Donovan

1 EXPERIENCES AND OUTCOMES OF A CETP FUNDED JOINT APPOINTMENT IN MATHEMATICS AND EDUCATION JOHN E. DONOVAN II Department of Mathematics and Statistics College of Education and Human Development University of Maine, Orono, ME 04469 john.donovan@maine.edu The Maine Mathematics and Science Teaching Excellence Collaborative (MMSTEC) has funded three joint appointment tenure-track faculty positions at three of the seven campuses within the University of Maine System. Each institution agreed to sustain these positions after the funding period. At the outset, the broad goal for these positions was to “build a bridge between Colleges of Arts and Sciences and Colleges of Education.” In this article I will share my experiences as the joint appointee at the University of Maine, the Land Grant and Sea Grant institution of the University of Maine System, which offer a vision of what is possible from such a joint position. The Maine Mathematics and Science Teaching Excellence Collaborative (MMSTEC) is one of approximately thirty Collaboratives for Excellence in Teacher Preparation (CETPs) NSF has funded over the last several years. MMSTEC began as a partnership between three of the seven campuses of the University of Maine System and the Maine Mathematics and Science Alliance (MMSA)1. As the grant has evolved over the past four years MMSTEC has formed partnerships with all of the campuses within the system. A distinguishing feature of MMSTEC is that it funded three faculty positions, one at each of the campuses of the grant‟s core partner institutions, that will be financed by the respective campuses when the grant ends. Each position is a joint appointment between a department of mathematics or science and a department of education. The flagship campus of the University of Maine System is the University of Maine (UM), Orono. UM is a Land and Sea Grant institution and is Maine‟s principal research and graduate institution. UM is composed of five separate and distinct colleges including the College of Liberal Arts and Sciences, which houses the Department of Mathematics and Statistics (DMS), and the College of Education and Human Development (COEHD). I was hired as the MMSTEC joint appointee between DMS and COEHD at UM for Fall 2002, the beginning of year 3 of MMSTEC‟s five-year grant. Officially I have a split responsibility of 55% in DMS and 45% in COEHD with a teaching responsibility in DMS. Although COEHD is represented on my peer committee (the five-member committee has 3/2 split favoring DMS), my tenure will be determined according to the policy of DMS. 1 The MMSA “works to improve science and mathematics education for Maine students. The birth of the MMSA was as a National Science Foundation Statewide Systemic Initiative, and now both the public and private sectors support the MMSA as it continues to provide a valuable contribution to Maine education” (http://www.mmsa.org/aboutus_main.php). 2 MMSTEC‟s broad goal for this position was to “build a bridge” between COEHD and DMS. To date, this goal is being met. The position is considered very successful by the effected departments at UM, and MMSTEC. In this paper the experiences and outcomes resulting from the position at UM are discussed. These offer a vision, by way of example, of benefits possible for both a University, and the appointee, from such a position. In the sections that follow, three themes are discussed: the conditions and thought processes that led to the joint appointment model, the effects and outcomes of this joint appointment at UM, and the effects and opportunities I have had as a result of being hired as a part of MMSTEC. In the conclusion, these themes are related to the MMSTEC‟s sustainability. To understand the grant‟s foundation and the outcomes at UM, two people involved with the grant since its formulation were interviewed. They will be referred to as Dean and Curt. Both Dean and Curt have worked at UM for longer than 20 years. Each interview lasted about 35 minutes and was audiotaped for reference. Prior to the interviews, which I conducted, Dean and Curt were asked to think about the following questions:    Why was a joint appointment position created?, What were your objectives for this position?, and What have been the benefits, outcomes, of having a joint appointment? I also informed them about the interview protocol saying, I will of course ask follow-up questions based on your responses and ask you for any information you feel is relevant. It is helpful for me to think about my position as the "joint appointment position" in order to try and look at this from a distance; this interview is not about me but rather the position. Dean is the Dean of COEHD at UM. He is not a principal investigator on the grant, but he was involved in the initial grant planning and the joint appointment is partially housed within COEHD. Curt is a Professor of Mathematics at UM and is one of MMSTEC‟s principal investigators. Curt served as the Associate Chairman of DMS prior to MMSTEC and during the first three years of the funding period. Dean and Curt are both active participants in several education initiatives on campus. Their administrative capacities and longevity at UM give them insight into the outcomes of the position. Additional data for this paper came analysis of grant related documents and personal reflections. Why a Joint Appointment? At UM, DMS offers three programs of study (Minor, Bachelor of Arts, Master of Arts), but the majority of the courses the department offers are service courses. Service courses accommodate UM‟s general education needs and the needs of other programs (e.g. engineering, physics, etc…). The CETP grant was seen by administrators at UM as an opportunity to support teaching and learning in mathematics. Dean recalled: There was such a keen interest on the part of many people on campus, virtually all the deans because we all have programs whose foundation is in mathematics… , to find ways to bring more support to math because we knew that it was in our interest to do so. So, when MMSTEC came along, we were very anxious to see mathematics be a big player in it, a recipient of some of the resources MMSTEC could bring. In my own thinking I 3 moved very quickly to a joint appointment model, …that could help the math department do an even better job in serving the rest of our programs. DMS has gone trough a transition period over the last 5 years that has included 4 changes in Chairperson, three of whom were from outside of the department. Dean aptly summarized this tumultuous period saying, “There was no secret on campus the trouble the department was in.” In particular, the relationship between DMS and COEHD was strained. The difficulties centered on the two content courses DMS teaches for pre-service elementary teachers. Until about 5 years ago a mathematician with a strong interest in mathematics education taught these courses. Curt recounted that this “well meaning [mathematician] worked extremely hard, …but did not make a connection with the students nor the faculty in Education because he set his sights too high [mathematically] for the students.” Summarizing the recent relationship between the DMS and COEHD Curt said, “The recent history here has been of math education people [in DMS] really not being very much involved with the College of Education, or their involvement not as helpful as it maybe it could have been from the College of Education standpoint.” The rancorous feelings that have existed between these departments was apparent to me early on, although it was clear that both sides had high expectations that a joint appointee would help rebuild this relationship to better serve students. Reflecting on preliminary MMSTEC planning discussions, Dean recalled that other campuses within the University System had experienced similar disconnects between faculties in Education and Arts and Sciences. These differences were acknowledged directly in the grant proposal which stated as a goal “We will lessen the cultural gap between Colleges of Education, Colleges of Arts and Sciences, and in-service teachers housed in partner schools by promoting conversations among these groups of people.” The joint appointees were seen by the grant‟s writers, and NSF, as a means to achieve this goal. This is reflected in the Cooperative Agreement signed with NSF that states “These three new hires will build a bridge between Colleges of Arts and Sciences and Colleges of Education.” So far at UM this broad goal has been met, that is one of several outcomes discussed in the subsequent section. Outcomes at UM As a joint appointee I am a member of the faculty of DMS and the faculty of COEHD. On a practical level this means I attend faculty meetings for both departments and participate in service activities for both. For example, as a faculty member of COEHD I am working with the Teacher Education Faculty to prepare for NCATE Accreditation Review. This involves careful documentation of courses for pre-service teachers and implementing improvements based on evidence collected. As a member of DMS faculty I recently served on a hiring committee. Most of my time on campus is spent in the DMS because that is where my office is; the COEHD is housed in a nearby building. I make it a habit to visit the COEHD when I am walking around campus and feel these visits have made me visible to COEHD faculty who don‟t see me on a day-to-day basis. These visits often lead to conversations with faculty and staff, and in my opinion this has helped build relationships. Both Dean and Curt commented on my efforts to make this position work. Dean said “I think it is a commitment on your part to make it work, and to ensure that the contact in the college is continuing, there is some depth to it, and you‟re just engaged with us.” When I asked Curt why the position has worked his first comment was “you‟ve taken seriously the split nature of your appointment and the commitments you have to 4 both departments.” As a result of these efforts, the previously autonomous relationship between DMS and COEHD is now growing into a symbiotic relationship that is further demonstrated through the following examples. There is a collaborative effort between DMS and COEHD to revise the content courses for pre-service elementary teachers. A committee comprised of myself, the mathematics educator from COEHD, a mathematics educator from DMS (hired this past year), and a full-time MMSTEC supported lecturer in DMS who has successfully taught these courses for several years, have met on several occasions to discuss the mathematics content needs of pre-service elementary teachers. The committee has recommended to COEHD that the two courses DMS offers for pre-service elementary teachers be required for all elementary education majors. Currently elementary education majors are required to take two mathematics courses, but one is an elective. Our recommendation is in committee being turned into a motion that will be voted on by COEHD faculty soon; discussions with faculty and administration suggest the view of the COEHD is favorable. The committee is also working to develop specific learning outcomes and assessments for each course. In the past the DMS faculty member teaching the courses controlled the content resulting in the situation described earlier, autonomy and feelings in the COEHD that the needs of their students were not being met. Now, through a collaborative effort these courses are being reconsidered and reconstructed. I have made it a point to update COEHD faculty on MMSTEC mathematics related activities through announcements at faculty meetings and COEHD‟s email list-serv. A recent announcement led to a discussion with a faculty member, Nancy, who teaches classes on early childhood development. Through this discussion we found shared concern about pre-service teachers disposition towards mathematics. We agreed that many pre-service elementary teachers have a negative disposition towards mathematics. I described hands-on mathematical activities I use to teach pre-service teachers, and a recent mathematical experience I had with students at the local elementary school to Nancy. We agreed that involving students in hand-on mathematical activities is one way to influence their disposition towards mathematics. Nancy thought the students in her “Curriculum for Young Children” class would benefit from participating in the activities I described and invited me to teach her class for an evening. Dean used this example when discussing the benefits of my position, “By coming to our faculty meetings and being an active participant there, that stimulated a linkage that is going to help very directly some our early childhood people. That‟s where the math phobias begin.” The common theme of the examples above is collaboration between DMS and COEHD. Dean summarized the importance of collaborations for Education faculty in broad terms: A true benefit is to have people from the College of Liberal Arts and Sciences demonstrate through their presence here and through their active involvement with our students and our faculty that they really consider teacher preparation important. How we‟re preparing tomorrow‟s teachers for the schools that sent their best and their brightest to this university; it‟s really important. The more bridges of that nature that can be built the stronger our program will be for our students. Dean was referring to me in general terms when he said “people from the College of Liberal Arts and Sciences.” This subtle distinction recognizing me as a member of the faculty of the College of Liberal Arts and Sciences, i.e. DMS, is important because the efforts I am involved in are seen 5 as collaborations between DMS and COEHD. Dean‟s comments suggest he believes these efforts are building a bridge that is valued by his faculty. Even though I am recognized in this way as a member Arts and Sciences faculty, I am also seen as a member of the COEHD faculty. In a recent meeting of the Teacher Education Faculty of the COEHD I reminded the committee that I was on the faculty in Arts and Sciences and an Associate Dean said “We just see you as one of ours.” A surprising result that emerged from both interviews given the recent history of DMS, was the evolution of attitudes about DMS. Dean alludes to the change in views in the following exchange: JD: One thing that you mentioned earlier was the Deans, do you get any sense that there‟s a JD paused and Dean completed his thought. Dean: JD: Dean: JD: Dean: JD: Curt: A change in attitude on the part of the Deans? Yeah. I would say it is a dramatic change. Absolutely. Absolutely. Certainly there are a number of factors that have contributed to that? Yes, there certainly have been, but… I think this position has contributed. What do you think have been the benefits or outcomes of this position? … I think the things I mentioned earlier are working out. We have new blood working on these courses, the [course for pre-service elementary students] and upper level courses for education majors. That is happening now; I think that is a huge benefit. I think just establishing the position in the department has strengthened our visibility as participating in math education initiatives which to my surprise has made us look very, very good to those who look at us from outside, not only locally but across the country. We‟re very quickly becoming known as a department in which good math education things are happening. That certainly is partly a result of the fact that we got this position, that we have more blood in here doing this kind of work. Curt echoed similar thoughts: Both Dean‟s and Curt‟s voices became spirited when they talked about this metamorphosis. I sensed each was proud of the role they played in establishing the position because both agreed that the joint appointment position has contributed to this new view of the DMS. The examples in this section give strong evidence that the grant‟s goals of lessening the “cultural gap” and “building bridges between Colleges of Arts and Sciences and Colleges of Education” are being met at UM. They also suggest that the joint appointment position was an important ingredient of this evolution. MMSTEC’s Opportunities In this section I will focus on the effects the grant has had on me, in particular the opportunities MMSTEC has created for me. These opportunities have direct implications for the 6 continuing impact of the grant beyond the funding period. To understand these effects it is necessary to describe some grant related activities. One of MMSTEC‟s primary goals is to support and strengthen mathematics and science teaching at all levels, including the preparation of teachers. To help achieve this broad goal we have created Cross-Tier Teaching Teams (CTTTs). CTTTs are groups of teachers and future teachers that span the range of interests from middle school through college and university level mathematics. The bond that brings these groups together is shared interest in the teaching and learning of mathematics or science. At UM, CTTTs have formed around the themes of mathematics, environmental monitoring, and technology in science education. Each of the CTTTs functions in a slightly different manner, but in general CTTTs meet a three times during each academic semester for 3 hour sessions that involve hands-on learning experiences, discussions of teaching and learning, and of course, food. CTTTs are not unique to UM, each of the three primary campuses involved in the grant has CTTTs. Twice a year CTTTs from across the grant meet for statewide meetings. In January we hold a two-day “Mid-Year Conference” and in June we have a 3-4 day “Summer Academy.” These statewide meetings are advertised widely and open to anyone who wishes to attend, costs for hosting the conferences are paid by the grant. Each conference has a theme, or themes, focused on improving the teaching and learning of mathematics and science. The following passage from MMSTEC‟s Annual Report 2004 gives insight into these events: Our 2001, 2002, and 2003 Summer Academies were successful. During the first two Academies, participants were approximately equally split among university faculty, inservice teachers, and pre-service teachers. In 2003, we had a greater percentage of [grades] 6-12 teachers (about 54%) than in the previous Academies. This participant mix is one of the strengths of the Academy. Having participants from three different tiers of the educational strata all talking about student learning, and methods to increase student learning, has been a powerful experience, especially for pre-service teachers. Attendance has risen steadily, with 62 in 2001, 162 in 2002 (75 from MMSTEC and 87 from CSMER), and 92 in 2003; in 2002 we co-hosted the Academy with the Center for Science and Mathematics Education Research at UMaine, Orono; this accounts for the very large attendance that year. This proved to be a very good collaboration and experience. Both organizations benefited immensely from the experience, and plan to collaborate again this coming summer. In 2003, the Academy was divided into six individual strands for the first time; the strands were: • MMSTEC WRITEON! • Data Analysis and Statistics, TI • Connecting Physics and Math, TI • Pasco and Vernier Probes • K-8 Math Summit • Future Math/Science Clusters as Possible Master‟s Concentrations Our two-day Mid-Year Conferences have been highly successful with 72 attending in 2001, 104 in 2002, 112 in 2003, and 143 in 2004. The number of 6-12 teachers attending has been 18 in 2001, 30 in 2002, 51 in 2003, and 93 in 2004! Thus, attendance of teachers at both the Summer Academies and the Mid-Year Conferences has grown dramatically with time. [1] 7 Attending and participating in the development of MMSTEC events has benefited me in many ways. Below I single out and discuss four benefits: practical knowledge about planning professional development, my own classroom pedagogy, networking opportunities, and future research. As a member of the Local Leadership Team at the UM campus and the grant-wide Director‟s Council I have helped plan and coordinate many MMSTEC events. I have come to appreciate the amount of time and money it takes to organize and plan a professional development event, from relatively simple dinner meetings to larger and more complex multiday events. Prior to my work with MMSTEC I had never been involved in event planning but now I feel I have learned enough to plan and coordinate such events. As I look toward planning future professional development events I have a sense of what is possible and what is not, also the steps needed to make such events happen. Ultimately this knowledge will make it easier to supervise this process. As a teacher of mathematics I have benefited from the content of MMSTEC events. At UM I teach mathematics classes for pre-service teachers. The knowledge I have gained from attending MMSTEC events has directly impacted my classroom teaching. A common theme of MMSTEC events is MMSTEC‟s “Attributes of an Effective Classroom.” This document, included in the appendix, was written by the MMSTEC leadership team early in the grant period to provide a resource to summarize research on “best practices” in mathematics and science teaching. It has provided me a framework to think about my teaching. Of particular focus for me has been Attribute 1 that states, “All students are engaged in learning.” I have worked hard over the past couple years to make my classes student centered and activity based, where students actively engage in learning activities during class time. Throughout my history as a student of mathematics, class time was spent feverishly taking notes that were to be later deciphered and applied in homework. The old adage that we teach as we were taught was true for me in my early days as a teacher of mathematics, but over the last couple years my teaching has gone through a transformation that is captured by Attribute 1. The content and themes for CTTT meetings are driven by our “Attributes of an Effective Classroom”. By participating in these events I have learned many tips and tricks that I have used in the classroom, but on a more profound level the continual focus on these “Attributes of an Effective Classroom” has helped reframe my teaching philosophy. At every MMSTEC event we solicit feedback from participants on the activities that comprised the event. Participants consistently report that they enjoy and benefit from the informal conversations that take place with peers. I too have found this informal time beneficial because it has allowed me the opportunity to network with colleagues from around the state. The examples that follow highlight the benefits of this networking. One of the big issues Maine teachers are currently dealing with is the development of a Local Assessment System (LAS) to measure attainment of the content standards mandated in the Maine Learning Results [2]. Schools must develop a variety of valid and reliable assessments that will be used to certify students have met the standards. LAS specifics are determined locally, and as a result each district is going about LAS development in a different manner. Through interactions with teachers at MMSTEC events I have learned a lot about this issue. 8 Becoming informed by teachers who are involved in LAS on a day-to-day basis has enabled me to better prepare my pre-service teachers for these realities. I teach a course on secondary mathematics pedagogy, and LAS is an important part of the content of this course. Continuing discussions with teachers about LAS highlighted the need for a forum where teachers from different schools could share ideas and learn from one another‟s experiences, so last semester we devoted a CTTT meeting to this issue. Three teachers from regional schools and a University professor from one of our sister campuses participated in a panel discussion on the LAS. The session was well received and many teachers commented that they left with good ideas to assist in LAS development at their school. Through MMSTEC events I have established professional relationships with colleagues at other colleges and universities throughout the state, in particular a member of the education faculty at the University of Maine at Machias whom I will refer to as Kevin, and a faculty member in mathematics at Eastern Maine Community College (EMCC), whom I will refer to as Mike. Kevin and I share interest in curriculum issues that I expect to lead to collaborative work in the future. Kevin recently invited me to speak to his secondary mathematics methods class and I obliged. Kevin is a regular attendee of MMSTEC events even though he must travel 2 hours each direction to attend. EMCC is part of the Maine Community College System and is located in Bangor, about 6 miles from UM. Mike was hired to teach mathematics at EMCC this past year. He has attended all of our events at UM since his arrival. During his first semester he was charged with the task of developing a mathematics class for students who intend to become teachers. In order to make the transition for students from EMCC to UM smooth Mike and I have had discussions about course content and plan future collaborations. Networking through MMSTEC has created two other important professional opportunities for me. The Maine State Department of Education has two Mathematics Specialists, one regularly attends MMSTEC events. Last semester he visited a class of mine to discuss issues related to the Maine Learning Results and LAS. This gave students the opportunity to hear about educational policy from someone involved at the highest level. Also as a result of this relationship I was invited to be part of the development committee for the statewide mathematics assessment, the Maine Educational Assessment (MEA) and am serving a three-year term on the committee. Through MMSTEC I have also established a relationship with the MMSA and recently reviewed proposals for a grant they sponsor to help districts meet their long-term professional development goals in mathematics and science called “Teacher and Student Learning Continuum.” Reading these grants was a learning experience because it helped me understand the practical and financial realities of planning professional development within a school and a district. Finally, participating in MMSTEC has provided a unique research opportunity. The mathematics CTTT at UM has been a success. We have received strong positive feedback from the attendees and have regular attendance of over 30 people. It is not atypical for people to drive over an hour to attend our meetings. The feedback suggests that we have established a mathematics education community of peers that is unique because of the cross-tier nature of the group. Next semester I plan to investigate the effects of our CTTT from the perspective of the attendees. Some preliminary questions I am considering are, who are the people who participate in our events, why do people come to our meetings, what impact do our meetings have on these 9 participants, and more generally what are the characteristics of this mathematics education community? The examples of this section highlight the opportunities that I have had, and benefits I have received, by being a part of MMSTEC. These experiences will serve as a foundation as I continue my work at UM. A case will be made in the following section that this evidence shows MMSTEC‟s efforts will be sustained beyond the funding period. Sustainability Writing this paper has been a learning experience because it has helped clarify connections among the origin and expectations of the joint appointment model, the effects this position on UM, the opportunities the grant has created for me, and larger goals of the CETP program. At the same time it has been a difficult paper to write because it is hard to separate myself from the position. I asked Dean about this issue, his response suggests some of the more general attributes that have contributed to the success of this position at UM: JD: There is an issue here, to what extent [have the successes at UM been because of] me and to what extent is it the position? Certainly I bring some attributes to the position that has made it work, but I am not here to toot my own horn. Dean: Don‟t shortchange yourself at all in this because you brought the right predispositions to it. Your actions are reflective of your values in that regard and it takes someone with those values. Valuing the role of teachers, how they are prepared, and the attitudes they leave here with. Just being collegial, and dynamic, you‟re approachable. You are a people person, in addition to being a numbers person. That‟s the kind of combination that we were really seeking because it would not work as well without those attributes. Both Dean and Curt felt my commitment to make it work is a key factor to the successes we have had. It is impossible to determine the specific cause of these outcomes, are they simply due to the fact that such a position exists, or are they a result of the person in the position, i.e. me? Of course the answer lies somewhere in the middle. The specific outcomes at UM offer a vision of what is possible from a joint appointment through example. Thinking more broadly these outcomes offer evidence of the institutionalization of MMSTEC at UM. I was hired in this position fresh from completing my PhD in Mathematics Education. I have been indoctrinated into the culture of being a professional mathematics educator while participating in MMSTEC, I believe this will have lasting effects. MMSTEC‟s opportunities have helped me understand the issues and needs of teachers in Maine. I am not from Maine originally; in fact prior to moving to Maine I spent a total of 3 days in the state. Moving to a new state made me realize how many state specific things I take for granted, and this extends to the classroom. As I move forward in the development of my research agenda, knowledge gleaned from teachers in Maine will serve as a guide. Reflecting on this paper I wondered how my development would differ if I was not involved in MMSTEC? How long would it have taken for me to establish the classroom connections I now have? Perhaps most importantly, how would the needs of teachers in Maine impact my agenda? 10 As the flagship campus of the University of Maine System, UM has a responsibility to provide leadership, direction, and support for mathematics education throughout the state. Too often, and at many levels, decisions are made without practical consideration of what takes place in the classroom. One size does not fit all, and this is particularly true in Maine because of its rural population and socioeconomic diversity. Course offerings, program availability, professional development opportunities, and educational policies need to reflect the knowledge mathematics educators have produced tailored to the culture and socioeconomic realities of the region. MMSTEC has provided me repeated opportunities to learn about these issues from teachers. It is my belief it would have taken me many years to accumulate this knowledge without the statewide infrastructure MMSTEC has built, this knowledge and its influence on me will sustain the influence of MMSTEC‟s efforts throughout my career. Acknowledgements Work on this paper was supported by MMSTEC, National Science Foundation Grant 998744. I would like to acknowledge all of the MMSTEC PIs and local leaders who have dedicated themselves to strengthening math and science education in Maine. In a particular Bob Franzosa, MaryAnn McGarry, Herman Weller, Amie Gellen, and Bob Cobb, at UM; Dick Stebbins and Elizabeth Allman at the University of Southern Maine; Mary Schwanke, Grace Eason, and Steve Gdomsky at the University of Maine at Farmington; Chuck Kim at the University of Maine at Machias; and Francis Eberle of the Maine Mathematics and Science Alliance. Bio John Donovan is Assistant Professor of Mathematics Education at the University of Maine. John was hired as a joint appointee in the Department of Mathematics and Statistics and the College of Education and Human Development through initial funding provided by MMSTEC. At UM he works on the local leadership team for the MMSTEC grant and teaches mathematics and mathematics education courses for prospective elementary and high school teachers. His research interests include students understanding of first-order differential equations, the mathematical disposition of students, and the culture of the mathematics classroom. Outside of work John enjoys the company of his family, playing with his children, needlepoint, fishing, and kayaking. References [1] [2] Stebbins, D., MMSTEC Annual Report 2004. 2004. Learning Results. 1997, Maine State Department of Education. 11 Appendix What Does MMSTEC Stand For? It stands for Maine Mathematics and Science Teaching Excellence Collaborative Funded by a Collaboratives for Excellence in Teacher Preparation grant from the National Science Foundation MMSTEC also stands for the following classroom practices. ATTRIBUTES OF AN EFFECTIVE CLASSROOM These five major attributes will be true for grade 6-16 classrooms. We realize that in some university upper-level mathematics and science courses, the thread between real-world application and theory becomes quite thin, and at times, apparently invisible. 1. All students are engaged in learning. Instructors create a learning environment that includes:  Respect for diversity of ideas and people by valuing and challenging all learners. Examples of this include:  Teacher selection of content, and adaptation and design of curricula to meet the interest, knowledge, understanding, abilities, and experience of the students.  Teacher selection of instruction and assessment strategies support the development of student understanding and nurture a community of learners.  Teachers’ course activities encourage student reflection in their learning. Connecting content to prior knowledge.  Exploring and valuing the connections among content and real world phenomena. Setting intellectual expectations that challenge all learners.   12 2. Classes are communities of learners. Both instructors and students:      Respect each other. Take responsibility for their own learning. Actively participate in class activities. Work collaboratively with colleagues and peers. Communicate their ideas to each other in a variety of ways. Instructors:   Act mostly as resource persons working to enhance and support student investigation Effectively mediate the relationship between the subject matter and the students. Effective mediation means that there is a balance between „teacher as listener,” “teacher as guide," and “teacher as provider of direct instruction.” 3. The management and monitoring of student learning is frequent and purposeful Students:   Tell teachers what they think they need to learn. Reflect upon and assess their own learning. Instructors:     Assess students‟ prior knowledge using a variety of assessment techniques. Identify student‟ misconceptions and alternative frameworks of thought. Revise instructional methods to reflect student‟s prior knowledge and conceptual frameworks. Frequently assess student‟s progress toward clearly stated goals. 4. The class focuses on fundamental concepts in the content area and the interrelationship among these concepts Instructors:   Have a deep understanding of fundamental concepts in her/his content areas. Are effective in teaching these concepts to students. Effectiveness includes:  Being able to approach/explain a content area in several different ways.  Knowing the effective balance between instructor/student explanation and further student exploration. 13 5. Pedagogic procedures specific to mathematics and science are emphasized Students:      Use an inquiry-based approach to learning. Use elements of abstraction when appropriate. Use a variety of means to represent phenomena. Make predictions/hypotheses, and explore ways of testing them (science), or make conjectures and explore ways to prove or disprove them (mathematics). Analyze and interpret data. REFERENCES2 Best Practices: improving the preparation of our nation‟s science, mathematics and technology teachers. (1999). NSF Collaboratives for Excellence in Teacher Preparation. Fifth Annual Meeting. Washington D.C. National Science Foundation. Gardner, M., Ayes, D. (1998). Journeys of Transformation: a statewide effort by mathematics and science professors to improving student understanding. Maryland Collaborative for Teacher Preparation. Maine‟s Curriculum Framework for Mathematics and Science. 1995. Augusta, ME. Maine Department of Education. National Board for Professional Teaching Standards (NBPTS. 1995). What Teachers Should Know and Be Able To Do. Detroit MI. NBPTS National Science Education Standards. (1996) National Research Council. Washington D.C. National Academy Press. Sunal, D., Hodges, J., Sunal,C., Whitaker, K., Freeman, M., Odell, M. (2001) Teaching Science in Higher Education: Faculty Professional Development and Barriers to Change. School Science and Mathematics. 101(5). 246-257 National Research Council (2001) Educating Teachers of Science, Mathematics and Technology: New practices for the new millennium. National Academy Press. Washington D.C. 2 These are the references that supported the creation of this document, “Attributes of an Effective Classroom”