Program Status Report 1 FLORIDA INTERNATIONAL UNIVERSITY COLLEGE OF EDUCATION Program Folio Status Report Program: Education Degree Level: MAT Program Leader: Maria L. Fernandez, PhD Program Faculty: Maria L. Fernandez, PhD, Ed Dubinsky, PhD (part-time), Gengiz Alacaci, PhD (on leave) I. Program Mission and Conceptual Framework Linking Program to College The vision of the Conceptual Framework of the College of Education at FIU dictates that candidates, faculty, and staff embrace the shared experiences of a, international, professional learning community. The three major outcomes of the Conceptual Framework: Stewards of the Discipline, Reflective Inquirer, and Mindful Educator become the lens through which the Education program organizes learning experiences and contributes to the vision and aim of the College. Additionally, the desired performance learning outcomes of the Education program at the initial level are aligned with State and professional standards (e.g., FEAPs, INTASC, NCTM and 6-12 State Standards). While practicing the three outcomes (Stewards of the Discipline, Reflective Inquirer, and Mindful Educator) of FIU s College of Education Conceptual Framework, the Education program s mission is to prepare secondary mathematics pre-professionals who have the knowledge, abilities, and habits of mind to facilitate and enhance learning and development within settings; promote and facilitate the discovery, development, documentation, assessment, and dissemination of knowledge related to teaching and learning secondary mathematics; and develop professional partnerships in the larger community that foster change. To this end, the Education Program s intent is to nurture and prepare pre-service teachers to possess the dispositions, understandings and skills to facilitate enhanced learning and development within settings and to qualify for teacher certification in the State of Florida. II. Program of Studies (attach the curriculum) See: Appendix 1 III. Curricular Changes Since Last Review (2001) and Impact on Standards,
Program Status Report 2 Competencies, and Practices The Education program has completed the following activities since last being approved in 2001: The Practicum Handbook has been revised to reflect documentation (artifact) of practicum student s impact on student learning. All program candidates take a secondary classroom management course rather than completing a seminar in such. ESOL competencies/strategies have been infused into the required General Methods (EDG 5414) course, Teaching Secondary course (MAE 6336) and Secondary Classroom Management (ESE 5344C) course in addition to the required TSL 5361C ESOL Strategies for Content Teachers. Professors have undergone professional development in ESOL competencies/strategies. State mandated changes effective Fall, 2002 have been incorporated into the program. The Next Generation Sunshine State Standards (NGSSS) in grades 6-12 implemented across the state in 2008 have replaced the use of SSS 6-12 across the program. Due to budget cuts, during 2008-2009, the MAT program was closed; candidates remaining in the program are being assisted to complete their requirements. IV. Changes in Candidates Performance, Faculty, Resources, and Governance All (100%) candidates must pass professional exams including, the General Knowledge test (GK), the Professional Knowledge test, and the Subject Area test ( 6-12) prior to completion of program. There have been numerous leadership changes at the College level including the appointment of four Deans and/or Interim Deans since 2001. There have been 4 Dept. Chairs since 2001, as well. There have also been changes in program faculty. Dr. Edwin McClintock retired and Dr. Zhonghong Jiang moved to another university. Dr. Gengiz Alacaci, Dr. Maria L. Fernandez and Dr. Ed Dubinsky (part-time) have joined the program. Currently, Dr. Alacaci is on leave. V. Describe the methods by which candidates in the program impact on P-12 student learning or support the school learning environment. The candidates in the MAT program complete a small group project that demonstrates their impact on learning during their student teaching experience. The description and results of the small group project make-up the content of their Taskstream artifact portfolio, a mandatory requirement during student teaching. Additionally, the Education program prepares students to support
Program Status Report 3 the school learning environment by providing learning and experiential opportunities that enable candidates to develop the knowledge and skills necessary to meet the professional standards set by the National Council of Teachers of including several field experiences completed in conjunction with coursework within which the candidates complete assignments that engage them in working with peers and practicing teachers in teaching mathematics to secondary school students. Lastly, our program is aligned with the Florida Educator s Accomplished Practices (FEAP s), the Interstate New Teacher and Assessment Consortium (INTASC) principles of teaching, and those of the National Council for the Accreditation of Teacher Education (NCATE). Furthermore, the needs and priorities of our local school districts help to guide and inform our program. Our candidates are exposed to and have opportunities to practice a wide range of instructional strategies that are appropriate for whole class, cooperative small group, and individualized instruction in mathematics to a set of learners. These strategies are based on the fundamentals of effective teaching and best practice from the field of mathematics education. Our candidates also learn the importance of collaboration with colleagues and parents, and the professional ethics and legalities guiding the profession of teaching. Through coursework and field experiences, the mathematics education candidates develop knowledge, practices and dispositions necessary to become stewards of the discipline, reflective practitioners and mindful educators. VI. How is technology used in the program to impact instructional strategies in schools? Specify the types of technology (e.g., using Internet resources for instruction, Powerpoint presentations, electronic gradebooks etc.) used and discussed in program courses. Please complete the Table below indicating in which courses you are infusing technology in your programs. Throughout the program, candidates have opportunities to use technology to enhance their ability to create successful learning experiences for their students. Following is a chart listing a variety of courses where technology strategies and usage are infused within the program. Additionally, throughout the program, the candidates maintain an individual electronic portfolio of their work on Taskstream. Table 1 Technology Experiences Across Program Course Number Course Name Experience/ Assignment Rubric/ Assessment Common Assessment Y N
Program Status Report 4 EDG 5414 Gen l Methods WebSearch for NGSSS standards; power- point and use of internet in simulated teaches. MAE 4333 MAE 5655 Spec. Teaching Lab: Computers in Education WebSearch for NGSSS standards in mathematics 6-12; internet resources for instruction; development of lessons involving graphing calculators and other technologies for learning mathematics; powerpoint for presentation; Experiences reading research about and using a variety of technologies and software appropriate for teaching and learning mathematics; Development of Technology Portfolio; WebSearch for Mini-Unit Plan materials involving technology tools to teach mathematics; simulated teaching using a technological tool or software specifically for teaching and learning mathematics; Development of GSP Power Presentations for use with students to explore and develop mathematics Rubric, Assessment Rubrics Rubrics
Program Status Report 5 MAE 6336 Teaching Secondary content and reasoning. WebSearch for NGSSS standards in mathematics 6-12; internet resources for research and instruction; powerpoint for presentation; Rubrics MAE 5945 Practicum: WebSearch for NGSSS standards in mathematics 6-12; internet resources for instruction; development of lessons involving specific technologies for learning mathematics; Use of electronic gradebooks; Development, including analysis of student data, of Small Group Progress in problem Solving. Rubric, Final Evaluation, Assessment VII. How is diversity addressed in your program? In what courses are content, candidate experiences, and issues of diversity discussed? The Education program includes TSL 5361C: ESOL Strategies for Content Teachers. Also, diversity issues are addressed in MAE courses as they relate to not only students who Education candidates will be teaching in their future classroom but also as they relate to their selection and development of the activities they will use when they become teachers. Additionally, diversity in the classroom is discussed and an assignment pertaining to the research in teaching ELL students is given in the General Methods (EDG 5414) course a required course for all teacher education candidates. Throughout the program, candidates are placed in varied field experiences where they observe and work with students that are linguistically and culturally. Located
Program Status Report 6 below is a table listing those courses which are infused with ESOL strategies, experiences and issues. Please complete Table 2 below indicating in which courses you infuse diversity content, experiences, and issues. Table 2 Diversity Experiences Across Program Course Number Course Name Experience/ Assignment EDG 5414 Gen l Methods Candidates read/ discuss a research article pertaining to teaching ELL students; students construct lesson plans and an alternative assessment plan that contain adaptations for ELL students MAE 4333 Spec. Teaching Lab: Candidates read about and discuss ways of meeting student needs including use of culturally relevant instruction; Candidates construct lesson plans that contain adaptations for ELL and ESE students. Candidates implement mathematics lesson(s) with linguistically and culturally students during course related field experience. Rubric/ Assessment Rubric Pop quizzes Mid-term and Final Exam Rubrics Common Assessment Y N MAE 6336 Teaching Secondary Candidates read research and discuss issues on the learning and teaching of mathematics pertaining Rubric
Program Status Report 7 to students including ELL and ESE. They create lesson plans with accommodations for learners including ELL and ESE. MAE 5655 MAE 6899 Computers in Education Seminar in Education Candidates read and discuss research on ways of using technology to meet student needs; Candidates construct lesson plans involving the use of technology that contain adaptations for ELL and ESE students. Candidates read and discuss research on the learning of mathematics by learners. Rubrics Quizzes and Final Exam TSL 5361C EDP 5053 ESOL Strategies for Content Teachers Educational Psychology Candidates read and discuss research and develop knowledge, understandings, and strategies necessary to meet the needs of linguistically and culturally students thru a variety of experiences and authentic assessment techniques appropriate for ELL students. Lecture relative to Cultural Diversity Rubrics, Quizzes and Final exam Mid-term and Final Exam EE 5075 Educational Needs of Students with Review of Federal Laws related to CLDE learners Mid-term and Final Exam
Program Status Report 8 Exceptionalities VIII. In a table/grid format indicate the courses in the program in which students complete field experiences, number of field hours, and required assignments. Table 3 Field Experiences Across Program Program Education (MAT) Field Experiences (list attached) Clinical Practice (Student Teaching or Internship) Required Assignments Total Number of Hours 585 hours RED 5339 Subject Related Reading 10 hours Lesson plan to assess and scaffold students vocabulary TSL 5361C 15 hours Teach and reflect on lessons involving linguistically students. EE 5075 20 hours Observe/work in ESE classrooms MAE 4333 10 hours Teach, revise and re-teach mathematics lessons to small groups of students MAE 6336 5 hours Develop, teach and teach a lesson
Program Status Report 9 MAE 5945 15 week full-time student teaching placement in a grades 6-12 placement Total: 525 hours aligned with reforms in mathematics education and collect data and reflect on student learning during the lesson for revising the lesson. Small group progress project that demonstrates learning impact on students I. (a)in a table/grid format indicate how faculty in the program are meeting the FDOE Recency requirement (e.g., types of activities in which faculty are involved in the schools, amount of time spent per semester, types of schools being impacted); (b) Indicate how these activities are directly linked and related to the courses faculty teach and; (c) Describe how these activities are impacting and helping to improve the program. Table 4 Faculty Activities in P-12 Schools Faculty Name Maria L. Fernandez Semester/Y ear Fall 2007 School Activities Directed three lesson study cycles with MDCPS mathematics teachers and several FIU undergraduate students Planning, implementing /observing, revising, and re-teaching Name of School(s) FIU PAC and Southridge HS (low to middle SES, culturally students) Number of Hours Course Impact 15 Helped update MAE 4333, MAE 5655, and MAE 6336
Program Status Report 10 mathematics lessons with high school students Maria L. Fernandez Spring 2008 Observed in Algebra Project Class and after class discussed AP class with teacher and AP researchers Edison HS (low SES, culturally students) 3 Gained insight on work with mathematics students in lower 25 percentile referenced in discussion in MAE 4333 and MAE 6336 Maria L. Fernandez Fall 2008 Directed three lesson stu with MDCPS mathematics teachers and several FIU undergraduate students Planning, implementing/observing revising, and re-teaching mathematics lessons with high school students FIU PAC and Southridge HS (low to middle SES, culturally students) 18 Helped update MAE 4333, MAE 5655, and MAE 6336 Maria L. Fernandez Ed Dubinsky Spring 2009 Worked in Algebra Project class at Edison HS and after class discussed AP class with teacher or AP curriculum developer 2007-2008 Developed curriculum and taught daily one Algebra Project class at Edison HS Edison HS (low SES, culturally students) Edison HS (low SES, culturally students) 9 Gained insight on work with mathematics students in lower 25 percentile referenced in discussion in MAE 4333and MAE 6336 540 Gained insight for teaching MAE 6899
Program Status Report 11 Ed Dubinsky 2008-2009 Developed curriculum and taught daily one Algebra Project class at Edison HS Edison HS (low SES, culturally students) 540 Gained insight for teaching MAE 6899 Gengiz Alacaci On leave from FIU Edwin McClinto ck retired Zhonghon g Jiang Left FIU. Specify the measures used to assess student learning outcomes and at which point in the program the assessments occur. Candidates in the program are formatively assessed throughout each course in the program of study via an electronic portfolio data based system TaskStream. This system allows candidates to upload and share specific artifacts designated by each course which are reviewed and assessed against a specified 3 point rubric by COE faculty. These assessments occur at the end of each semester. Candidates are also required to pass the State s FCTE exam including the General Knowledge test (passed for admission to program), and the professional knowledge test, and subject area exam ( 6-12) prior to completion of program. Additionally, University Supervisors in collaboration with Cooperating Teachers and conference with student teachers complete Final Evaluations of the candidates during the student teaching semester. I. Describe program changes, modifications, and revisions made based on assessment results. Although candidates were passing the content area exam, candidate scores in some mathematics strands were below what program faculty felt to be satisfactory. Thus, changes have been made in the course content of MAE 4333, MAE 5655, and MAE 6336 to enhance areas of weakness in mathematics knowledge reflected on the results of the State Subject Area Exam ( 6 12). II. Remediation of Weakness from Prior Review (if any). None.
Program Status Report 12 Appendix 1 Advising Form MATHEMATICS EDUCATION (0190 updated 10/20/2006) Advisor: Dr. Maria Fernandez (mfernan@fiu.edu) MAT Program 45 Semester Hours Name: PanSoft # Phone: ( ) U/G Degree: PHASE Pre-admission BS Degree or Strong Minor (30 hours with a 3.0 GPA or higher) in or a related field 3.0 cumulative GPA over 2 most recent years of study Passing score on CLAST, GK, or 1000 on GRE Interview with program advisor PHASE I PHASE IV MAE 5655 Computers in Education (3) MAE 6336 Teaching Math In the Secondary School (3) ESE 5344 Secondary Classroom Management (3) PHASE V Field Practicum EDF 5443 Measurement & Evaluation (3) EDF 5517 Education in American History (3) EDG 5414 Gen l Instruct Decision Making (3) EDP 5053 Educational Psychology (3) MAE 5945 Practicum: (6)
Program Status Report 13 PHASE II GRADUATION REQUIREMENTS ESE 6215 Secondary School Curriculum (3) MAE 4333C Special Teaching Lab: Math (3) EE 6051Educational Needs of Students with Exceptionalities (3) PHASE III RED 5339 Subject Related Reading (3) GPA of 3.0 or better (overall) Successful demonstration of all Preprofessional Florida Educator Accomplished Practices Passing score on the Professional Education Test of the Florida Teacher Certification Exam (FCTE) Passing score on the Subject Area test of the Florida Teacher Certification Exam (FCTE) TSL 5361C ESOL Str'gs for Content Teachers (3) MAE 6899 Seminar in Education (3)