[Ike] IKE Q&A

[Weinand, Stacey]

Here are some of the issues/items that were discussed at the IKE Q&A on
September 11th.  If you attended and feel that I left out something
important, please let me know and I will forward it to the group.

Rationale for the 3 focus items.

Due to the new graduation requirements which require ALL students to take
Algebra I plus 2 additional math courses above Algebra I and the end of
course Algebra I test which will be given to all students following the
completion of the Algebra I course (field test in 2002, live in 2003), the
first two areas of emphasis relate to algebraic thinking and use of test
data.  It is a state goal  to assist teachers with better student
preparation in algebra.  Too many of the middle school teachers are not sure
how to approach algebra in grades 5-7 and some teachers are not sure how to
teach algebra to ALL students without watering down the curriculum.  The
challenge is to create teacher training opportunities to meet these needs.
NCTM has some excellent materials which involve algebraic thinking K-12.
SDE has sample test items and ACT has the Standards for Transition which are
incorporated into PASS.  

Districts are in need of professional development opportunities to help
their teachers make sure their curriculum, instruction, and assessment will
be effective in order to ensure that students pass the end of course algebra
tests and to reduce the number of students needing remediation.  

The last bullet is a federal requirement verbatim.  If there are teachers
who are teaching out of field or are in need of additional training (i.e.,
alternative or emergency cert), these teachers need to receive some
additional training to get them certified or enhance their teaching ability.


I encouraged the people who attended the Q&A to approach the school
districts in their area to see what were their areas of concern/need.  This
way you would have a better chance of having plenty of participants.

Local districts have additional Title II funds this year so they should be
able to provide some inkind funding and may be looking for ways to spend it
this year.

Some suggestions were made about the 45 hour follow up requirement:

Consider using the National Board Certification model.

Consider using more observation time, study groups, internet use, etc.

Consider implementing a lesson plan, video taping the lesson, having peer
discussion about the tape, revising the lesson, retaping, more discussion
...

The 45 contact hours do not have to be back at the institution or with all
the participants together.  Consider them as implementation hours (but be
sure to have plenty of reflection, processing, etc.)

Someone asked if IKE could be used for college faculty prof development.
The answer is YES.  Proposals which incorporate college faculty learning
with common ed faculty would be great.  This may be a good way to enrich the
teacher education and/or Arts & Science faculty collaborations with K-12
teachers as well as a mutual sharing of knowledge.

Here are some resources:

ENC Access Centers
	<http://www.sedl.org/scimast/accesscenters/>

National Board Certification
	<http://new.nbpts.org/2000NBCT/index.cfm>

Presidential Awardees
	<http://www.ehr.nsf.gov/pres_awards/awardees.htm>

National Council of Teachers of Mathematics
	www.nctm.org <http://www.nctm.org>

Oklahoma State Department of Education
	<http://title3.sde.state.ok.us/mathematics/>