Mathematicians working with teachers in California: The ACCLAIM Experience

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Mathematicians working with teachers in
California The ACCLAIM Experience

• ???? Tom Roby
• Math Dept. Q Center
• University of Connecticut
• (formerly of Cal State formerly Hayward)
• Google Tom Roby

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Outline

• California idiosyncrasies
• CA Prof. Development Institutes
• ACCLAIM
• Lesson Study Lightly
• Questions Discussion (Feel free to ask or
  comment as we go.)

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Math Education in California 1

• California generates a new set of standards and
  Framework roughly every 7 years.
• The 1992 Framework closely followed the NCTM
  standards, promoting a more constructivist
  approach.
• The 1997 Standards/2000 Framework was largely
  written by Stanford mathematicians, and their
  adoption was controversial.
• The new standards moved many topics 1-2 grades
  earlier in the curriculum, e.g., algebra in 8th
  grade.
• This made it hard for teachers, some of whom were
  teaching unfamiliar topics.

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Education in California 2

• In 1998 Gray Davis elected governor, featuring
  education in campaign.
• State created new tests to measure performance
  against the CA Standards California Standards
  Tests (CST).
• Bonuses and penalties for teachers and schools
  were tied to test results.
• Many teachers are uncomfortable with these
  high-stakes tests, which include an exit exam
  to receive a high school diploma.

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California Professional Development Institutes
(CPDI)

• Created by Governor Davis to improve teachers
  content and pedagogical knowledge in math and
  reading.
• Involve faculty in math departments (not just in
  education schools).
• Teachers get a stipend of 100/day to attend.
• Institutes must be tied to the new CA state
  standards.

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ACCLAIM Alameda County Collaborative for
Learning and Instruction in Mathematics

• One of 30 CPDI sites around the state.
• Three partners Cal State Hayward (CSUH), Alameda
  County Office of Education (ACOE), local
  districts.
• Institutes designed and taught by team of
  mathematicians, classroom teachers, and education
  specialists.

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ACCLAIM Alameda County Collaborative for
Learning and Instruction in Mathematics
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ACCLAIM Alameda County Collaborative for
Learning and Instruction in Mathematics
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ACCLAIM Alameda County Collaborative for
Learning and Instruction in Mathematics
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ACCLAIM Statistics
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ACCLAIM Structure (2000-03)

• 9-15 day summer institutes meeting 8 hours/day
• Focus on deeper understanding of math content and
  pedagogical strategies
• One followup session per month on Saturdays
  during school year
• Teachers given pre- and post-tests

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ACCLAIM Fac./Staff

• Phil Gonsalves, Associate Director
• Drew Kravin (ACOE) co-Director
• Content Leaders Maula Allen (MCS), Sue Benjamin
  (MCS), Ed Cruz (C4), Phil Duren (TEd), Karen
  Edwards (DVC), Sara Robinson (NYT), Eric Suess
  (Stat), Jean Simutis (MCS)
• Admin Akiko, Keiko, Kristy, Laurie, TheGag
• CSUH Andy, Art, Charlene, Erendira, Jan, Sue,
  CynthiaV (Foundation)

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ACCLAIM Institutes

• Primary Number Sense (Gr. K-3) 03-04
• Elementary Number Sense (Gr. 4-6) 00-04
• Elementary Geometry (Gr. 4-6) 01-03
• Elementary Statistics (Gr. 4-7) 02
• Transition to Algebra (Gr. 4-8) 02-04
• Algebraic Thinking Institute (Gr. 8-12) 00-04
• High School Algebra 2 (Gr. 9-12) 01-02
• High School Geometry (Gr. 9-12) 01-04
• Trigonometry (Gr. 9-12) 01-03
• High School Prob. Stats (Gr. 8-12) 02

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California 2004

• Gray Davis is no longer governor.
• CPDI are defunct as of 6/30/04.
• CA Math Project (and CSMPs) are limping along.
• Districts are under considerable fiscal and
  accountability pressure (NCLB).
• One school in Hayward is now being SAITed (School
  Assistance and Intervention Team).

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ACCLAIM Structure 2004

• CSUH no longer receives funding directly ACOE
  negotiates with districts to provide training
  (fee for service).
• Shorter institutes 5-8 days, 6 hrs/day
• More emphasis on specific texts
• District-specific institutes 4 Hayward, 3 Oak.
• Only 4 institutes open to all. (2 were
  cancelled.)
• More expensive 600 copay, 50/day stipend

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Lesson Study (????) CCLP

• ACCLAIM has tried a variety of models for
  teachers to work collaboratively on lesson
  planning.
• In 2001-02 we devoted several afternoons to the
  basics of Japanese Lesson Study (Jugyoo
  Kenkyuu).
• We found few teachers actually were able to put
  it into practice at their sites.
• ACCLAIMs variation Collaborative Content-based
  Lesson Planning (? separate talk).

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CCLP (Collaborative Content-based Lesson
Planning) ACCLAIMs version of Lesson Study

• Teachers work together to plan and script lessons
  based on the new texts.
• Because the curriculum is largely new, they need
  to plan all the lessons, not just a few.
• They spend less time on each lesson, but still
  try to anticipate student responses, and still
  make time to visit other teachers' classrooms
  sometimes.
• In later years, after the initial scripting is
  done, they can focus more attention on fewer
  lessons, as in the Japanese model.

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Keys to ACCLAIMs Success

• Experienced and knowledgeable staff
• Close ties to schools and districts
• Filled a gap in current Prof. Development
• Created a community of teachers
• Collaborators respect one anothers expertise
• Adequate funding, including stipends for teacher
  participants

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Assessment...

• Once the rockets up
• Statewide assessment by WestEd
• Individual visits by UCOP staff
• Pre- post-test results
• Participants written and oral comments
• Second order effectsNOT
• Why NOT?

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My Role as PI

• Overall fiscal management
• Hiring students and admin. staff
• Working with other directors to plan institutes,
  hire Content Teacher Leaders, and respond to
  stimuli
• Recruit other mathematicians and help them become
  involved in PD work

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Rewards

• Work directly affects more people than writing a
  research paper for 50 scholars
• Clearly an area of great need
• Teaching teachers feels multiplicative
• Gain insight into both teaching and mathematics
  (e.g., PUFM)

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Challenges

• fiscal questions
• disgruntled employees
• difficult district leadership
• union pay scale issues
• rumors
• apathetic participants
• etc.

• Limited infra-structure for large grant activity
  in my institution ? more work for the directors
• The real world is messier than the ivory tower of
  mathematics

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Role of Mathematicians

• Help create and extend activities to insure deep
  level of math content
• Guide discussions
• Listen to teachers respect their expertise
• Provide access to unusual resources, e.g.,
  Sloanes Sequence Site

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Strategic Intensive Math Initiative (SIMI)

• ACOE recently received a grant from the CA-MSP
  (Math Science Partnership) grant for 999K.
• Model includes summer institutes to work with
  teachers in Hayward and Alameda, and school-year
  coaching.

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Questions

• Can ACCLAIM survive without grants?
• Is it worth it?
• What are the professional rewards?
• How can I publish this?

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Summary

• More demanding content standards as well as NCLB
  requirements have required increased teacher
  professional development, e.g, ACCLAIM.
• Mathematicians can play a useful role, but its
  not easy or simple.
• Lesson Study is harder in practice then in
  theory.
• How can we do better?