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Strengthening a Community of Teacher Leaders Nebraskanoyce in Collaboration with Nebraskamath

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Strengthening a Community of Teacher Leaders Nebraskanoyce in Collaboration with Nebraskamath Strengthening a Community of Teacher Leaders NebraskaNOYCE in collaboration with NebraskaMATH UNIVERSITY OF NEBRASKA-LINCOLN Robert Noyce Teacher Scholarship Program Working with a university is Contents rewarding if for no other reason “ than knowing that professionals Strengthening a Community of who already have the respect, Teacher Leaders admiration and support of the 4 NebraskaNOYCE Overview: public believe in you and what Strengthening Teacher Leaders you do and that they value your 8 Leading the Way knowledge, skills and ideas. 16 Sharing Expertise Partnering with the university as 18 Award-Winning Teaching an equal makes me feel like the 21 Pursuing Doctorates professional educator that I envision 22 Seizing Opportunities: Shelby Aaberg in my career. I do what I do out of 24 Teaching Peers the belief that it matters in making 26 Interacting with Faculty life better for my community, state 28 Defining Rural and country. This fellowship has 31 Rising to the Challenge: Amber Vlasnik inspired and re-motivated my career 32 Urban Environments by solidifying my belief in myself and the importance of what I do. 34 Developing Partnerships: Laura Janssen I wish more teachers could feel 35 Looking Ahead: Phase II valued and appreciated in the ways 36 Building a Community that I have in the past five years.” 47 Noyce Project Leadership NebraskaNOYCE is supported by the National Science Foundation grant DUE-1035268, with additional support from the Center for Science, Mathematics and Computer Education, Jason Vitosh located at the University of Nebraska–Lincoln, and our local school district partners. Any opinions, findings and conclusions or recommendations expressed in this material are Noyce Master Teaching Fellow those of the author(s) and do not necessarily reflect the views of the National Science Foundation. COVER PHOTOS (CLOCKWISE FROM TOP LEFT): SHELBY AABERG AT 2014 NEBRASKA SUMMIT ON MATH AND SCIENCE EDUCATION BY CRAIG CHANDLER, UNIVERSITY COMMUNICATIONS; TANYA ARCHIE MODERATING PANEL AND ANNE SCHMIDT AND ALICIA DAVIS LEADING A WORKSHOP AT 2015 MIDWEST REGIONAL NOYCE CONNECTIONS CONFERENCE BY RANDY HAMPTON 2 Alan Holdorf is one of 3 Tanya Archie (standing 1 OPS MTF Brent Larson the 13 TFs who was attract- right) is one of the 30 4 MTFs Pat Janike, Katie 5 MTF Katie Garcia of was the cooperating ed to the NebraskaNOYCE MTFs who has instructed Soto and Shelby Aaberg OPS’ Bryan High School teacher for TF Pat Spieler program. He now teaches at graduate courses for discuss readings in Noyce co-teaches with her TF Strengthening (right) at Central High. a LPS high school. teachers at UNL. graduate course TEAC 949A. Lauren Beitel. Teacher Leaders 4 1 2 3 5 trengthening the number of Fellows (TFs), who since have and mathematics teachers fees at UNL for coursework that Smathematics teachers and the graduated from the Master of Arts work together to strengthen emphasizes developing leadership NOYCE PARTNER SCHOOL DISTRICTS quality of mathematics teaching with an emphasis in mathematics the teaching and learning of skills, teaching diverse learners in In addition to funds received high-need Nebraska school represent critical steps toward teaching (MAmt) degree program mathematics in schools. high-need schools and motivating from NSF, UNL and its local districts to be NSF Noyce improving K-12 mathematics at UNL and become teachers The 30 MTFs were chosen students in the classroom. school-district partners Master Teaching Fellows (MTFs), achievement. NebraskaNOYCE, in a partner high-need school between Spring 2011 and Fall MTFs were encouraged provided a $1.5 million match to making the cohort one of the a $3 million National Science district (see box on page 5). The 2013. These outstanding teachers to pursue National Board support the NebraskaNOYCE largest groups of MTFs to be award. The Omaha Public selected for a single Noyce Foundation (NSF) Robert Noyce grant program supports had to: be a math teacher or math Certification to validate their Schools (OPS), Lincoln Public Noyce Teacher Scholarship these teachers with mentoring, coach in a high-need school knowledge and ability as a master award. The group includes 10 Schools (LPS) and Grand Island from OPS, 11 from LPS, and three Public Schools (GIPS), the Program grant awarded to the professional development and district; have earned a master’s teacher (see page 18). The MTF from GIPS. In addition, six MTFs state’s three largest high-need University of Nebraska-Lincoln salary supplements while they degree; be seeking additional program informs the nation as teach in smaller, rural high-need districts, were core partners for (UNL) in 2010, builds on a fulfill their teaching commitments. opportunities to take graduate to what can be achieved by a districts. Achieving one of the NebraskaNOYCE. Nebraska’s robust statewide partnership Competitiveness for the coursework that would strengthen strong university and local school Educational Service Units Noyce program’s goals, i.e. the and two past NSF Math Science United States depends in part on their ability to be a master partnership, engaging master Coordinating Council also joined retention of master teachers in Partnerships – the Math in the dramatic improvements in the teacher; demonstrate superb teachers as leaders. as a partner to ensure that high- high-need districts, all 30 of the MTFs are still working in high- Middle Institute Partnership math and science education of knowledge of mathematics on During the first year of the need rural districts were eligible 2 to be part of NebraskaNOYCE. need Nebraska school districts, (M ) and NebraskaMATH – to its K-12 students, which in turn Praxis II Mathematics Exams; NebraskaNOYCE award, the Over the life of the grant, as well as 12 of the TFs, seven of increase the number of high- depends on improving the overall agree to teach in a high-need grant’s principal investigators NebraskaNOYCE selected 30 which are in OPS and three in quality mathematics teachers in quality, quantity and placement school district for at least five (PIs) worked with colleagues in outstanding teachers from LPS (in the 2015-16 school year). Nebraska’s high-need schools. of mathematics teachers. UNL years; and want to make major the UNL Department of Teaching, NebraskaNOYCE, under and its school-district partners contributions to mathematics Learning and Teacher Education the overarching brand of are responding to these challenges teaching and learning in their as they developed the MAmt graduates who wanted to consider Research (Ball, Hill, & NebraskaMATH, has successfully through NebraskaNOYCE and school and district. MTFs received program, a 14-month master’s becoming a mathematics teacher) Bass, 2005; Ball, Thames & recruited and significantly the preceding NebraskaMATH a $10,000 salary supplement for degree with teaching certification finished and became Nebraska Phelps, 2008; CBMS, 2001/ supported 30 remarkable Robert partnerships, all of which are participating in the 24-credit- program. During the grant’s teachers. Twelve of the TFs are still 2012; Cuoco, 2001; Heid, 2008; Noyce NSF Master Teaching creating a national model for how hour program and a fellowship second and third years, 13 TFs teaching in a high-need Nebraska NCTM, 2000) concludes that Fellows (MTFs) and 13 Teaching faculty and K-12 administrators to cover the cost of tuition and (STEM professionals and college school district. to be successful, mathematics CONT. >> 4 5 STATEWIDE SUPPORT NOYCE BY THE NUMBERS The NebraskaNOYCE grant and the All of the MTFs have been MTFs and TFs supported by the grant employed as either a lead have benefited from a robust statewide partnership led by UNL faculty that is instructor or supporting focused on providing content-rich graduate instructor for a UNL graduate 30 course for teachers education opportunities for Nebraska mathematics teachers. The partnership began with two NSF-funded Math Science TFs have been employed as either Partnerships: the Math in the Middle a lead instructor or supporting Institute Partnership and NebraskaMATH. instructor for a UNL graduate UNL Noyce co-PI Lorraine Males (third from right) with Noyce Master Teaching Fellows (from left) Dan Schaben, Jason Vitosh, Alicia Davis, Shelby Aaberg, As part of these grants, UNL established course for teachers (see page 24) the Nebraska Math and Science Summer 4 Teaching Fellows (from left, Joseph Steele, Collin Holmquist, Susie Katt, Jerel Welker, Cindy Beaman, Josh Males, Edie Ronhovde, Connie Colton, Jill Luschen, Institutes (NMSSI) to institutionalize pursuing Lauren Beitel, Jamisen Goodell and Jeremy Jank) at the 2014 Katie Soto, Tanya Archie, Jill Edgren, Katie Garcia, Phil LaFleur, Sherry West, Pat Janike, Matt UNL’s commitment to the education of doctorates Midwest Regional Noyce Connections Conference in Omaha Timm, Anne Schmidt, Brent Larson and Delise Andrews at the 2014 Midwest Noyce conference mathematics teachers begun by these two or graduated grants. Subsequently, the NebraskaMATH (see page 21) Omaha Public Schools Teacher Leader 13 + 1 Academy, which was funded by The << CONT. teachers need a knowledge of 2008). Before NebraskaNOYCE, Sherwood Foundation® and the Lozier to attract and retain high-quality articles math mathematics that differs from UNL’s post-baccalaureate program mathematics teachers, many of Foundation, as well as several grants from LPS have made it possible to continue the published department other mathematics users, such required two years to earn whom are attracted to positions in work of the two MSP grants. As a result, in journals heads / as a deep understanding of certification and did not lead to a suburban districts that have more during the summers of 2012-2016, UNL has (see page 10) liaisons the mathematical concepts, master’s degree. The shorter, but offered an average of 42 graduate courses 6 resources to pay higher salaries 8 procedures and reasoning skills intense, MAmt program offers and provide opportunities to teach designed especially for mathematics MTFs are winners of the prestigious central to the grade levels they an attractive path to becoming a in less challenging conditions.
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