The Science Content, Conceptual Change, and Collaboration (SC4) Mathematics and Science Partnership - MaineU.S. Department of Education

MSP Regional Meeting - San Francisco, CA

Feb. 13-15, 2008Dr. Francis Eberle and Joyce Tugel

Maine Mathematics and Science Alliance

Four Districts; 24 schools; 263 teachers grades grades K-8; 3,500 students

Three of 4 districts substantially below state average for at least 5 years (Maine DOE)

Identified as High Need Science – Physical and Nature of Science University of New England, Maine

Mathematics and Science Alliance and 4 Districts (1 Municipal, 2 - MSADs, 1 School Union)

Three years

SC4 -Background

SC4 - Goals

Increase district capacity for improving the teaching of science

Develop a sustainable community of learners

Increase students’ opportunities to learn science

Increase student achievement in science

SC4 – Project Structures

Partners4 DistrictsUniversityPD Partner

GovernanceAdvisory CouncilDistrict PD TeamTeacher Leaders

ComponentsContent KnowledgeStandards & Research on LearningInstructional StrategiesData and Action ResearchLeadershipCollaboration

PD StrategiesWorkshops (1-3 days)InstitutesOnline ForumsCurriculum ImplementationLearning CommunitiesConferencesDistrict Sessions

SC4 - Professional Development Model Conceptual change focus Layered, coherent and sustained Considered adult learning, district priorities

and structures Involve educators at all levels of the district

Outcome Continuum: 1. Building KnowledgeTeacher content knowledge, 2. Applying KnowledgeStandards and research on learning, 3. Producing

KnowledgeInstructional strategies,Data and action research,Leadership,Collaboration

SC4 – Professional Development ModelExamples of PD strategies Teacher Leaders – Curriculum Topic Study

(CTS), Workshops, Conceptual Change learning, Action Research

Teachers – Workshops (formative assessment, science and literacy, content, kit, curriculum design, CTS) Summer Institutes, after school meetings, Grade level teams, online book studies

Administrators/Leaders – District PD Planning, Workshops, data sessions, Advisory Council Meetings

SC4 – Teacher Progress

Teacher Knowledge Growth - Institutes

0102030405060708090

100

Institute One- Force andMotion

Institute Tw o-Thermodynamcis

Institute Three- Matter

Mea

n - p

erce

nt c

orre

ct

Baseline - Pretest

Posttest

Mean - Point Gain

2 Years Project Wide:

Participation in PD experiences ranges from100% to 60 % in theschools. Teachers have logged 5,422 hours of PD or an average of 18 hours/teacher.

SC4 – Student Progress (two years) Four of 6 district schools moved students

out of “Does Not Meet Standards” category in grades 4 and 8 in science (all areas) on State Assessment (1 remained the same)

All of districts reported 4th and 8th grade state assessment scores increased in physical science, while nature of science was comparatively the same to the first year.

On the SC4 designed assessment aggregated grades 3-8 subtest scores for the second year are higher in 105 of 120 (87%) sub scores as compared to first year.

SC4 – Student Progress (State assessment)

2 Years of Grade 4 Physical Science Scores on MEA

50

55

60

65

70

75

80

1 2 3 4 5 6 7 8 9 10 11Schools

Per

cent

age

of P

oint

s

2006

2007SchoolsState

StateSchools

SC4 – Student Progress (State assessment)

2 Years of Grade 4 Physical Science Scores on MEA

50

55

60

65

70

75

80

1 2 3 4 5 6 7 8 9 10 11Schools

Per

cent

age

of P

oint

s

2006

2007SchoolsState

StateSchools

SC4 - Summary PD is focused, sustained and offered

across many platforms Ownership and delivery for PD is

shifting to Districts Depth AND breath are a consequence

of the variety of learning opportunities for teachers

Districts are responding structurally Teachers are engaged Students are learning (tentative)

SC4 – Acknowledgements Co-Principal Investigators: Dr. Francis Eberle

Maine Mathematics and Science Alliance; Page Keeley Maine Mathematics and Science Alliance; Dr. James Vesenka University of New England 

Project Director: Joyce Tugel, Science Specialist - Maine Mathematics and Science Alliance

Professional Development Support: Grace Scarano – University of New England

Lynn Farrin, Nancy Chesley and Chad Dorsey - Maine Mathematics and Science Alliance

District LeadersGail Sullivan - Assistant Superintendent MSAD #35   Sue Austin- Assistant Superintendent MSAD #60Elaine Dow - Assistant Superintendent Auburn School DepartmentDennis Duquette - Superintendent School Union 29

Evaluation: Dr. Bill Nave

http://www.mmsa.org/SC4

Disclaimer

The instructional practices and assessments discussed or shown in this presentation are not intended as an endorsement by the U.S. Department of Education.