- Year 2018
- NSF Noyce Award # 1556006
- First Name Anne
- Last Name Papakonstantinou
- Discipline Math
- Co-PI(s)
Peter Sheppard, University of Louisiana at Lafayette psheppard@louisiana.edu
Richard Parr, Rice University, rparr@rice.edu
Judy Radigan, Rice University, jradigan@rice.edu
Richard Tapia, Rice University, rat@rice.edu - Presenters
Peter Sheppard, University of Louisiana at Lafayette psheppard@louisiana.edu
Adem Ekmekci, Rice University, ekmekci@rice.edu
Need
This presentation will highlight a unique collaboration between two Noyce programs in two neighbor states: Louisiana and Texas. Research and practice (RP) on teacher collaborations are extremely limited to on-campus. However, interacting with teachers at other schools, districts, or even in different states can benefit teachers to great extent. Although, collaboration between pre-service teachers and in-service teachers has been used a successful model by many (e.g., Cavanagh & Garvey, 2015), this model have yet to be scaled for in-service teachers. In this two-day onsite collaboration, we utilized teacher noticing framework to understand what Noyce fellows notice when observing others? classes in a completely different education context. Similar to teacher collaboration RP, teacher noticing has been heavily studied in the context of pre-service teachers. This study contributes to scant research on in-service teacher noticing.
Goals
The overarching goal of this collaboration opportunity was to have the two program teachers to connect with and learn from one another and share/exchange ideas about effective teaching strategies for a successful mathematics instruction. LaM3 fellows visited and observed classrooms outside their familiar/regular education context. RUMTF fellows were observed by, interacted and debriefed with other Noyce teachers.
The project goals for individual Noyce Programs are listed below.
LaM3 Project Goals:
There are 5 major goals for the program, which include:
1. Recruit 20 exceptionally qualified mathematics teachers from our three partner districts.
2. Provide participants with graduate coursework in mathematics and mathematics pedagogy that leads to a Louisiana Elementary Mathematics Specialist Certification.
3. Provide participants with additional graduate coursework tailored to meet established standards for Middle School Mathematics Master Teachers.
4. Examine the impact LaM3 participants have on students who possess hidden or unmet potential.
5. Examine the impact LaM3 participants have on the instructional practices of their peers.
RUMTF Project Goals:
The overarching goal of the Rice University Robert Noyce Master Teaching Fellowship Program is to develop exceptional secondary mathematics teachers into leaders who are deeply grounded in sound mathematical content and research-based pedagogical, leadership, adult education, and mathematics advocacy skills. The program objectives are to develop MTFs who have
1. a strong knowledge base in both university-level and secondary mathematics and a solid understanding of the connection between the two;
2. a deep understanding of and skills to implement effective precollege mathematics curriculum, instruction, and assessment;
3. exceptional leadership, mentoring, and adult education skills;
4. a robust understanding of equity and diversity issues in STEM, in particular mathematics; and
5. a repertoire of research-based methods for motivating and supporting all students to persist and achieve in mathematics with a special focus on motivating URMs.
Approach
We utilized learning to notice framework (van Es, & Sherin, 2002) to explore what Noyce teachers notice when observing other math classes. More specifically, we strived to answer the following questions: What instructional aspects and classroom dynamics do Noyce master teachers notice when observing other math teachers who teach in high-achieving schools in a high-poverty urban school district? The observed classes included a variety of classroom settings (Noyce and non-Noyce teachers, novice and experienced teachers, low-minority classes to classes with special education students). LaM3 teachers (8 middle and 2 high school) visited RUMTF teachers? (1 middle and 2 high school) and their colleagues? (5 non-RUMTF) classes for 2 days. Researchers also observed the classes and the informal meetings during the visit. Extensive field notes, teachers? responses to online open-ended questions and written reflections, and focus groups provided the data for this study.
Outcomes
There are several themes emerged as the common areas teachers’ noticing. Classroom management, student engagement, rigor, questioning, and procedural versus deep learning are among the areas all Noyce teachers paid most attention to. The informal conversations after class and in debriefing meeting with some of the classroom teachers provided opportunities to ask questions and learn about classroom teachers? strategies, school culture, local and state standards, and the reasons behind their actions in the classroom. In formal conversation usually involved sharing of how certain thing are done or why they are the way they are in different education contexts. One important finding was that visiting Noyce teachers reflected a lot on their own teaching whether it was something they would do differently (self-approving their own strategies), something they already did but would do even more (self-enhancing), or something they would adapt to or change in their own teaching (self-revising).
Broader Impacts
Broader impacts are illustrated through the domino effects generated by 18 teachers involved in the project who presumably became more cognizant of desirable instructional practices through noticing. Being more cognizant holds for all RUMTF, LaM3, and non-Noyce teachers (both observed and observers). This will plausibly impact 1,800 students who will be the recipients of improved attention to mathematics instruction (assuming each teacher teaches about 100 students).
