recommendations

AMSTI Recommendations

The Alabama Mathematics, Science, and Technology Initiative Committee recommends the following:

Instruction

1. Focus mathematics and science instruction on understanding and concept development at all grade levels. Strategies will address the diverse needs of students and will incorporate the following:

a) Purposeful, hands-on, inquiry-based instruction
b) Active engagement in problem solving, reasoning, and investigation
c) Relevant, real-life experiences
d) Effective questioning
e) Appropriate application of knowledge in novel situations
f) Meaningful communication of mathematical and scientific ideas
g) Mastery and application of basic computational skills
h) Integration of appropriate technology

Curriculum

1. Reduce the breadth of mathematics and science content to allow time for increased depth of student understanding and to eliminate unnecessary repetition.

2. Develop and implement courses of study for mathematics and science that define grade-level knowledge, process, and application standards aligned with National Council of Teachers of Mathematics (NCTM), the National Research Council (NRC), and the International Society for Technology in Education (ISTE) standards.

3. Identify benchmarks for student achievement in mathematics and science curricula at each grade K-8.

4. Establish alternative learning opportunities that provide intervention and remediation at all grade levels.

Assessment

1. Implement an appropriate student assessment program that is ongoing, an integral part of instruction, and reflective of National Council of Teachers of Mathematics (NCTM) and National Research Council (NRC) standards. This program will include varied forms of assessment at both the classroom and statewide levels.

2. Align forms of student assessment with instructional objectives.

3. Implement criterion-referenced benchmark tests in mathematics and science to replace norm-referenced tests in Grades 3 and 7.

Professional Development

1. Provide appropriate, effective, ongoing, and extensive professional development for mathematics and science teachers and administrators.

a) Professional development for teachers will include the following:

i.) Content knowledge and pedagogy
ii.) Knowledge of state curricula requirements
iii.) Effective research-based teaching strategies
iv.) Appropriate selection and use of curricula, materials, and resources
v.) Multiple assessment strategies
vi.) Strategies for working with students from diverse backgrounds
vii.) Technology integration in planning and instruction

b) Professional development for administrators will address the following:

i.) Understanding the need for effective mathematics and science instruction
ii.) Orientation regarding successful teaching and assessment strategies
iii.) Enhancing superintendents', principals', and other system and school administrators' technology leadership skills in support of mathematics and science teaching and learning

2. Ensure the placement of qualified, well-prepared teachers in all K-12 mathematics and science classrooms. This will be achieved through the following strategies:

a) Early identification and recruitment of talented people
b) Careful screening of teacher education candidates
c) Development and implementation of a mentoring system for supporting the specific needs of new teachers, career change teachers, and experienced teachers assigned to mathematics or science for the first time
d) Incentive programs to attract and retain well-qualified teachers and administrators in all schools, especially those that are high-need and at-risk

3. Ensure that pre-service education programs are consistent with the mathematics standards promoted by the National Council of Teachers of Mathematics (NCTM), the science standards promoted by the National Research Council (NRC), and the technology standards promoted by the International Society for Technology in Education (ISTE). The following components will be included in approved pre-service programs:

a) Revised requirements for General Science certification that include increased coursework in biology, chemistry, physics, and earth/space science
b) Extensive fieldwork, observations, and interaction with students and teachers
c) Extended, intensive student teaching experiences with an exemplary cooperating teacher
d) Coordinated coursework and fieldwork
e) Time to reflect on and improve instruction and to collaborate with peers
f) Revised requirements for elementary certification, including coursework that develops a deep and thorough knowledge of the mathematics and science that will be taught

4. Promote broad participation in meaningful teacher externships, where interdisciplinary teams of teachers from the same school or school clusters take on responsibilities of the workplace and formally transfer to their classrooms the knowledge gained through workplace experiences.

5. Establish graduate-level certification programs as follows:

a) Elementary (K-6) mathematics specialist
b) Elementary (K-6) science specialist
c) Middle grades (6-8) mathematics specialist
d) Middle grades (6-8) science specialist

Resources

1. Provide grade-level appropriate mathematics and science teacher leaders for every school. These individuals will have appropriate training and reduced teaching responsibilities in order to assist teachers with the following:

a) Planning
b) Location and use of resources
c) Curriculum implementation
d) Content knowledge
e) Instructional methodologies
f) Assessment
g) Classroom and laboratory management
h) Safety

2. Provide a full-time technology specialist at each school to handle hardware, software, and related questions; provide training for teachers; document usage data for assessment; enable integration of technology into the curriculum; and work collaboratively with the mathematics and science teacher leaders.

3. Equip, update, and maintain all mathematics and science classrooms so teachers have easy access to appropriate materials, supplies, and technology necessary to deliver quality instruction. Appropriate materials, supplies, and technology include, but are not limited to, the following:

a) Manipulatives
b) Activity kits
c) Science consumables
d) Science nonconsumables
e) Literature
f) Related media (videos, CDs, audiotapes, etc.)
g) Computers (minimum ratio of one computer for every five students in each classroom)
h) Internet access
i) Calculators (grade appropriate)
j) Software
k) Peripherals (probe-ware, overhead calculators, data collectors, graph links, digital imaging and capturing devices, palm top interactive devices, etc.)
l) Overhead projectors
m) Laboratory safety equipment

4. Provide adequate space, including dedicated laboratory areas or classrooms, conducive to mathematics and science teaching.

5. Provide a web site that offers mathematics and science resources or links. The site will include the following:

a) State Department of Education documents that support mathematics, science, and technology instruction
b) Database of lesson plans targeting course of study objectives (searchable by key word)
c) Grant information that supports mathematics, science, and technology (searchable by key word)
d) Business, community, and higher education contacts that are available to schools (searchable by key word)
e) Schedules for professional development training, workshops, and institutes available to mathematics and science teachers
f) Postings of local school system positions available in mathematics, science, and technology
g) Mathematics, Science, and Technology Education Resource (MASTER) site information (including a local mentor contact list)
h) Status and plans of the Alabama Mathematics, Science, and

Technology Initiative

i) Links to professional organizations related to mathematics, science, and technology instruction
j) Alabama Learning Resource Center and Office of Technology Initiatives information
k) Research in mathematics, science, and technology
l) Other resources available to mathematics and science teachers
m) Links to the Alabama Virtual Library

6. Establish business, family, and community partnerships with local schools, school systems, and MASTER sites to enhance mathematics and science programs and to facilitate input from business and industry as to the skills and competencies that are needed in the workplace.

7. Create and make available to educators a video collection of lessons taught by exemplary teachers on key concepts, topics and objectives in mathematics and science.

8. Establish Mathematics, Science, and Technology Education Resource (MASTER) sites across the state to assist local schools and school systems in implementing the above list of recommendations. MASTER sites will promote high student achievement in mathematics, science, and technology by providing resources, professional development, and support, emphasizing on-site service in the classroom.

ALABAMA MATHEMATICS, SCIENCE, AND TECHNOLOGY INITIATIVE RECOMMENDATIONS AS ENDORSED BY THE ALABAMA STATE BOARD OF EDUCATION ON DECEMBER 14, 2000