An Evaluation of Project RENEW: Implementation, Progress Toward Goals, and Ongoing Impact.

Executive Summary

December 2003

Full report for Year III to be released January 2004.

Foreword

This executive summary is based on data obtained for the RENEW Year-end Reports to the National Science Foundation. The RENEW evaluation is being conducted by Sarah Hough, Ph.D. and Nancy O’Rode, Ph.D. both of whom are researchers at the University of California, Santa Barbara. Full reports for RENEW Years One and Two may be downloaded from the website at http://renew.education.ucsb.edu. RENEW is supported by grant # ESI-0101995 from the NSF. Opinions and conclusions stated here do not necessarily reflect those of the funding agency.

Introduction

According to the Glenn Commission Report Before It's Too Late (2000), over the next decade two-thirds of the teachers in America’s schools will be replaced, either by retirement, attrition, or job change. In addition to the high attrition rate of new teachers, many veteran teachers report that they and their colleagues are experiencing "burn-out" from the increased pressure from high-stakes tests, attacks on public education and educators, inadequate physical and curricular resources, and a lack of respect for the profession. To address this need Project RENEW is developing and testing a professional development mentoring model to keep talented teachers in the teaching profession while at the same time helping them improve their teaching of mathematics. Unlike BTSA, which focuses attention on newly credentialed teachers, RENEW works with any teacher in their first to fifth year of teaching mathematics. Few structures are currently in place to help teachers after they are over the hurdle of their first two years when they are more capable of focusing on issues of mathematics pedagogy and content. RENEW is providing professional development workshops, seminars and year round support in order to:

· Develop a leadership cadre of experienced teachers who work with and support beginning (first five years) teachers;

· Increase the mathematics and pedagogical knowledge of beginning and experienced teachers;

· Design activities to help teachers implement the vision of mathematics classrooms as described in the NCTM Principles and Standards for School Mathematics (NCTM, 2000) and make appropriate connections to the California Mathematics Content Standards;

· Increase teachers' capacity to work with a diverse student population (especially English Language Learners); and

· Provide intellectual and emotional support to teachers in order to sustain excellence in the profession.

Considerable data are being gathered in order to describe the model of teacher renewal that is under development and analyze and report its effects. Reported below are key findings in terms of: implementation, progression toward goals, and impact.

Implementation

Project RENEW is currently working with nine school districts in Southern California located in Ventura, Santa Barbara, and Los Angeles counties. Over 55 schools participate in the project. In the third year of the project, 157 beginning teachers (or Preceptees) will complete 21.5 hours of professional development, which is conducted by 59 teacher leaders (called Preceptors). These teacher leaders are grouped in two cohorts; during this year both cohorts will be delivering professional development seminars in their districts. Preceptors from the first cohort (2001 – 2004) will receive 59 hours of professional development and preceptors from the second cohort (2003- 2006) will receive a total of 104 hours of professional development provided by the Project RENEW staff during the third year of the project. The 74 preceptees in Year 1 and 107 preceptees in Year 2 received an average of 24 hours of professional development in mathematics education.

Effects of RENEW on Participants

Data from pre/post-year questionnaires, knowledge measures, reflective writings, interviews and site visits are being used to determine the effects of RENEW on participants’ leadership, understandings of mathematics and mathematics pedagogy and participants’ understanding of equity.

The Evolving Role of the RENEW Leader

The concept of supporting beginning teachers has evolved over the course of the project to include, not only the Preceptor as a coach and resource but that of the Preceptor as responsible for building a community of practice in which all participants learn from each other in a trusting and mutually respectful environment.

• Longitudinal data from Preceptor questionnaires indicate that after one or more years participation in RENEW Preceptors feel more confident and more able to carry out their role as beginning teacher mentor.

I now understand that as preceptees begin to trust me, they ask questions more freely and begin telling me about strategies they have tried and how they have succeeded or failed. I see that we are all in it together. [Preceptor]

Understanding Equity and Working Effectively With English Learners.

RENEW is committed to ensuring that participants continue to learn about equity issues pertinent to their roles in school and classrooms.

Participating in RENEW keeps the equity issues in the foreground so they don’t get lost. A gentle reminder to never forget the equity issue when planning lessons or setting up a classroom.

• Feedback from institutes and seminars indicate that Preceptors continue to develop their understandings of equity as they participate in RENEW. • After one or more years of participation are more likely to report the need to incorporate equity activities in general and specific strategies for English Learners into their work with Preceptees. • Site visits to specific MEPS verify this trend toward more inclusion of activities to learn about equity.

Increases in Understandings of Mathematics

In RENEW activities are designed to give participants experience both doing authentic mathematics activities and in re-experiencing the specific grade level subject matter that they will be teaching in their classrooms.

• Data from questionnaires, and knowledge measures indicate that participants are increasing their conceptual understanding of mathematics content • Data from questionnaires and interviews indicate that participants are more confident in doing mathematics and in teaching mathematics to their students • Data from reflective writings and knowledge measures indicate that participants grow in their understanding of the important mathematical processes such as reasoning, problem-solving and sense-making.

I have been challenged to look at mathematical concepts in much more depth. I am not content with knowing how to get a correct answer. I want to understand why a process works. I want to connect what I’m investigating to other mathematics. [Preceptee] As soon as I became part of RENEW I was a fan of math. Coming to RENEW and sharing my fears, anxiety and successes helped me to feel more comfortable (immediately) in my own math class. [Preceptee]

Understanding and Implementing Mathematics Pedagogy Based on The Principles and Standards for School Mathematics (NCTM, 2000).

In RENEW participants are afforded extensive opportunities to learn how to implement National and State standards for school mathematics.

RENEW has made me see how much I need to do math in order to understand math. Thanks for providing these amazing learning opportunities. What a wonderful opportunity to explore and discuss math teaching with other teachers. It has been especially helpful to see the connections across grade levels. [Preceptee] Having discussions in the meetings with other teachers improved my style of teaching and management and motivation techniques I use in class. [Preceptee] Project RENEW has helped me to feel confident in exploring new ways of teaching math. [Preceptee]

• Preceptors’ responses to the RENEW Beliefs About Pedagogy scale indicate that they hold beliefs compatible with Principles and Standards for School Mathematics (PSSM). • Preceptors are aware of the best practices in teaching mathematics as outlined in the PSSM. • After one or more years in RENEW Preceptors self-report that they have moved closer to implementing their ideal vision of a mathematics classroom based upon these beliefs and strategies. • There is a statistically significant difference between beginning teachers’ Beliefs About Pedagogy and those preceptees who have been in RENEW for one or more years. • Preceptees who have been in RENEW one or more years have Beliefs About Pedagogy that are not significantly different that those of the RENEW Preceptors. • Evaluator conducted classroom observations indicate preceptees are implementing strategies that they learn in their professional development seminars. • Preceptees self report that they feel better prepared to implement specific strategies after one or more year of participation in RENEW.

Impact of RENEW on Teacher Retention

Impact on Beginning Teacher Retention

Considerable data have been collected to examine if and how RENEW is supporting the needs of beginning teachers and hence helping to retain them in the profession.

• Questionnaire data indicate the top self-reported needs categories of preceptees are: (1) activities and strategies for classroom activities, (2) help with differentiating instruction, (3) opportunities to build working relationships with colleagues, (4) ideas for connecting mathematics to real world contexts and across disciplines, (5) a better understanding of the mathematics they must teach, (6) ways to connect standards to conceptual learning. • Preceptees overwhelmingly report that they are supported by RENEW in the above six categories. • Data from interviews and questionnaires indicate that the trusting, learning communities built among district groups of preceptors and preceptees is the key factor in their satisfaction with the project. • Further analyses of questionnaire data indicate that support beyond the traditional first two years of teaching is needed.

As always awesome strategies! Just when I feel that teaching math has become stale - I come to these seminars and feel so revitalized! It’s so great to hear and see the creativity and skills that other teachers use because we almost never have time to do this when we are in our classrooms everyday. What I love about RENEW is I get examples and handouts to use right away. We've actually made our own artifacts to share in class. Everything is very user friendly.

Full results of a summative study that examines retention rates of beginning teachers that have participated in RENEW will be reported after Year 5 of RENEW.

· Preliminary results indicate an 88% approximate retention rate in the profession of RENEW participants.

Impact on Experienced Teacher Burnout

· There is overwhelming evidence from questionnaires and participant reflections that the Project sustains the Preceptor Cadre by giving them a sense of renewal and hope. These experienced teachers report that the project has replaced “burn out” with renewed energy.

The Critical Role of the Administrator

Based on interview and feedback data the following suggestions are offered for the role of school and district personnel:

· Active Principal participation during recruitment of preceptees

· Ongoing, year-round Preceptor-Administrator communication

· District monetary support for supplies

· Visibility of Principals at mathematics professional development sessions.