variable Calculus 4 ❏ Math 2D Multivariable Calculus 4 ❏ Math 2J Infinite Series, Complex Numbers, and Basic Linear Algebra 4 ❏ Math 120A Introduction to Abstract Algebra: Groups 4 ❏ Math 120B Introduction to Abstract Algebra: Rings and Fields 4 ❏ Math 124 Algebra and Some Famous Impossibilities 4 ❏ Math 140A Elementary Analysis 4 ❏ Math 161 Modern Geometry 4 ❏ Math 180 Introduction to Number Theory 4 ❏ Math 184 History of Mathematics 4

❏ Students select one course from the following two choices: 4 Math 2E1 Multivariable Calculus, or Math 13 Introduction to Abstract Mathematics

❏ Students select one linear algebra course from the following two choices: 4 Math 3A2 Introduction to Linear Algebra, or Math 6C Linear Algebra

❏ Students select one probability course from the following three choices:3 4 Math 67 Introduction to Probability and Statistics for Computer Science, or Math 131A Mathematical Statistics, or Stats 120A Introduction to Probability and Statistics

❏ Students select one statistics course from the following three choices:3 4 Math 7 Basic Statistics, or Math 131B Mathematical Statistics, or Stats 120B Introduction to Probability and Statistics

Other Courses Units ❏ Ed 172B (formerly Ed 172F) Teaching & Learning Secondary School Mathematics 4

❏ Students select one fieldwork course from the following two choices: 4 Ed/PS 114 Math-Science Education Teacher Apprentice Field Experience, or Math 192 Tutoring in Mathematics (course is taken twice for a total of 4 units)

1 Students doing the “math major with a specialization in mathematics for education” may select Math 2E or Math 13; all other math majors should select Math 2E. 2 All math majors should select Math 3A. 3 Math majors should select one of the upper division options for a statistics and a probability course.

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Other Courses Units ❏ Students select one computing skills course that meets math major (or a related major)

requirements. Choices include, but are not limited to: 4

ICS 21 Introduction to Computer Science I, or E 10 Computational Methods in Engineering, or ECE 10 Computational Methods in Electrical and Computer Engineering, or CEE 10 Methods I: Computation Methods in Civil & Environmental

Engineering, or

MAE 10 Introduction to Engineering Computations, or Physics 53 Introduction to C and Numerical Analysis

❏ Students select a three course series plus indicated labs in Natural Science that meet

math major (or a related major) requirements, and/or meet UCI undergraduate breadth requirements. Choices include but are not limited to:

15 (minimum)

Physics 7A-B-D; & Labs 7LA-LB-LD Classical Physics, or Chemistry 1A-B-C; & Labs 1LB-LC General Chemistry

❏ Students complete a “capstone” assignment and SMPP culminating interview. 2 Math 1934 During one quarter of senior year, students must register for Math 193

(pass/not pass) with instructor L. Chrystal to complete the math SMPP capstone assignment. Prerequisites: completion or concurrent enrollment in ED 172B, and completion of the SMPP fieldwork requirement (ED/PS 114, or the first of two quarters of Math 192). Instructions for the capstone assignment are available from instructor L. Chrystal, or from the Department of Education Student Services Office.

Additional Math SMPP Requirements ❏ SMPP candidates must complete an online tutorial on ethics & legal issues for technology

use in schools. Students should expect to spend about one hour to complete it. The tutorial is available at the following website: http://pact.gse.uci.edu/smpp_tech/.

❏ SMPP candidates must have an average, cumulative GPA of 2.0 or better for the SMPP-

required courses.

4 Before enrolling, contact an education or physical sciences counselor to confirm the course number and section for the Math SMPP capstone.

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SMPP Capstone: A Culminating Interview for Math Subject Matter Preparation Program Candidates

Instructions for SMPP Candidates As one of several steps in certifying your subject matter competency in the UCI Math SMP program, and your readiness to use your subject matter knowledge as you enter a teacher credentialing program, you will prepare for and participate in a SMP program culminating interview. You will select a particular question (from a list of several choices) that you are prepared to critically discuss in the culminating interview. The interview questions have been designed to allow you to synthesize and demonstrate your understanding of important mathematical ideas, the interconnectedness and development of those ideas, and issues associated with teaching and learning those ideas. You should view your preparation for and participation in the culminating interview as a positive learning opportunity with a chance to dialog with faculty and others about your ideas. The interview topics represent the kinds of intellectual activities in which math teachers should engage as part of their ongoing professional development as they build their teaching competency. In the culminating interview, you will present your question response and engage in a collaborative discussion of the topic with several individuals that you select for your panel. You will schedule the SMP program interview during your final quarter before you graduate. However, you will want to start preparing for it earlier. You should make a decision about the interview question that you want to address by the beginning of your senior (final) year, so that you will have time to collect any necessary materials and prepare your response. This will also give you time to meet earlier with a faculty member from your interview panel to get advise and ask questions about the approach you will take to respond to your question. We encourage you to discuss your response with one or more faculty members before the actual interview. The interview panel should be comprised of at least three, but not more than five people from the following:

a. A UCI Math faculty member (required) b. A UCI Education faculty member (someone with an interest in math education) c. A mathematics graduate student d. A K-12 mathematics teacher or a UCI Math SMP program graduate (If you select a

teacher, it is recommended that he/she be a mentor teacher or be national board-certified for the grade level(s) that you think you will teach.)

The Math SMP program faculty advisor can supply suggested names from which to choose. Following are the steps you will follow to prepare for and participate in the interview:

a. Select one of the interview questions to which you will respond. (The interview questions are listed at the end of this document.)

b. As you get started on your response, meet with a math faculty member (someone that you will want on the interview panel) to discuss the topic, ask questions, and get some advice about the approach you will take.

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c. Contact individuals that you want to sit on the interview panel and find a mutually convenient date for scheduling the interview during your final quarter. (You will want to reserve a room once a date has been set.) It is important that you make these arrangements at least 5-6 weeks in advance of the interview. Do not leave it to the last minute.

d. Prepare a written response to the interview question that you have selected. Prepare any visual aids that you will want to use in the interview to present your response.

e. Provide the interview panel with copies of your written response at least one week prior to the interview, so that they have time to read it.

f. During the interview, you present your response, and then the panel will have the opportunity to ask you questions and engage in a dialog with you about the issues and ideas that you have raised.

g. At the conclusion of the interview, the math faculty member will complete an interview evaluation form indicating that you have passed the interview, or that you have been asked to redo and resubmit some component(s) of your response.

h. Once you have secured an interview evaluation form with a pass rating, you will submit it to the Department of Education, along with the other required documents for final Subject Matter Preparation certification.

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Question Topics for Candidates to Address in the Math SMP Program Culminating Interview Select one question topic about which you will write, present, and discuss a response in a culminating interview. There are three choices listed below. 1. Building on Important Ideas in Math From Middle Grades Through College Choose a mathematics topic from the following:

a. Area b. Functions c. Unknowns (Variables) d. Reasoning and Proofs e. Probability

(You may select a different topic in consultation with a math faculty member.) To address the following parts of this question, you should refer to the California Mathematics Framework and Content Standards, math textbooks used in the middle school and high school grades, and texts and other materials from university courses that you have completed in the Math Subject Matter Preparation Program.

a. Starting with the middle school grades, discuss how this topic gets defined and explained when it is first introduced? What kinds of mathematical explanations and strategies are given to students?

b. Moving through the middle and high school grades, how are the topic’s definition and mathematical explanation(s) refined as middle and high school students revisit the topic? In what mathematical contexts is the topic developed through successive grade levels? What kinds of connections between this topic and other math topics are made as the topic is further developed? Use both narrative and a flow chart to organize your response.

c. Discuss how the concepts and skills associated with this topic at the middle and high school grades build toward a more advanced understanding in the math curricula at the university. Consider how a university-level mathematician would define and explain this topic?

d. How does your advanced knowledge of this topic and its connection with other concepts in math influence your ideas about how to teach this topic to a middle school and/or high school audience? Consider if and how your advanced understanding of this topic and your critical examination of the middle and high school math curricula would lead you to teach the idea using alternative definitions or explanations than those often used in middle and high school math courses.

2. Constructing a Student Learning Case Study As part of your fieldwork assignment(s) select a student with whom you have worked and from whom you can collect information for a student learning case study. There should be a particular mathematics topic (or set of related topics) that is the focus of your interactions with the student. Be prepared to report on the lessons and assignments that the teacher uses to teach this topic, and to discuss and analyze your tutoring interactions with the selected student.

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Over a period of one semester, you should have at least three instructional interactions with the student about the selected math topic. For the learning case study, collect data that includes, but is not limited to:

a. Taped interactions (audiotape or videotape) between you and the student (Discuss permissions and school policies about taping with the teacher before you do any recording.)

b. Videotape of the master teacher and target student during selected lessons (optional) c. Fieldnotes about your interactions with the student d. Fieldnotes and other artifacts to document the class lessons, activities, and textbook

assignments used to teach the topic that you are tutoring e. Copies of work attempted or completed by the student

In your case study, address these questions that demonstrate your understanding of the mathematics content that the student is learning, your understanding of the student’s knowledge of the relevant mathematics content and skills, and your understanding and reflections on strategies for teaching and learning the relevant mathematics content and skills:

a. Describe the topic that is being taught. Based on the teacher’s lessons, textbook, and other assignments, what kinds of mathematical definitions and explanations are used to teach this topic?

b. What kind of prior conceptual understanding and procedural knowledge do you think is needed for a student to be prepared to understand this topic and understand the definitions and explanations that are part of the lessons, textbook, and assignments?

c. Describe the mathematical concepts and tasks that the student is addressing in your interactions with him/her.

d. Provide a description of this student’s mathematical achievement level. (Has the student’s past performance indicated his/her math achievement level? What is the teacher’s assessment of the student?)

e. Citing evidence from your tape recordings of tutoring interactions, your fieldnotes, and student work samples that you have collected, analyze and discuss the student’s developing understanding of the topic, and your strategies for helping the student to acquire the necessary conceptual and procedural understanding. In your response, it is important that you identify what the student knows and understands (both correct conceptions and misconceptions), what the student does not know, as well as what mathematics knowledge you are helping the student to construct, how and why.

f. Reflect on what you have learned from your experience tutoring this topic. In your response you may draw on your experience with this case study student, as well as other tutoring experiences you have had with this math topic. Include in your response the following: i) In what ways were you able to draw on your advanced understanding of the topic to

guide your tutoring strategies? ii) In what ways has your understanding of this topic changed as a result of your tutoring

experiences and reflection on those experiences? iii) Are there issues and questions associated with how middle and high school students

learn and understand this topic that you are still grappling with? iv) How will this experience impact your approach and techniques for teaching math?

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3. A Research Study of Mathematics Learning Select a published research study that explores some aspect of mathematics learning. The following describes how you will replicate one or more parts of the study, and discuss your results and implications for what you have learned.

a. In consultation with a math faculty member, math-education faculty member, or math graduate student, select a research study that examines some aspect of mathematics learning that you could feasibly replicate with one or more middle or high school level students. (For example, you might select a study that poses the question of whether a certain instructional approach, like the use of manipulatives, will assist in the learning of algebra.)

b. Once you have identified the study and topic of math education on which you will focus, do some background research (a focused literature review). Briefly summarize studies that investigated the topic and their conclusions. Identify alternative perspectives related to the topic.

c. In consultation with a math or math-education faculty member or graduate student, design a small study that you will conduct that either attempts to replicate and confirm the findings of the selected study, or attempts to modify some aspect of the study (e.g., different types of learners, learning environment, materials, or some other modification).

d. Using a standard research study format (e.g., APA style), write up the results of your study. Modified research reporting formats will be accepted with prior approval.

e. In addition to the research study report, write your reflections that discuss the following: i) What were your own assumptions about the research question posed in your selected

study? On what kinds of personal experiences as a math learner or math tutor/teacher were your previous assumptions based? In what ways were any of your assumptions altered as a result of your experience with this research project?

ii) In terms of your own understandings of advanced mathematics, how has your understanding about math topics related to the research project been altered as a result of this research experience?

iii) As a result of doing this research, what new questions do you have about how middle and high school students learn and understand mathematics?

iv) As a result of doing this research, what new questions do you have about how university-level students (math majors and non-majors) learn and understand mathematics?

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Educ/Physical Science 114 Math-Science Education Teacher Apprentice Field Experience

WEEKLY TOPICS & ASSIGNMENTS

Complete HW before coming to the next class. Sept. 24 Introduction & Connecting Fieldwork to Prior Knowledge/

Experience (K/T) HW: Standards & Testing Assignment Oct. 1 Math and Science Standards (K) HW: Engaging and Supporting Students in Learning

HW: Apprentice Requirement Sheet

Oct. 8 Engaging and Supporting Students in Learning (T) HW: The Use of Questioning to Elicit Student Thinking DUE: Apprentice Requirement Sheet

Oct. 15 The Use of Questioning to Elicit Student Thinking (K)

DUE: Journal Summary 1 (via e-mail) HW: Creating and Maintaining Effective Learning Environments Read: “Motivating Students By Teaching For Understanding”

Oct. 22 Creating and Maintaining Effective Learning Environments (T)

HW: Making Subject Matter Comprehensible to Students Read: “Social Class and the Hidden Curriculum of Work” Oct. 29 Making Subject Matter Comprehensible to Students (T)

HW: Planning Instruction and Designing Learning Experiences Nov. 5 Planning Instruction and Designing Learning Experiences (K) DUE: Journal Summary 2 (via e -mail) DUE: Lesson Topic and Delivery Date Decided With Teacher

HW: Complete Lesson Plan & Assessing Student Learning

Nov. 12 Assessing Student Learning and Lesson Plan Review(T/K) Nov. 19 Credential and Testing Information and Lesson Plan Review (T/R) HW: Lesson Reflection DUE: Teacher Interview Paper (via e-mail)

HANDOUT #3 9

Dec. 3 Is Teaching the Job for Me? (K) DUE: Classroom Hours Log (hard copy w/teacher initials) Dec. 7 Tuesday of Finals week - NO Meeting

DUE: Final Report (via e-mail)

HANDOUT #5 10

University of California, Irvine Department of Physical Sciences

PS XX Section California Teach 1: Introduction to Science and Math Teaching

Winter 2006 Fridays, 1/20, 1/27, 2/10, 2/17, 2/24

Room xxxx Instructors: Karajean Hyde & Terry Shanahan Email: khyde@uci.edu tshanaha@uci.edu Phone: (949)824-4808 (949)824-2253 Office Hours: After class or by appointment

Units: 2 units Catalog Description: First in a series of seminars for students interested in becoming middle or high school teachers of math or science. Meets 5 times for students to gain an understanding of effective, research-based teaching strategies. Includes an opportunity to experience math and science teaching in a K-5 classroom. Pass/Not Pass or letter grade. Goals and Objectives: PS XX introduces students to the teaching and learning of science and mathematics in elementary school classrooms and it provides students with opportunities to determine if they might be interested in pursuing a career in teaching. Pairs of students will be placed in an elementary school in a local school district and will observe and assist an elementary school mentor teacher teaching science and mathematics. Students will be expected to assist the teacher in both sciences and mathematics. The accompanying seminar course will introduce students to the theory and practice of designing and delivering excellent science and mathematics instruction at the elementary classroom level. Students will be introduced to inquiry based learning practices, national and California standards, reading and learning differences in children, and the cognitive ability of elementary students as it relates to the introduction of concepts, curricular planning, classroom management and learning assessment. CaT1 - Course Objectives:

• Introduce the profession of teaching as a possible career path. Students will observe and engage in the professional nature of teaching, including working collaboratively with other teachers, identifying and sharing best practices, and being accountable for meeting professional standards.

• Understand how national and state standards in science and mathematics affect curricular design and how curricular design prepares students for subsequent learning.

• Critically observe both teaching and learning in science and mathematics, paying particular attention to the role of misconceptions and sense-making as students learn new information. Learn how to assess if students are learning the material.

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• Recognize why a deep understanding of the science and math subject matter is essential for understanding how students learn, particularly in making sense of the rich variety of ways individuals may approach the same problem.

• Understand the difference between learner-centered and teacher-centered curricula and be able to distinguish between classroom approaches that are inquiry-based (hands-on) and those that are informational.

• Understand the diversity of learners in a classroom and evaluate teaching methods that address the variety of ways students learn and make sense of new information.

• Review and evaluate issues of teaching English language learners mathematics and science. • Provide students the opportunities to develop inquiry-based curricular modules that they will co-

present to students in the classroom. These modules should have stated educational objectives and include a means to assess whether the module met the learning objectives stated.

• Provide students with the opportunity to reflect on and discuss what they have observed. • Introduce students to the concept that as classroom assistants or teachers, they are “role models”

to students and that there are great responsibilities inherent in assuming this role. Students in this program will need to focus on how they dress, talk, respect themselves and their students, and how important these elements are in creating a respectful and inclusive classroom atmosphere where students learn most effectively. They will learn to assure that all students are adequately prepared in safety, security, and emergency procedures.

• Students will become familiar with the California Teach program, courses, teaching certification programs and requirements, financial support, and their work during the course will provide their first entry into their California Teach Portfolio that they will maintain as a requirement for teacher certification.

In addition, PS XX provides multiple and systematic opportunities for candidates to practice competencies for CTCC Teaching Performance Expectations (TPEs): TPE 1: Specific pedagogical skills for subject matter instruction. TPE 2: Monitoring students learning during instruction. TPE 3: Interpretation and use of assessments. TPE 4: Making content accessible. TPE 5: Student engagement. TPE 6: Developmentally appropriate teaching practices. TPE 7: Teaching English Learners. TPE 8: Learning about students. TPE 9: Instructional planning. TPE 10: Instructional time. TPE 13: Professional Growth.

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Required Text: None Course Assignments:

• Teaching Reflection Paper Due 1/20/06 • Read “Improving Instruction by Listening to Children” and complete review Due 1/27/06 • PCOP Due 2/24/06 • Final Lesson Plan Due 3/10/06 • Final Journal 3/17/06 • Lesson Reflection Due 3/21/06 • Completion of 15 hours of field work Due 3/21/06

Grading Policy: This course may be taken for a letter grade or as pass/no pass . Course Grading: Each assignment will be worth the points detailed below

Teaching Reflection Paper- 10 points Reading Review- 10 points PCOP- 15 points Lesson Plan- 25 points Lesson Reflection- 15 points Final Journal- 15 points Attendance/ Participation- 50 points 15 hours of field work- 60 points Your course grade will then be determined by the sum of your 7 scores on the following scale: A: 180 points or higher B: 160-179 points C: 140-159 points D: 120-139 points F: 119 points or less or missing more than 1 class Pass: 120 points or higher No Pass: 119 points or less or missing more than 1 class Attendance: Your on-time attendance and participation in all of our class sessions is critical to both your

success and the growth of all of your classmates. There really is no “making up” a missed class day. If you do have a medical or other emergency that forces you to miss a class, however, I will work with you individually on an appropriate assignment to substitute for the lost time. Students who miss all or significant parts of a 2nd class will need to repeat the course. Lateness will result in deductions from your score for participation.

Course Schedule: Date Topic Assignment Due

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1/6/06

Orientation to course and fieldwork None

1/13/06 No Class Journal 1 1/20/06 TPE 1

Content Standards; State Testing; K-2 Science investigation; 3-5 math activity

Teaching Reflection Paper & Journal 2

1/27/06 TPE’s 6 and 8 Questioning; Interacting with elementary students; K-5 Hands-on math investigation

Read “Improving Instruction by Listening to Children,” complete review & Journal 3

2/3/06 No Class Journal 4 2/10/06 TPE’s 3, 6, and 9

Types of knowledge; K-2 math investigation; 3-5 science investigation

Journal 5

2/17/06 TPE’s 4, 5, 7, and 10 Peer Classroom Observation Protocol; K-5 science lab.

Journal 6

2/24/06 TPE’s 1, 2, 4, 5, 6, and 9 Writing a 5 E’s Lesson Plan

PCOP & Journal 7

3/3/06 No Class; email & revise lesson plan Draft Lesson Plan & Journal 8

3/10/06 No Class: Co-teach lesson in fieldwork classroom

Final Lesson Plan & Journal 9

3/17/06 No Class: Co-teach lesson in fieldwork classroom

Final Journal

3/21/06 Finals Week: No Class Lesson Reflection

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University of California, Irvine Department of Physical Sciences

PS XXS Section California Teach 2: Middle School Science and Math Teaching

Fall 2006 5 Fridays

Room xxxx Instructors: Karajean Hyde & Terry Shanahan Email: khyde@uci.edu tshanaha@uci.edu Phone: (949)824-4808 (949)824-2253 Office Hours: After class or by appointment

Units: 2 units Catalog Description: Second in a series of seminars for students interested in becoming middle or high school teachers of math or science. Meets 5 times for students to gain an understanding of effective, research-based teaching strategies. Includes an opportunity to experience teaching in a 6-8 classroom. Pass/Not Pass or letter grade. Goals and Objectives: PS XXS introduces students to the teaching and learning of science and mathematics in middle school classrooms. Students will serve as a classroom assistant with an expertise in either science or mathematics, supervised in a local school by an effective middle school mentor teacher. In the seminar portion of this class, students will discuss learning in a middle school culture, cognitive development of students at this level, and the best means to teach appropriate science and mathematics concepts at this level. Working in pairs, they will develop two curricular modules and, at the discretion of the mentor teacher, present one of these to a middle school class and assess their effectiveness by measuring student learning. CaT2 - Course Objectives:

• Recognize elements of middle school culture and how it affects teaching and learning in the classroom.

• Note how the middle school curricula in science and mathematics builds upon the concepts taught at the elementary level and how these concepts prepare students for high school science and mathematics.

• Develop a toolkit of classroom management strategies. • Observe and discuss what middle school students’ approaches to solving problems in math and

science reveal about their understanding of the subject matter and make connections to their own approaches to learning science and math as undergraduates.

• Become familiar with national and state standards in science and mathematics at the middle school level and learn how to maximize the interrelatedness of curriculum, textbook adoption, standards, and assessments.

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• Knowledge of state, national and international assessment testing and how this affects what is taught in classrooms.

• Develop and present a lesson using research-based pedagogies. • Determine methods to most effectively reach a diversity of learners in a classroom. • Discuss issues of classroom management and school rules and regulations that are the

responsibility of the teacher to enforce. • Develop their abilities to use technology to enhance teaching and learning and to excite students. • Develop knowledge of special learners curricula and classroom approaches for students with

disabilities and students who are English language learners. • Formally, through course requirements, reflect in writing on their progress as teachers and as

learners and on teaching and learning practices they are experiencing in their undergraduate classes.

In addition, PS XX provides multiple and systematic opportunities for candidates to practice competencies for CTCC Teaching Performance Expectations (TPEs): TPE 1: Specific pedagogical skills for subject matter instruction. TPE 2: Monitoring students learning during instruction. TPE 3: Interpretation and use of assessments. TPE 4: Making content accessible. TPE 5: Student engagement. TPE 6: Developmentally appropriate teaching practices. TPE 7: Teaching English Learners. TPE 8: Learning about students. TPE 9: Instructional planning. TPE 10: Instructional time. TPE 11: Social Environment TPE 13: Professional Growth.

Required Text: None Course Assignments:

• Read “Motivating Students by Teaching for Understanding” and complete reflection Due Class meeting 1

• PCOP Due Class meeting 3 • Final Lesson Plan Due Week after class 3 • Read “Social Class and the Hidden Curriculum of Work” and complete review Due class

meeting 4 • Analysis of student work Due after week 5 • Final Journal Due last class • Lesson Reflection Due Finals week • Completion of 15 hours of field work Due Finals week

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Grading Policy: This course may be taken for a letter grade or as pass/no pass . Course Grading: Each assignment will be worth the points detailed below

Reading Review- 10 points each Peer Classroom Observation Protocol (PCOP)- 10 points Lesson Plan- 20 points Analysis of Student work- 15 points Final Journal- 15 points Lesson Reflection- 10 points Attendance/ Participation- 50 points 15 hours of field work- 60 points Your course grade will then be determined by the sum of your 7 scores on the following scale: A: 180 points or higher B: 160-179 points C: 140-159 points D: 120-139 points F: 119 points or less or missing more than 1 class Pass: 120 points or higher No Pass: 119 points or less or missing more than 1 class Attendance: Your on-time attendance and participation in all of our class sessions is critical to both your

success and the growth of all of your classmates. There really is no “making up” a missed class day. If you do have a medical or other emergency that forces you to miss a class, however, I will work with you individually on an appropriate assignment to substitute for the lost time. Students who miss all or significant parts of a 2nd class will need to repeat the course. Lateness will result in deductions from your score for participation.

Course Schedule: Date Topic Assignment Due Week 1

Orientation None

Week 2 No Class Journal 1 Week 3 TPE’s 1, 4, 5, 6 Read Motivation

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Content Standards; Textbooks; Teaching for Conceptual Understanding; Hands-on Algebra Tiles

article and complete reflection & Journal 2

Week 4 TPE’s 6, 8, 10, 11 Interacting with Middle School students and Classroom Management; Math or Science investigation

PCOP & Journal 3

Week 5 No Class Journal 4 Week 6 TPE’s 1, 2, 3, 6, 9, 10

Assessing Student Learning; Writing a 5 E’s Lesson Plan; Math/Science Integrated Boyle’s Law

Journal 5

Week 7 TPE’s 4, 7, 8 Teaching Special Populations; Science Inquiry

Read Social Class and complete Reflection & Journal 6

Week 8 No Class Final Lesson Plan & Journal 7

Week 9 TPE’s 3, 8, 13 Incorporating Student Error and Encouraging Student Discourse; Math or Science activity

Journal 8

Week 10

No Class Student work analysis & Final Journal

Final Finals Week: No class meeting Lesson Reflection

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Course Syllabus Summary

Education 172A: Issues and Controversies in Secondary Mathematics

Course Goals and Description:

The primary objective of Education 172A is to help students recognize the range of perspectives included within secondary mathematics and help them to develop their own beliefs about the kinds of content and instructional strategies that ought to be most central in middle and high school. This is accomplished first by addressing the California Math Wars and the resulting requirements and accountability measures enacted at the end of the “wars”. The second portion of the course will allow students to investigate the disagreements that exist around several key topics in mathematics, based on course readings, instructional units from various secondary curricular materials, student and teacher interviews, and video case studies. The final weeks of the course will ask students to grapple with three additional layers of complexity in mathematics education: equity, cognitive development, and teacher beliefs. Major goals in this course include understanding:

• The major differences between the scholarly consensus and conventional policy and practice regarding

(a) the middle- and high-school mathematics curriculum, (b) student acquisition of mathematical understanding, and (c) effective pedagogy in mathematics teaching. • In what ways, and for what reasons, researchers in mathematics education disagree

among themselves regarding the optimum mathematics curriculum and around issues in learning and teaching mathematics to middle- and high school students.

• The ways in which approaches to teaching mathematics influence equitable opportunities for students to learn mathematics, and how mathematical achievement correlates with college entrance and future earning potential.

• The challenges and obstacles U.S. teachers face as they attempt to make changes in their teaching practices.

Prerequisites: None

Primary Readings (chapters from these and other sources compiled into a student coursepack) Battista, M. T. (1999). The mathematical miseducation of America's youth. Becker, J. P., & Jacob, B. (2000). The politics of California school mathematics. Burke, M. J., & Curcio, F. R. (Eds.). (2000). Learning mathematics for a new century. California Department of Education. (2000). Instructional Strategies. Cuoco, A. A. (Ed.). (2001). The roles of representation in school mathematics. Davis, R. B., Maher, C. A., & Noddings, N. (Eds.). (1990). Constructivist views on the teaching

and learning of mathematics. Fennema, E., & Romberg, T. A. (Eds.). (1999). Mathematics classrooms that promote

understanding.

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Wilson, S. M. (2003). California dreaming: Reforming mathematics education.

Week 1: Societal change and the state of mathematics education in middle- and high-school

How have economic and technological changes affected the kinds of mathematics competencies that are needed by adults in 21st century America? Are U.S. high school students currently obtaining those competencies (and what will happen if they don't)? Following from those facts, how should middle and high school math be changed?

Week 2: Introduction to the 'math wars': California Dreaming

Curriculum reform in mathematics since 1980 is discussed using both a national and a California context. Readings will cover the politics and the philosophical differences underlying the major areas of disagreement.

Week 3: Conceptions of problem-solving Week 4: Mathematical reasoning -- conjectures, justification, and proof

After examining the nature of competing reform agendas, students will examine and compare the national mathematics curriculum standards developed by NCTM in 1989 (and 2000), the 1992 California mathematics framework, and the California mathematics framework adopted in 1999. During weeks 3 and 4, the focus of these investigations will be on mathematical reasoning and the other process standards identified by NCTM. Students will have opportunities to engage in mathematical reasoning activities and to explore their understandings of justification and proof appropriate in a secondary environment.

Assignment Due: Students will write a 1500 word analysis of California’s and NCTM’s stances on mathematics education in the early years of the 21st century, with ties to the issues central to the Math Wars.

Week 5: The four structures of algebra Students will examine various instructional approaches to secondary algebra teaching and learning, and will identify the competing assumptions about the purposes for studying algebra in secondary schools, as well as theoretical constructs and cognitive research grounding each approach.

Inquiry groups will begin making presentations comparing the curricular approaches to problem solving, proof, algebra, and geometry. These presentations will continue through week 7.

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Week 6-7: Geometry: What's the point

Students will examine various instructional approaches to secondary geometry teaching and learning, and will identify competing assumptions about the purposes for studying geometry in secondary schools, as well as theoretical constructs and cognitive research grounding each approach.

Week 8: Equity issues: Contributing factors to the achievement gap

Mathematics course-taking and achievement in secondary school have been likened to a filter that prevents many students from either entering or succeeding in college, which in turn influences is likely to influence their employment and earning opportunities. Students will examine the possible causes for the inequities that exist in secondary mathematics achievement, centering primarily around ethnicity and socio-economic status.

Weeks 9-10: Cognition research overview; Teacher beliefs about mathematics During these weeks, students will examine the substantial disagreements between cognitive psychologists and conventional popular beliefs concerning how children and adolescents learn to understand mathematics. We will also investigate the differences in beliefs about effective mathematics teaching—differences between researchers' understanding of the consequences of various pedagogical approaches and the implicit pedagogical theories that underlie conventional mathematics teaching practice.

Assignment Due: Students will write a 2500 word paper on one of the following topics:

1. A paper that compares and contrasts traditional approaches for this a selected mathematics topic with those recommended in the course readings, and how different approaches to the subject reflect competing views about learning and teaching. The paper will be based on NCTM journal articles for teachers as well as research papers. 2. A paper that analyzes the beliefs and pedagogical practices of two secondary mathematics teachers that the student will have observed and interviewed on more than one occasion during the quarter. The paper will relate these teachers’ beliefs and practices to issues of cognition and pedagogy, teachers’ beliefs, and equity issues examined during the quarter.

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Grading for Education 170A

Attendance and Participation (10%)

Mathematical Journal (10%) Reading Responses for sets of readings (20%)

Paper #1 (week 4; 15%) Group Presentation (weeks 5, 6, 7; 20%)

Paper #2 (finals week; 25%) Potential Course Overlap: None. (Content is currently covered in Education 172F, but that course will be replaced by this course and Education 172B.)

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EDUCATION 172F (172B) – Winter 2005 Learning Mathematics: Theory and Practice

Tuesdays and Thursdays, 12:30 to 1:50 in Room 1101, Berkeley Place Course URL: http://eee.uci.edu/

COURSE PHILOSOPHY AND GOALS

This course addresses the question of how successful learning in mathematics is accomplished. We examine pioneering research on children's and adolescents' understanding and reasoning, and examine both research-based and clinically-derived strategies for improving students' mathematics learning, including the use of key technology-based resources. Educators who have taught courses similar to this one have found a combination of strategies show promise in helping prospective teachers transcend the common perception that mathematics is a set of rules and procedures that must be learned sequentially (Borko & Putnam, 1996). These strategies include engaging students in:

• Problem solving • Group work • Mathematical discourse • Reflection on their experiences as learners • Reflection on their experiences in the classroom from both the teacher and

student viewpoints Thus, this course will have four concurrent strands:

1) Readings on mathematics cognition, learning, and teaching; 2) Experiences in mathematical problem solving, guided discovery, and

investigations; 3) Communicating about mathematics in both spoken and written forms; 4) Analyses of traditional and reform instructional materials in relation to

pedagogical approaches that foster conceptual understanding, adaptive reasoning, strategic competence, and productive disposition toward mathematics.

Instructor: Valerie Henry Phone: 949-824-1494 (office) and 949-400-4348 (cell) Office: Berkeley Place, 2nd Floor, Room 2076 E-Mail: vhenry@uci.edu Office Hours: Thursday, 1:50 to 2:30, and by appointment

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REQUIRED TEXTS AND MATERIALS

• ED172F (ED172B) Course Reader: Winter 04-05 • Colored pencils, ruler, and scissors • Quadrille graph paper • Graphing Calculator if you already own one, or a Scientific Calculator (one you

already own or the TI34II would be great!)

ATTENDANCE - Due to the interactive nature of this course, regular attendance and participation are expected and are included in your course grade (1% per class meeting after the first absence). If you must miss a class, please make arrangements to get all of the class handouts and notes from a fellow student. ASSIGNMENTS - All assignments must be turned in on time (unless prior arrangements have been made), and should demonstrate organization, neatness, and quality, as well as correct spelling, grammar, and punctuation. Late assignments, or assignments deficient in any of the above, will receive no more than a “C” grade. 1) Reading Connections: Because small- and large-group discussions and debates are at

the heart of this course, it is extremely important that you read and are prepared to discuss the assigned readings and online investigations. For each weekly set of readings, choose one of the following and be prepared to turn it in as indicated on the syllabus:

a. A summary of the key issues raised in the readings/investigations. This should not simply be a linear summary of the article, but should instead be a synthesis of two or three key issues (minimum 300 words). After you have summarized the key issues, you may include a personal reaction or pose questions that you would like to address during class.

b. A reaction based on your conversation with someone who is knowledgeable about the topic of the readings/investigations (this could be a current K-12 student, a teacher, a parent, a politician, a researcher, …). Be sure to make connections to the readings/investigations. (Minimum 300 words)

PLEASE NOTE: All Reading Connections, Problem Write-Ups, and papers should be typed, 1.5 spaces, using 12 point Times New Roman or Arial. Margins should be 1” in each direction.

2) Problem Solving Portfolio: You will be asked to work on a variety of mathematical problems this quarter – both in class and at home. Please keep a chronological portfolio of these problems in a report folder (not a three-ring binder). Begin

Divided Page

1. 2÷8=1/4=.25 I started to work this out using divi- sion, but then I realized that …

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each problem on a new page, and for each problem, include the following:

• Title of the problem • Date the problem was started • Your work on the problem, organized and neat –

so that a reader can follow your train of thought • Metacognitive reflections on your feelings,

processes, insights, and new learnings while working on each problem, using either a divided page or reflective “clouds” approach

3) Problem Write-Ups: You will be asked to use technology to formally present your

thinking and conclusions for three problems during the quarter. You will be asked to use Equation Editor (included in Microsoft Word), draw tools, spreadsheet and mathematical software to incorporate equations, tables, diagrams, and graphs into your write-ups. The following programs will be useful: a. Equation Editor – from Microsoft Word, go to Insert – Object – Microsoft Equation b. Geometers Sketchpad from www.keycurriculumpress.com c. WinGeom – from Peanut Software at d. WinPlot – from Peanut Software at e. Spreadsheet software such as Microsoft Excel

4) Lesson Presentation with Cognitive and Pedagogical Analysis: You and a partner will

prepare and present a mathematics lesson to the class. You will provide a written lesson plan that includes an analysis of the cognitive assumptions and the pedagogical decisions incorporated in your lesson.

5) Curriculum Presentation with Cognitive and Pedagogical Analysis: In collaboration

with several other students, you will prepare and present an analysis of a commercial mathematics curriculum.

6) Final Exam: The final exam will consist primarily of essay questions related to the

readings, mathematical concepts, and curricular materials discussed during the quarter. GRADING - Your grade will be calculated using the following criteria: 1) Reading Connections 15% 2) Problem Solving Portfolio 15% 3) Problem Write-Ups 20% 4) Lesson Presentation/Analysis 15% 5) Curriculum Presentation/Analysis 15% 6) Final Exam 10% 7) Participation/Attendance 10%

Reflective “Clouds”

1. 2÷8=1/4=.25

I started to work this out using division, but then I realized that …

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Grading Scale: A (Excellent; 90–100); B (Good; 80-89); C (Average; 70-79); D (Lowest passing grade; 60-69); F (Not passing; 59 and below)

If you need any help in this course, please do not hesitate to ask. I am available by e-mail and phone, and office hours, and am happy to make additional appointments to meet.

STUDENTS WITH SPECIAL NEEDS - Please make an appointment to see me to discuss any special learning needs, including support with academic language and writing skills. ACADEMIC HONESTY - “The University is an institution of learning, research, and scholarship predicated on the existence of an environment of honesty and integrity. As members of the academic community, faculty, students, and administrative officials share responsibility for maintaining this environment. It is essential that all members of the academic community subscribe to the ideal of academic honesty and integrity and accept individual responsibility for their work. Academic dishonesty is unacceptable and will not be tolerated at the University of California, Irvine. Cheating, forgery, dishonest conduct, plagiarism, and collusion in dishonest activities erode the University's educational, research, and social roles. They devalue the learning experience and its legitimacy not only for the perpetrators but for the entire community” (http://www.editor.uci.edu/catalogue/appx/appx.2.htm).

ASSIGNMENT CALENDAR (Part 1)

Week 1 Thurs (1/6)

Issues and Controversies in Mathematics Education (part 1) Purchase course reader from http://www.universityreaders.com/ Begin reading both of the following and complete a Reading Connection of your choice –

Reading Connection 1 due Tuesday (1/11): • Mathematics in the middle grades: Linking research and practice (Sowder, 2000).

http://www.sci.sdsu.edu/CRMSE/RP_JTS.html • The development of adaptive expertise and flexibility: The integration of

conceptual and procedural knowledge (Baroody, 2003).

Week 1 Tues (1/11)

Issues and Controversies in Mathematics Education (part 2) Due – Reading Connection Week 1 Begin reading both of the following and complete a Reading Connection of your choice –

Reading Connection 2 due Tuesday (1/18): • How experts differ from novices (Bransford, 1999). • Teaching and learning approach: Integrated Mathematics Program (IMP)

Week 2 Cognition research in mathematics (part 1)

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Thurs (1/13)

Week 2 Tues (1/18)

Cognition research in mathematics (part 2) Due – Reading Connection Week 2 Begin reading both of the following and complete a Reading Connection of your choice –

Reading Connection 3 due Tuesday (1/25): • Learning to think mathematically (Grouws, 1992). • Logical And Psychological Aspects of Rational Number Pedagogical Reasoning,

Rational Numbers Project

Week 3 Thurs (1/20)

Problem solving – adaptive reasoning, strategic competence, and productive dispositions (part 1) Due – Problem Solving Portfolio

Week 3 Tues (1/25)

Problem solving – adaptive reasoning, strategic competence, and productive dispositions (part 2) Due – Reading Connection Week 3 Begin reading all of the following and complete a Reading Connection of your choice –

Reading Connection 4 due Tuesday (1/25): • Learning and Teaching Ratio and Proportion: Research Connections • Examining dimensions of fraction operation sense (Litwiller & Bright, 2002) • The development of students’ knowledge of fractions and ratios (Smith, 2002)

Week 4 Thurs (1/27)

Problem solving – adaptive reasoning, strategic competence, and productive dispositions (part 3) Due – Problem Write-Up #1

Week 4 Tues (2/1)

Problem solving – adaptive reasoning, strategic competence, and productive dispositions (part 4) Due – Reading Connection Week 4 Begin reading both of the following and complete a Reading Connection of your choice –

Reading Connection 5 due Tuesday (2/8): • The learning and teaching of school algebra (Kieran, 1992) • Developing a well-articulated algebra curriculum (Bay-Williams, Skipper & Eddins,

2004)

Part 2 of the Assignment Calendar will be distributed during Week 4 Remember to Calendar: Final Exam on Friday, March 18th, 10:30 to 12:30

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ASSIGNMENT CALENDAR (Part 3)

Week 4 Tues (2/1)

Problem solving – adaptive reasoning, strategic competence, and productive dispositions (part 4) Due – Reading Connection Week 4 Begin reading Teaching as Questioning articles (hand-out) and complete a Lesson

Critique based on all of your readings to date – Lesson Critique (4A) due Tuesday (2/8) Problem-Solving Portfolio – begin work on Problem #4

Week 5 Thurs (2/3)

Teaching and Learning Rational Numbers (part 1) Continue working on Problem #4 in Problem-Solving Portfolio

Week 5 Tues (2/8)

Teaching and Learning Rational Numbers (part 2) Due – Lesson Critique (4A) Problem-Solving Portfolio – begin work on Problem #5 (Divisor Counting) Begin reading the following and complete a Reading Connection of your choice – Reading

Connection 5 due Tuesday (2/15) • The learning and teaching of school algebra (Kieran, 1992)

Week 6 Thurs (2/10)

Teaching and Learning Algebra and Functions (part 1) Continue working on Problem #5 (Divisor Counting) Continue reading the following and complete a Reading Connection of your choice –

Reading Connection 5 due Tuesday (2/15) • The learning and teaching of school algebra (Kieran, 1992)

Week 6 Tues (2/15)

Teaching and Learning Algebra and Functions (part 2) Begin working on Problem #6 (be sure to work this problem in your problem solving

portfolio; also note that this problem will be due as a formal Problem Write-Up on Thurs (2/24)

Begin reading both of the following and complete a Reading Connection of your choice – Reading Connection 5 due Tuesday (2/22) • Developing a well-articulated algebra curriculum (Bay-Williams et al., 2004)

• To be determined

Week 7 Thurs (2/17)

Teaching and Learning Algebra and Functions (part 3) Continue working on Problem #6 (be sure to work this problem in your problem solving

portfolio; also note that this problem will be due as a formal Problem Write-Up on Thurs (2/24)

Begin reading both of the following and complete a Reading Connection of your choice – Reading Connection 5 due Tuesday (2/22) • Developing a well-articulated algebra curriculum (Bay-Williams et al., 2004)

• To be determined

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Week 7 Tues (2/22)

Part 3 of the Assignment Calendar will be distributed during Week 5

Week 6 Thurs (2/10)

Teaching and Learning Algebra (part 1) Begin reading both of the following and complete a Reading Connection of your choice –

Reading Connection 1 due Tuesday (1/11): • Mathematics in the middle grades: Linking research and practice (Sowder, 2000).

http://www.sci.sdsu.edu/CRMSE/RP_JTS.html • The development of adaptive expertise and flexibility: The integration of

conceptual and procedural knowledge (Baroody, 2003).

Week 6 Tues (2/15)

Teaching and Learning Algebra (part 2) Due – Reading Connection Week 1 Begin reading both of the following and complete a Reading Connection of your choice –

Reading Connection 2 due Tuesday (1/18): • How experts differ from novices (Bransford, 1999). • Teaching and learning approach: Integrated Mathematics Program (IMP)

Week 7 Thurs (2/17)

Teaching and Learning Algebra (part 3) Due – Problem Solving Portfolio

Week 7 Tues (2/22)

Teaching and Learning Algebra (part 4) Due – Reading Connection Week 3 Begin reading all of the following and complete a Reading Connection of your choice –

Reading Connection 4 due Tuesday (1/25): • Learning and Teaching Ratio and Proportion: Research Connections • Examining dimensions of fraction operation sense (Litwiller & Bright, 2002) • The development of students’ knowledge of fractions and ratios (Smith, 2002)

Part 3 of the Assignment Calendar will be distributed during Week 7

Week 4 Thurs (1/27)

Problem solving – adaptive reasoning, strategic competence, and productive dispositions (part 3) Due – Problem Write-Up #1

Week 4 Tues (2/1)

Problem solving – adaptive reasoning, strategic competence, and productive dispositions (part 4) Due – Reading Connection Week 4 Begin reading both of the following and complete a Reading Connection of your choice –

Reading Connection 5 due Tuesday (2/8): • The learning and teaching of school algebra (Kieran, 1992)

HANDOUT #6 29

• Developing a well-articulated algebra curriculum (Bay-Williams, Skipper & Eddins, 2004)

HANDOUT #7 30

California Mathematics & Science Teaching (CMST) Initiative Program Description The California Mathematics & Science Teacher (CMST) Initiative’s primary goal is to increase the number and diversity of highly qualified math and science teachers in middle and high schools. Participants work alongside teachers in secondary math and science classrooms for 5-15 hours per week. This program replaces the Community Teaching Fellowships in Mathematics & Science (CTFMS) program, which operated on the UCI campus from 1998 until Spring 2004. The program currently serves approximately 40 students. Benefits of Participation Undergraduate participants receive the following benefits when they participate in CMST: • Placement in a middle or high school math or science classroom in Santa Ana, Costa Mesa, or

Compton • The opportunity to gain practical experience in lesson preparation, teaching techniques, and

classroom management • Wage of $10.50/hr. • Paid registration fees for the CBEST and CSET exams, and access to study materials • Reimbursement for Certificate of Clearance fees • Advisement and workshops on the pathways to teaching Eligibility Requirements Undergraduate applicants must meet the following criteria: • Must be currently enrolled as an undergraduate student at UC Irvine • Minimum 2.5 cumulative UC GPA with at least sophomore standing • Must be a math, science, engineering, or computer science major (no exceptions) • Demonstrated commitment to a future career in teaching, as evidenced by participation in teaching-

related activities, coursework, etc. • Should have completed or be near completion of EDUC/PS 114 (no exceptions) • Should be able to work 5-15 hours per week at school site during school hours • Must have reliable method of transportation with a valid driver’s license Students enrolled at partner community colleges are also eligible to participate in CMST prior to transferring to UCI. Community College Eligibility Requirements • Must be currently enrolled at Compton College, Santa Ana College, Santiago Canyon College,

Orange Coast College, Goldenwest College, or Coastline College • Minimum 2.8 overall GPA with at least 35 units completed • Must be a math, science, engineering, or computer science major (no exceptions) • Demonstrated commitment to a future career in teaching, as evidenced by participation in teaching-

related activities, coursework, etc. • Should have completed or be eligible to take the UC-transferable math course appropriate for

selected major • Must be a UC-bound student who will transfer within one academic year • Should be able to work 5-15 hours per week at school site during school hours • Must have reliable method of transportation with a valid driver’s license • Must not yet have earned a BA/BS degree in the US • US citizenship or permanent residency status required Funding The CMST program is funded by the UC Office of the President, and by the NSF MSP UCI FOCUS! Project

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UCI Noyce STEM Teaching Scholarships for UCI Math & Science Credential Camdidates

This is a scholarship for between $7,500-$10,000 per student for THIS academic year. It is money that is earmarked for approximately five or more UCI credential candidates in single subject math or science. Information provided on the scholarship application, on a transcript, in letters of reference, and in a statement of purpose will be evaluated based on intellectual merit (primary criteria), financial need (secondary criteria), and demonstrated interest in teaching culturally diverse student populations (secondary criteria). There are some conditions that need to be met by UCI credential students who receive this award; otherwise the scholarship would need to be repaid. Conditions of award include:

• A recipient’s bachelor’s degree is in mathematics, one of the sciences, engineering, computer science or another technical field.

• A recipient must earn a California preliminary teaching credential in mathematics or in one of the sciences.

• After earning a credential, a recipient agrees to work in a “high need” school for two years. (Recipients are highly encouraged to consider employment in Newport Mesa USD, Santa Ana USD, Compton USD, or Anaheim UHSD to fulfill this requirement. These districts have partnered with UCI in this scholarship program.)

• During the credential program year, recipients will participate in up to six professional development workshops designed specifically for the scholarship awardees.

• A recipient agrees to provide requested survey and interview data during the scholarship year and first two teacher induction years. This information will be used by UCI to evaluate the success of the program.

All UCI math/science credential candidates will receive information about application availability via email and through written announcements that will be sent to students. Applications will be submitted to the UCI Department of Education. For any questions, contact Sue Marshall in the UCI Department of Education (marshals@uci.edu; 824-3202).

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UCI Noyce STEM Teaching Scholarships for Aspiring Math & Science Teachers (Seniors)

This is a scholarship for between $7,500-$10,000 per student for THIS academic year. It is money that is earmarked for approximately eight UCI seniors who: a) expect to earn a bachelor’s degree by spring 2005 in mathematics, one of the sciences, engineering, or ICS, b) meet entrance requirements for the UCI credential program, and c) apply to the UCI single subject credential program for 2005-2006. Students who receive a scholarship in 2004-2005 are eligible to apply for a second year of scholarship funding during the credential program year at UCI. Information provided on the scholarship application, on a transcript, in letters of reference, and in a statement of purpose will be evaluated based on intellectual merit (primary criteria), financial need (secondary criteria), and demonstrated interest in teaching culturally diverse student populations (secondary criteria). There are some conditions that need to be met by UCI students who receive this award; otherwise the scholarship would need to be repaid. Conditions of award include:

• A senior year recipient must go on to earn a California preliminary single subject teaching credential in mathematics or in one of the sciences.

• After earning a credential, a recipient agrees to work in a “high need” school for two years. (Recipients are highly encouraged to consider employment in Newport Mesa USD, Santa Ana USD, Compton USD, or Anaheim UHSD to fulfill this requirement. These districts have partnered with UCI in this scholarship program.)

• During the senior year, a recipient must participate in the CMST program (California Math-Science Teaching Initiative), for a minimum of 2 quarters and 20 hours per quarter

• During the senior year, a recipient will participate in up to six professional development workshops designed specifically for the scholarship awardees.

• A recipient agrees to provide requested survey and interview data during the scholarship year(s) and first two teacher induction years. This information will be used by UCI to evaluate the success of the program.

Announcements of application availability will be emailed to seniors in applicable departments. Applications will be submitted to the UCI Department of Education. For any questions, contact Sue Marshall in the UCI Department of Education (marshals@uci.edu; 824-3202).

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“Careers in Teaching” Theme House UCI Arroyo Vista Housing Community

Scheduled to Open in Fall 2005

House Description The Careers in Teaching theme house is for undergraduate sophomores and juniors who are interested in becoming K-12th grade teachers. Residents will take part in quarterly programming, such as advisement sessions on the pathway to teaching, workshops with local teachers, and discussion forums with faculty. House members will also be responsible for completing an academic year group project related to K-12 education. Twenty-four residents will be housed in 2005-2006, with at least half of the spaces allocated for incoming transfer students. Eligibility for Residents • Sophomore or Junior standing in 2005-06 • 2.5 cumulative GPA or higher • Strong interest in becoming a K-12th grade teacher • All majors are encouraged to apply • Transfer students are eligible! Sponsorship The Careers in Teaching Theme House is funded by UCI Student Housing, and is sponsored by the UCI Center for Educational Partnerships.

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UCI TEACH Math & Science UCI’s Teacher Education Academy for Community College Scholars in Math &

Science

Program Description The University of California, Irvine Teacher Education Academy for Community College Scholars - Math & Science (UCI TEACH Math & Science) is a 4-day summer residential program for California community college students interested in K-12 teaching careers. UCI TEACH Math & Science seeks to develop and promote a community of scholars who will engage in research and best teaching practices in order to become excellent, innovative classroom teachers, as well as empowered leaders in education. With funding from the National Science Foundation Mathematics & Science Partnership: UCI FOCUS! Project, program sessions are dedicated to the exploration of math and science education at the elementary and secondary levels. Approximately 60-80 students are served per summer. Session I: Math & Science Education at the Elementary Level This session is designed for those who wish to become elementary school teachers, and would like to learn more about how math and science are taught at this level. Session I is open to all majors. Session II: Math & Science Education at the Secondary Level This session is designed for those who wish to become middle or high school math or science teachers. Session II is open to math, science, computer science, and engineering majors only. Benefits of Participation Academy benefits include: • Participation in a community of UCI TEACH Math &Science Scholars who strive to develop their

abilities in order to become excellent classroom teachers and educational leaders • Exposure to living and learning on a research university campus • High-quality, hands-on workshops on important aspects of math and science teaching and learning

presented by Teacher Leaders from the NSF MSP UCI FOCUS! Project • Informative sessions on the UC transfer process, credential programs, financial aid, housing, and

fieldwork opportunities for future teachers at UC Irvine Eligibility Requirements Academy participants must meet the following requirements: • UC Transferable GPA of 2.8 or higher (preferred) • At least 24 units completed by Summer 2005 • Must be on-track to transfer by Fall 2007 or earlier • Must be interested in learning about K-12 grade math and science education • Should be open to learning about UCI as a possible transfer institution • Session II applicants must be math, science, computer science, or engineering majors Funding UCI TEACH Math & Science is funded by the NSF MSP UCI FOCUS! Project.

To address the critical need in California for highly qualified K-12 teachers in science and mathematics, the University of California, in partnership with other segments of California’s K-16 educational system, will, by 2010, produce annually 1,000 or more highly qualified science and mathematics secondary school teachers. Since each teacher can touch the minds of more than one thousand students during 10 years of teaching, one thousand teachers will touch the minds of more than one million California children. These UC-educated teachers will become the future educational leaders of our schools and will be a key element in helping California maintain its global economic position in science, technology and innovation.

One Thousand Teachers, One Million Minds

“The best time to plant a tree is twenty years ago; the second best time is today.”

ancient chinese proverb

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The CompactIn the May 2004 compact between the higher education community and the California Governor, a critical shortfall in the number and quality of K-12 teachers in science and mathematics was described as a problem that must be solved if the State is to realize full economic recovery and growth. Because of its highly regarded undergraduate and graduate programs in sciences and mathematics, the University of California was requested to work in partnership with CSU, the State, K-12 and California business and industry to develop a major initiative to improve both the supply and quality of science and mathematics teachers in California.

Upon receiving this request from the Governor, UC began an in-depth analysis of the scope of the problem and initiated discussions with its partners on how the challenge facing the state might be met. During these discussions, it became clear that for California to remain economically competitive, its K-20 educational institutions must work together to develop a workforce with knowledge and critical skills required by an economy becoming increasingly reliant on science, technology, engineering and mathematics (STEM). California needs many more highly skilled workers in these fields if it is to continue to compete economically in the competitive global high-tech marketplace. But to get these workers, the state must produce teachers who can not only impart knowledge, but also inspire California’s children to pursue and succeed in these demanding courses of studies.

The Challenge Thirty years of educational research has clearly shown that there is a direct and very strong correlation between student learning and the quality of instruction. Effective teachers must not only have a very thorough knowledge base in their subject, but they must also have the skills required to reach effectively the diverse group of learners that characterize California classrooms.

In a recent report on the California teacher workforce, (California’s Teaching Force, 2004) The Center for the Future of Teaching and Learning provided a sobering analysis of the future shortage of qualified teachers who will be available to teach science and mathematics in California schools.

This report reveals several converging factors which are rapidly building to a “perfect storm” that will create a significant new demand for teachers, particularly in the areas of secondary science and mathematics.

Within the next decade, nearly one-third of our teaching workforce will retire. Furthermore, data indicates that the proportion of retirees among those teaching secondary science and mathematics is even higher. At the same time, we face a significant increase in the number of students who will be entering California high schools in the next 5 years. In addition, many of California’s secondary teachers in science and mathematics either teach without any credential, or in areas outside their credential. Beginning in 2006, these teachers will not be considered “highly qualified” by federal “No Child Left Behind” definitions, and accordingly, districts employing them will be penalized.

3

Another complexity to the problem is that the highest proportion of unqualified teachers are in California’s lowest-API (Academic Performance Index) schools, which generally serve our most diverse communities with children from the most economically challenged families. These problems are reflected in the poor performance of many of California’s children in math and science as measured by state, national and international testing. The National Science Foundation recently reported (National Science Indicators, 2004) that in national comparisons of 8th graders, California scored last in the country in sciences and 7th from the bottom in mathematics.

The magnitude of this problem is even more apparent in international comparisons, which reveal that US students in science and math score significantly below the international average [Third International Mathematics and Science Study (TIMSS study)].

40

30

20

10

0

Physical Sciences Life Sciences Mathematics

12%

22%13%

12%

11%

10%

No credentialsCredentials out of field 60

40

20

0lowest

API3rd lowest

API2nd lowest

APIhighest

API

percentLife SciencePhysical Science

80

60

40

20

04th Graders 8th Graders 12th Graders

MathScience

CALIFORNIA UNDERPREPARED TEACHERS 2002-03California Department of Education, 2003

CALIFORNIA UNDERPREPARED TEACHERS 2002-03California Department of Education, 2003

INTERNATIONAL RANKINGS IN MATH AND SCIENCES, U.S. as a Percentile of Total Countries

4

The Role of Higher EducationCalifornia’s ability to succeed in the competitive global high-tech marketplace requires that we improve science and math education throughout our K-16 educational system. Currently, only 4% of 9th graders in California schools go on to complete a baccalaureate degree in sciences, mathematics or engineering (Critical Pathway Analysis, 2002), providing only about 50% of the workforce needs for California’s science and technology-based industries. We must increase the number of students who become scientists, mathematicians and engineers, and we must encourage many of these students to become science or math teachers for all of or part of their life career path.

The University of California, in partnership with other sectors of the California higher education community has begun a major initiative which will

• increase the number of undergraduates completing degrees in science and mathematics and

• increase the number of science and mathematics K-12 teachers.

Upon being given the leadership role by the Governor to develop a program to increase the number of science and math teachers for California, the University of California undertook a phased project where it (1) surveyed and analyzed the effectiveness of its own programs; (2) studied other effective programs throughout the U.S.; (3) developed a UC-specific model to significantly increase student interest in becoming science and mathematics teachers; (4) developed a funding model to support this program; and (5) began working with its higher education partners in CSU, the California Community Colleges and California’s independent colleges and universities to determine how all of higher education might work in concert to solve the teacher shortage.

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We have had discussions with near 1,000 UC science, mathematics and engineering and education faculty, department chairs and deans as well as all 10 UC Chancellors and Executive Vice Chancellors/Provosts. We have presented our program ideas and sought advice from major national societies including the American Chemical Society, the American Association for the Advancement of Science (AAAS), and private, state and federal foundations and agencies. In addition, we are working closely with both the California Council on Science and Technology (CCST) and the Center for the Future of Teaching and Learning (CFTL) in formulating and reviewing our programmatic plans. We have received advice from California’s science and mathematics K-12 teachers and administrators as we have developed our strategies with the advice of the new California Teacher Advisory Council (CalTAC) organized by the CCST and the CFTL.

We have also begun discussions with our higher education partners, having met with CSU systemwide administrators and key faculty and with leaders of the other segments through discussions at the Intersegmental Coordinating Council (ICC) and at an intersegmental meeting held in late April at the National Academies’ Beckman Center.

As part of developing an intersegmental approach to producing more science and mathematics teachers, a delegation representing CSU, UC, the community colleges, the California Governor’s office, the California Department of Education and K-12 schools hosted a visit (November 2004) by the Director of the University of Texas’ U-Teach Program. Subsequently (February 2005) the California delegation visited Texas to learn more about this highly innovative program and to see it in action in the Austin schools.

Recently, the report of “The Teaching Commission” chaired by Louis Gerstner, the former Chairman of IBM (and members including many other notable CEOs and state governors) named University of Texas, Austins’ U-Teach program a “promising model” and concluded that it was one of the nation’s most innovative teacher preparation programs for science and math secondary school teachers.

Texas’ U-Teach program attracts highly successful students, and those students who participated in this program have been retained at twice the number of other students in sciences and mathematics at UT.

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The UC Model - “California Teach” (CaT)By combining elements of several highly innovative and successful UC programs with elements of both the Texas program and other research-tested methods, UC is developing a program named “California Teach” that will produce 1000 highly qualified UC-educated science and mathematics secondary teachers by the year 2010.

Currently UC produces about 45% of the state’s science, mathematics and engineering baccalaureates. But, of the nearly 10,000 baccalaureate degrees that UC awards annually in these areas, we credential only about 200-250 single-subject science and mathematics teachers annually. Accordingly, UC would have to quadruple its science and math teacher production to reach the 2010 goal.

The model that the UC faculty is developing may serve as a template for the redesign of other teacher education programs under the “California Teach” banner and accordingly, California Teach – Science and Mathematics may be the prototype for a much larger teacher education program that will help meet all the educational needs of California’s children.

By 2007/08 California will begin to see significant numbers of UC-educated science and mathematics teachers entering the workforce and by 2020, 50% or more of California’s secondary science and mathematics teachers may be UC-educated teachers.

In addition to contributing significantly to the long-range goal of providing more or better educated science and mathematics teachers, UC will also work with other segments of higher education to provide programs that will.

The model that is being developed will provide all UC undergraduate students the opportunity to complete a UC major in a STEM field while completing the coursework that will prepare them to be a highly qualified science or mathematics secondary teacher in four academic years. Immediately upon completion of this program, students would be eligible to become a “teacher of record” in a California high school, and be paid by the district at the level of an entry level teacher. These “University Interns” or “District Interns” will be supervised during the internship either by the sponsoring university or the district. In both cases, these interns would be considered as “highly qualified teachers” by “No Child Left Behind” definitions.

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The model for this “dual track” program is depicted below. It is an idealized model for the student who had been accepted to UC as a freshman and who decided to begin the dual track program in the first year. We know from the experiences of the Texas U-Teach program that programs must allow for multiple entry points as different students may decide to enter teaching at different points in their undergraduate careers. We also realize that we will need to work very closely with our community college partners to ensure that community college students who are interested in going into science and math secondary teaching are given the opportunity to participate in this program prior to transferring to UC.

The model consists of several elements including

• initial recruitment of students into the program,

• lower-division program elements,

• coursework required for subject matter preparation and education preparation,

• the UC Summer STEM Teaching Institutes, and

• financial incentives for student participants.

Welcome to UC andCongratulations

California needs you tobe a scientist or scienceteacher...

Arnold Schwarzenegger,California Governor

Robert Dynes,UC President

Letter to student and parentsent to home in summer

Completion of all major and university course requirements

Completion of coursework required for preliminary credential

FreshmanCaT1

Junior SeniorCaT3

Paid “UniversityInternship” in

district

SophomoreCaT2

STEM TeacherProfessionalDevelopment

Institutes (e.g.California SubjectMatter Projects—Science and Math

UCSummer

STEM TeachingInstitutes—UC site

specific for discipline

COSMOS andother summer

UC STEMeducationprograms

PROGRAM STRUCTURE

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Initial student recruitment: During the summer before their first academic quarter, all new UC students who have indicated an interest in sciences, mathematics or engineering will receive a letter, co-authored by California’s Governor and the President of the University of California. The letter will congratulate students on their many accomplishments to date, and will encourage them to stay the course as their future contributions as scientists and engineers will help California’s industries remain competitive in the technologically competitive world economy. The letter will also say that the student will contribute to the health and welfare of California’s citizens, to state and national security and to the future education of California children in sciences and mathematics. The letter will be sent to the students’ home address to insure that parents know of this new initiative and its importance to both the governor and the president of UC.

Lower-division program elements: Students will be encouraged to learn about teaching as a possible career pathway by participating in a freshman combined field experience/seminar (CaT1 in figure below). The CaT1 experience will be structured around science/mathematics in elementary school (grades 4-6). Students will be placed in a team of 2-3 and assigned to a classroom of a partnering “Mentor Teacher” in an elementary school partner of a specific UC campus. These students will work for one academic quarter in the classroom (for a maximum of 3 hours in-class time per week) serving as classroom assistants to the teacher. This field experience will be part of a class which will also have a weekly seminar component with a “Master Teacher” (with appropriate experience in primary/middle school science and mathematics education) and 15-20 other students. A UC faculty member will work with the Master Teacher and serve as “instructor of record.” The seminar will consider California standards-based instruction, learning assessment, classroom management, issues of student diversity and other issues such as the level of cognitive ability and ability to master certain concepts. We anticipate that these field/seminar class experiences will occur in either the second semester/quarter or third quarter of the first year and that we will also develop programs with partnering community colleges to place these students.

In the second year we will provide students with a similar experience in a middle school. A seminar course will be structured around standards, assessment, curricula and students at the middle-school level. Students must complete CaT1 prior to CaT2 but both may be done in the second or even third year of the undergraduate program (though this would not be encouraged). The CaT3 field experience is a placeholder at this time; it may provide another field experience for students in the school in which they will be interns, or it may be a capstone course/experience. In addition to the primary and middle school master teachers who will be recruited to help teach the CaT1 and CaT2 seminars, we will also recruit secondary teachers (math, life sciences and physical sciences) to spend a year in residence at UC campuses. These

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“Teachers in Residence” will work closely with both UC science and math faculty and staff as well as education faculty and staff to develop both the summer institute courses and other courses for students in the California Teach program. They will also serve as advisors to students and spokespersons for the program both in the University and in their schools.

Coursework required for subject matter preparation and education preparation: We will work with departments to determine if their programs will provide the best subject matter preparation for students in the California Teach program and provide them with sufficient space in their program to complete the required educational coursework. In most cases, that space will be provided by electives, but in some very heavy unit majors specifically designed to prepare students for graduate school, some compromises might be examined.

We anticipate that in addition to the summer institutes (discussed below), students will need an additional three courses to meet these requirements. Campuses will be encouraged to develop these courses, or adapt existing courses to ensure that courses meet the needs of science and math students and build upon both the subject area knowledge and inquiry approaches inherent in these fields. On some campuses, some of these courses might satisfy general education breadth requirements, thereby reducing the additional course load on students.

The UC Summer STEM Teaching Institutes: One of the most exciting ideas in the proposal is the idea of creating a number of UC Summer Institutes to develop the pedagogical approaches for teaching specific subject matter content. The idea of developing “signature pedagogy” for specific disciplines is an idea that has been developed by the Carnegie Education Foundation. The idea emerges from other disciplines such as medicine, law and theology where specific curricula and pedagogical approaches were developed to ensure that students would receive the same training and subject matter expertise, no matter where they were educated.

We propose to establish a number of summer teaching institutes to develop “signature pedagogy” for teaching mathematics, biology, physics, chemistry, earth and atmospheric sciences, environmental sciences, astronomy and ocean sciences. We will provide UC faculty, and other visiting faculty, support to develop intense 8-10 week institutes (15 units) that will provide students with the most effective practices for teaching in specific fields. Scientists, mathematicians and science and math educators will participate in these institutes, as will invited master K-12 teachers from these disciplines and educational experts from business and industry. Students and faculty will work together to develop case-study videos of teaching methods and approaches that will be archived digitally by UCTV for use by students and faculty in subsequent institutes and by teachers in the field. As part of these institutes, students will begin to develop the types of portfolios that will be required for them to eventually become Nationally Board Certified.

Students from throughout the UC system who are in the CaT program and have satisfactorily completed their courses through their junior year will come to specific UC campuses to participate in a subject-area specific institute. For example, UC San Diego may host the summer institute in teaching high school chemistry. Faculty with expertise in this area would teach during this session, in lieu of teaching in another academic quarter, or as a paid overload.

Students who attend the institute would pay regular fees to attend. But since all campuses will be state-supported for summer sessions beginning in 2006, students would be eligible to receive state-supported financial aid and efforts are underway to provide federal financial aid to students enrolled in summer session. Housing at the designated campus would be subsidized and students would receive a sizable grant at the end of the summer institute. This salary would help compensate their loss of summer earnings from jobs and would enable them to help finance their senior year of education.

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These institutes would provide exceptional training to prepare students to go into teaching as well as the opportunity to form professional friendships and cohorts among students from across UC and with faculty from other campuses. Additionally, we will seek to “rethink” some of the teacher professional development programs such as the UC-directed subject matter projects to more closely align these programs with the student summer institutes. These programs should be highly synergistic, providing opportunities for students to learn from practicing teachers, and teachers to learn from students. These interactions could be developed into mentor/mentee associations that might be fostered after the summer experience through technological approaches such as those pioneered by MentorNet, a technology-mediated mentoring network for women and minorities in engineering and by The New Teachers Center in Santa Cruz. Both MentorNet and The New Teachers Center has expressed great interest in partnering with us in this effort.

The cohorts and mentoring relations developed by this program will presumably result in greater retention of students in this program, more profes-sional development for these students and a clearly identified pool of teachers that can be recruited by districts for teaching positions.

We will begin to see significant numbers of UC-educated teachers entering the workforce. In addition to training more teachers, UC, primarily through its UC-extension program and collaborations with existing programs such as UCCP will work with other segments in the state to

• provide technology-enhanced “retooling” programs to provide subject matter education to teachers to make them qualified in the area that they teach, and

• improve teacher professional development - particularly for secondary science and mathematics teachers.

• provide programs for professional scientists and engineers and other post-baccalaureates who want to enter the teaching profession after being in other professions (create the “California Corp”).

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What do we need to make this happen?UC faculty and senate: We will need for sciences, mathematics and education to work collectively to examine our currently offered courses and to adapt these to this program – meeting the scheduling needs of this dual track program for students, and reformulating the education courses to meet not only the professional preparation standards, but also the subject matter preparation standards of the California Commission on Teacher Credentialing (CTC).

UC will need to formulate working groups of faculty to develop the summer institute courses including objectives, syllabi and reading lists. These courses will need to be reviewed and approved by appropriate senate committees including campus’ Committees on Educational Policy and UCCEP.

UC will need to work closely with CTC to attain dispensation so that CTC will accept a UC major in a STEM subject area in lieu of the CSET (California Single Subject Exam for Teachers) as meeting its “subject matter preparation standards.” In addition, as UC designs the summer institute courses, field experiences and the additional few education courses required for “professional preparation,” it also must work closely with CCST to assure that its programs meet its needs and standards.

California’s Governor: We need Governor Schwarzenegger to:

1. agree to co-author, along with UC President Dynes, a letter to be sent August 1 of each summer preceding the academic year to all incoming students who have indicated an interest in pursuing a career in science, mathematics or engineering. As mentioned earlier, this letter would congratulate students on their accomplishments and would strongly encourage them to work hard and complete their courses of study in STEM disciplines – stressing their importance to the economies of California and the nation, and to our national security. It would also introduce the new California Teach – Science and Mathematics program and urge them to participate.

2. increase the allocation of APLE (Assumption Program of Loans for Education) to include an additional 1,000 APLE grants for UC STEM students and another 1,000 for CSU STEM students with additional grants for students from independent universities. These APLE grants currently will assume up to $19,000 of accumulated educational loans for students if they teach science or mathematics (or special education) in low API (Academic Performing Index) schools for four years.

APLE grants are allocated to institutions proportionally to the number of teaching credentials they award. Since UC awards only a small fraction of these, we currently receive very few APLE grants for our students.

3. provide support for Teacher Resource Centers at each UC campus. We will need to provide students in the CaT program with advising, placement information, financial aid information, information on credential requirements, etc. throughout their four years. In addition, these centers will track students in the program, recruit students into the program and track them after their graduation. They also will be responsible for providing all data required for program assessment. These centers will be housed in colleges and departments of sciences and mathematics.

4. agree to roll out the “One Thousand Teachers – One Million Minds” program to gain the most statewide and national attention possible. This roll-out should focus on the partnership between the State, UC and California’s businesses and industries and indicate that this program will be the keystone for keeping California competitive.

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California’s businesses and industries: Clearly, students that are prepared by California’s K-20 educational systems are the natural resources for the knowledge industries that will continue to drive California’s economy. Therefore, we are asking California’s business and industries to work as partners with the state government and the education community to help provide the resources to produce our scientists and engineers of tomorrow and the teachers who will inspire future generations. To support the new UC California Teach program outlined in this document we request the following:

1. Early induction of students into teaching programs. We will need funds to help support the freshman/sophomore Classroom Assistants.

2. Scholarships for “Named” (i.e., branded) Undergraduate Education Scholars (e.g. “The Intel Educational Scholar”). These scholars would be outstanding students who, through their field experiences and other actions, demonstrate the skills, determination and quality required to become a science or mathematics educator. Students would receive housing support for the summer institute, a scholarship/stipend at the end of their junior year (paid at the end of their summer institute) and financial aid for their senior year that would equal the amount that they would have been expected to provide from summer salary.

3. Stipends for “Named” Teacher Mentors. These teachers would serve as in-class mentors/supervisors of the CaT classroom assistant students. We would like to provide each teacher with a $500 stipend and an additional $250 for in class supply costs experienced while supervising UC students.

4. Stipends for “Named” Master Teachers. We will recruit about 175 master elementary and middle school teachers annually to help teach the CaT1 and CaT2 seminars along with UC faculty of record. These teachers will be paid stipends of $2,500 per section taught. They will also receive $500 per section for instructional costs, for a total of $3,000 per teacher.

5. Support for “Named” Teachers in Residence. We would like to invite at least three teachers (mathematics, life science, physical sciences) to spend a sabbatical year at each of the participating UC campuses where they would help teach the freshman and sophomore seminar courses associated with the classroom assistant field experience and work in other capacities with our UC science, math and education faculty. We would have to buy out both the salary and benefits of these teachers from their districts and provide some modest relocation expenses.

6. “Named” Endowed Chairs for UC Science and Mathematics “Faculty Educational Scholars.” There is no better way for science and math faculty who actively participate in the preparation of future teachers to earn the respect of their fellow faculty members, than to have their activities recognized in a formal way, as through an endowed chair. We encourage our business and industry partners to consider endowing chairs for outstanding math and science faculty who contribute significantly to this program.

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7. Teacher Professional Support. The success of the California Teach program will not only be measured by how many new science and math teachers we can credential each year but also by how many of these teachers go on to become the teacher-leaders of our California schools. In the recent 2004 report from the Center for the Future of Teaching and Learning, the lack of professional development opportunities, particularly for our secondary school teachers, was cited as one of the major reasons for the appalling attrition rates. This program must provide professional opportunities for our CaT teachers and for other teachers to assure their retention in teaching.

We also request financial support from California’s business and industry for three projects. The first would be to invest in science and mathematics teachers who are pursuing their National Board Certification. Throughout the US, National Board Certification is rapidly becoming the hallmark of a Master Teacher, yet less than 1% of California teachers have attained this status. Obtaining the National Credential costs each teacher nearly $3,000 in personal funds. Industry could provide grants to enable our science and math teachers to pursue these credentials and through this program, become better teachers and receive higher compensation for their efforts. (Note: Currently teachers in California who receive National Board Certification may receive a one-time bonus of $20,000. In other states such as North Carolina, National Board Certified Teachers receive an additional salary of $7,500 per year.)

We would like to work with California’s business and industries to develop new and exciting summer institutes for teachers in sciences and mathematics. We ask our partners not only for their help in financing these teacher professional development institutes, but also their help in the design and delivery of these workshops. One example of a successful effort in this area is the Technology in the Classroom course that Intel has developed and offers free-of-charge to teachers worldwide.

Lastly, we request that California’s business and industries help provide additional funding for the expansion of the highly successful IISME (Industry Initiatives for Science and Math Education). This program, which up to the early 1990s had programs and coordinating offices in San Diego, Los Angeles and Sacramento, currently places about 150 secondary science and math teachers annually into companies throughout Silicon Valley and the San Francisco Bay area. Teachers in this program work for two months in industry and receive compensation for their work. As part of their responsibilities, they develop classroom curricula and/or faculty development programs that enhance their own classroom and school.

IISME just celebrated its 20th year anniversary and as part of this celebration, its more than 1,000 alumni met and applauded the program – noting that this program connected teachers to the real world and made them much more effective as teachers. Many of them commented that the additional compensation they received for their summer internship helped greatly to augment their teacher’s salary; but they indicated that even more important was the professional development that they experienced as being part of this program.

We would like to be able to expand the IISME program to place 1,000 science and math teachers in similar summer programs throughout California. IISME has indicated an interest and willingness to work with UC and California’s businesses to make this happen. UC has a network of UC extension offices that could begin immediately to place IISME fellows and to help oversee the program at a regional level.

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Program Roll-Out and Total Cost EstimateUC plans to begin this program in 2005-06 with a phased roll-out over four years. In the first year of this roll-out, we will establish resource centers at participating UC campuses that will help recruit students to this program, advise and track their progress in the program. The centers will also work to recruit mentor and master teachers and will work on placements for the classroom assistants. In addition, we will launch the freshman field experiences and seminars during this year. Funds to support the classroom assistants and mentor and master teachers are being sought from California business and industry.

In year 2 of this program (2006-07), we will develop four summer institutes (in math education, physics, chemistry and biology education). In addition to the freshman classroom assistant/seminar classes, we will add the second year classroom assistant/seminar middle school class for second year students in this program. We will also work with community college partners to help them develop these field experiences for students planning on transferring to the California Teach programs at UC. We will also begin recruiting the Master Teachers who will participate with the UC faculty in teaching the summer institutes starting in the summer of 2007.

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In year 3 (2007-08) of this phased roll-out, we will develop an additional summer institute in Earth Sciences and will offer the first four summer institutes to students in the summer preceding their senior year. These students will be mostly transfer students and students that were UC sophomores at the beginning of this program (2005/06). At the end this year these students will be eligible to graduate and assume positions as secondary science and math teachers (paid “University Interns”) throughout California.

In year 4 (2008-09), the students who entered in 2005-06 will be participating in summer institutes, will graduate, and be placed in California secondary schools as science and mathematics teachers for the 2009-10 academic year.

The $2.5 million cost for the first year of the program will be shared between UC, the State, and business and industry partners. At full roll-out, 5000 UC students and students from partnering community colleges will be at various places in the California Teach program and 1000 University Internships will be in California secondary schools. The total cost at roll out for these 5000 students will be about $20 million and the cost for supervising the interns will be about $5 million. About half the cost for intern supervision and professional development will be sought from CDE and remaining from the districts employing the California Teach students.

This investment in the UC California Teach program would offset the tremendous loss in funding to support teacher recruitment, training and retention that has occurred in California over the past several years. Since its peak in the 2000-01 budget, nearly all of the $150 million in funds in support of these types of programs in California have been cut from the budget. These funds supported a myriad of programs including TAP block grants, TRIP and its regional recruitment centers, CalTeach, the Governor’s Teaching Fellowship program and the Cal Grant T programs.

For a fraction of the cost of these programs, California would be provided with an integrated program with defined benchmarks that could be assessed and held accountable for its funding.

Ultimately, the University and its partners in this effort will explore possibilities for the creation of the “California Endowment” that could fund this and other teacher education and development programs in perpetuity.

This endowment would help to insulate teacher preparation and development programs from the highs and lows of funding that have characterized California for many years and it would enable the development and evolution of truly exemplary programs. It is worth noting that many countries have, or are in the process of developing, government and industry supported major trusts for precisely the purposes proposed for the California Trust. Recently Australia, a country with half the population of the state of California founded a $3 billion trust for – Australia’s Future: Australia’s Teachers and Hong Kong established a $5 billion “Hong Kong Trust” to help reinvigorate teaching and learning in sciences and mathematics and to foster the innovation and creativity that will contribute to their future economic competitiveness.

We conclude with a quote from the September 2000 report of the Glenn Commission (Before It’s Too Late – A Report to the Nation from the National Commission on Mathematics and Science

Teaching for the 21st Century):

“At the end, then, the message of this report is a simple one. The time has come to move from the information and analysis we have gathered to the resolution we need. We are summoned to answer a stark question. As our children move toward the day when their decisions will be the ones shaping a new America, will they be equipped with the mathematical and scientific tools needed to meet those challenges and capitalize on those opportunities? These are our children, and the choice is ours. We know what we have to do, the time is now -- before it’s too late.”