Update from the Research Action Clusters

MTE-Partnership

March 2014

This document provides a brief overview of the progress made by each of the Research Action Clusters since the Boot Camp held in late November, 2013. We include the aim of each RAC, as defined from the Boot Camp as a reminder of their focus.

Clinical Research Action Cluster

Aim: Operationalize models of clinical experiences that are aligned with the goals of the CCSS and implement them successfully for at least 80% of secondary mathematics teacher candidates enrolled in institutions participating in the clinical experiences RAC by December 2016.

Activities:

· Teams are piloting several models and seeing success – including:

o the “triad” model in which two interns are assigned to the same cooperating teacher.

o professional development related to the co-planning/co-teaching model.

o new approaches in their methods courses.

· Teams are developing professional development materials for mentor teachers to help them effectively mentor pre-service teachers.

· The RAC is seeking modules that focus on content knowledge and pedagogical knowledge related to implementing the CCSS.

Marketing for Attracting Teacher Hopefuls (MATH) Research Action Cluster

Aims: By June 2017, increase by 100% the number of secondary mathematics teacher program (SMTP) graduates across the four institutions of this RAC.
By June 2017, increase diversity of SMTP graduates to meet or exceed the demographics of each RAC institution's state demographics.

By Aug. 2014, increase by 100% the number of students whoinquireabout SMTP at the four RAC institutions.

By Feb. 2015, increase by 50% the number of students whoformally committo SMTP at the 4 RAC institutions.

Activities:

· The RAC has compiled materials that can assist teams that are launching recruitment efforts, that including a sample Request for Proposals from marketing firms, a strategy for soliciting proposals from the RPF, a rubric for assessing proposals, sample responses, sample Press Releases for campaign launches, sample electronic media materials (web, Facebook, Twitter, Pinterest and Tumblr).

· The RAC has also developed online forms for tracking inquiries to RAC members’ programs for secondary mathematics teacher candidates.

· They would also like to compile information from partnership groups related to their recruitment and retention effort so others in the partnership may learn about activities that are taking place at other sites.

Knowledge-for-Teaching-Mathematics Tasks (KTMT) RAC

Aims: By August 7, 2014 the KTMT RAC will develop and validate four tasks that focus on documented calculus misconceptions and support student ways of knowing mathematics as described in the PCAST and METII.

By December 15, 2014 the four tasks will be implemented by at least 8 calculus sections across four institutions.

Activities:

· The RAC prepared and submitted an NSF IUSE proposal to support the development of formative assessment materials for calculus. If funded, this will allow them to dramatically scale up their work. But in any case, it has helped them to frame their future activities.

· They also have a survey for calculus instructors about ready to distribute.

Building Communities and Courses RAC

Aim: Develop three collaboratively designed modules and teach at least one at each Partnership in our RAC (engaging 10 or more of the SMPT’s at each institution) by Spring 2016 that focus on building deep understanding of secondary mathematical concepts from advanced perspectiveswhileengaging in the CCSSM Practice Standards.

Activities:

· The RAC sent out a survey to MTE-P partners about current materials, courses, and desires related to the RAC aim. Data has been collected from 33 teams, and 10 syllabi were shared.

· They began work on an NSF proposal, but ran out of time to meet the deadline. However, they made substantial progress in organizing their work, which may help position them for a later solicitation.

· The RAC plans to begin work on one module by the Summer Conference as a first model.

Active Learning

Aim: Through theuse of active learning design principles, increase the percent ofstudents succeedingin targeted freshman level math courses (pre-calc, Calc 1 and/or Calc 2) byY % base pointsby December 2014.

Activities:

· Each team has begun work on some aspect of the RAC problem, related back to the driver diagram they designed at the boot camp.

· A variety of approaches have been used:

o Several teams are using the “Learning Assistant” (LA) model.

o Several teams are incorporating groupwork in their courses.

o All teams are attempting to incorporate rich tasks that promote student thinking.

· The RAC has reached consensus on key measures to initiate this semester, including the CLASS (student attitudes), the RTOP (classroom observations), and DFW rates.

o Depending on timing for IRB approval, some are administering the CLASS pre/post during the semester

o Other teams are conducting interviews or focus groups of students or instructors.