NSF Awards: 1556006
The Rice University National Science Foundation Robert Noyce Teaching Fellowship Program developed and supported 14 Master Teaching Fellows (MTFs) over five years with the goal of improving the mathematics programs in their schools and mathematics instruction throughout the Houston ISD.
This video describes the impact of the program on the MTFs and outlines the results from data collection over the five years of the program. Data collection instruments include: (1) AVID Teacher Leadership Survey, (2) Learning Math for Teaching, and (3) Diversity Disposition index, as well as focus group and open-ended questions.
Focus group questions include: (1) What does effective mathematics instruction look like? (2) How well do your colleagues understand this? (3) How well do administrators understand this? (4) What ways did the program affect your beliefs about equity/diversity in math? (5) What leadership roles have you assumed in your community since the program? (6) What is the importance of community connectedness?
Open-ended questions include: (1) What complications were caused by the pandemic? (2) How would you improve the program? (3) What is next for you?
anne papakonstantinou
Director RUSMP
Thank you for visiting our video showcase “Development of Teacher Leaders in High-Need Urban Schools.”
Our video describes the impact of The Rice University Robert Noyce Master Teaching Fellowship Program (RU-MTF) #1556006 on the 14 Master Teaching Fellows and outlines the results from data collection over the five years of the program.
Please comment on any aspect of our project. We’d love to hear from you.
Chanda Jefferson
Adem Ekmekci
Carolyn White
Lexi (Elizabeth) Phillips
Thank you for sharing the data you have collected over the past five years. It was very informative and seeing their progress is very assuring that schools will have good STEM teachers.
Similarly, TEACHHouston has submitted a video based upon a STEM teacher's journey to her career. Please view here:
https://stemforall2022.videohall.com/presentations/2511.html
Thanks!
Chanda Jefferson
Adem Ekmekci
Carolyn White
anne papakonstantinou
Director RUSMP
Thank you for sharing your thoughts and your video. I know the impact of your excellent work at UH. You have produced magnificent teachers.
Chanda Jefferson
Adem Ekmekci
Deena Gould
Great project! Thank you for sharing outcomes about your Master Teacher Fellowship Program. Your focus group questions are well crafted and interesting. I especially appreciate how you examine complications that could have been caused by the pandemic and the community leadership roles that teachers may have taken up during the project or during the pandemic. I am interested in seeing some of your other presentations and / or publications. What grade levels of teachers did you work with?
Chanda Jefferson
Carolyn White
anne papakonstantinou
Director RUSMP
Thank you for your comments. We worked with middle school and senior high school teachers on this grant. You may find presentations/publications on our website https://rusmp.rice.edu/about/noyce
Chanda Jefferson
Paige Evans
Hello Anne. Congratulations on your successful project. I enjoyed learning about all of your activities related to this grant. Thank you!
Chanda Jefferson
Adem Ekmekci
anne papakonstantinou
Director RUSMP
Thank you Paige. We appreciate your compliments and appreciate your graduates. There is a lot of cross-fertilization. Our work is enriched because of your work.
Chanda Jefferson
Daniel Damelin
Senior Scientist
In the written description of the program above some focus group questions were mentioned. I'm particularly curious about teachers answers to (1) and (5), and (6).
(1) What does effective mathematics instruction look like?(5) What leadership roles have you assumed in your community since the program? (6) What is the importance of community connectedness?
Can you share what you learned from asking teachers about these ideas?
Chanda Jefferson
Adem Ekmekci
Deena Gould
anne papakonstantinou
Director RUSMP
I will briefly share the findings but would love to discuss at length if you'd like.
(1) Students engaged, hands-on, discovering; teachers guiding, facilitating; effective communication in a variety of ways
(5) Changed from individual to collaborative style' learned about organizing workshops/programs
(6) Parent and stakeholder involvement is vital; community engagement supports education
Chanda Jefferson
Carolyn White
Adem Ekmekci
Daniel Damelin
Sally Crissman
Senior Science Educator
It's great to see these results! This is an "expensive" program focused on a small group of teachers for five years (reflecting what we know about the time needed for significant or lasting change to happen). Is this "what it takes" for meaningful mathematics teacher leader development or are there aspects that can be applied in less time and dollar intensive teacher leadership PD?
Chanda Jefferson
Adem Ekmekci
anne papakonstantinou
Director RUSMP
What we have leaned in our work since 1987 is that building relationships come first, administrator support is essential, then meaningful and impactful change can follow. Noyce funds provided the opportunity to professionalize the teaching profession. Right now with so many teachers leaving the profession, these dollars which go to our teacher leaders are essential to maintain stable schools.
Chanda Jefferson
Adem Ekmekci
anne papakonstantinou
Director RUSMP
We would love for the partnering school districts to help in some way with funding this important work.
Chanda Jefferson
Adem Ekmekci
Adem Ekmekci
Director of Research for RUSMP
Completely agreed with Anne. If I may add, though, there are several reasons for the "costliness" of the program some of which come from Noyce requirements (5-year commitment, at least $10K stipend a year, at least 60% going to the participants only etc.).
On the other hand, when you think about it, $10K a year is not actually that high for an experienced teacher who does a lot for the program. Five-year commitment is also a huge factor justifying the buy-in through these stipends (given the chronic issues related to teacher retention). In addition, when you see the impact they make at their schools and districts or even teachers from other districts, all I can say is that it is definitely worth it :)
(BTW, it is more costly than it looks because of the cost-sharing requirements;)
You can see the timeline in the poster whose link is given below that summarizes the MTF tasks. One can customize this and come of with a mini-version of leadership program. But one thing we found that the longer period of time it is spread , the better and more effective it is (especially, the whole-group meetings and workshops).
Ekmekci, A., Aqazade, M., McMorris, P., Jaster, S. (2022, February). The Rice University Master Teaching Fellowship Program Results: Development of Teacher Leaders in High-Need Urban Schools. Midwest Annual Robert Noyce Teacher Scholarship Program Conference, Louisville & Cave City, KY.
Chanda Jefferson
Deena Gould
anne papakonstantinou
Director RUSMP
Excellent analysis of costs!
Chanda Jefferson
Andrea Brothman
I appreciate that Teacher Leadership development for inservice teachers began with a content and pedagogy course. Could you share more about that course? Was it developed specifically for the grant effort or was it an existing Rice course? Were the courses designed to be live and switched to virtual due to the pandemic? Lastly, what teacher feedback did you get about the demands of their participation in relation to their stipends?
Chanda Jefferson
Carolyn White
anne papakonstantinou
Director RUSMP
These were not existing Rice courses as we tailored the content to the participants. One of the resources we used was Applications of Algebra and Geometry to the Work of Teaching which was the basis of the mathematics. We modeled proper pedagogy that was learner-centric and actively engaged all learners. We modeled how to differentiate instruction and infused a variety of technologies when appropriate. We also had readings on coaching and mentoring and had an AVID piece each summer on culturally responsive teaching. Conversations about supporting teachers and students took place and we brought in guest speakers to address questions on racism, inequities in education, and other topics the MTFs raised in their journals. The courses were in person because they took place pre-pandemic. The personalized work the MTFs did the next three summers were virtual. MTFs suggested that the coursework extend to a third year if we ever submitted another Noyce proposal. They appreciated the learning opportunities and networking opportunities during the first two summers and wanted more. Our MTFs did not consider the work that was required for the stipends too much. They were playing important roles in providing professional develop during the pandemic and providing the needed leadership in their departments, in their schools, and in their school communities. These were difficult times and they soared.
Chanda Jefferson
Carolyn White
Chanda Jefferson
Educator/Education Policy Fellow
Hi my name is Chanda Jefferson and I am so happy to join the conversation. This is a wonderful program and as we think about reimagining education, we definitely need to devise a plan to expand programs like this one to develop teacher leader and improve instruction across the board. Can you share examples of resources you used during the summer intensive session and throughout the program to help enhance teachers skills to address equity and diversity in math?
anne papakonstantinou
Director RUSMP
Because of our longstanding relationship with HISD (since RUSMP's inception in 1987) and its math community, we designed a program based on their needs. These MTFs have been members of our network, some for decades, so we carefully crafted a program using materials, curriculum, and activities, we have developed over the years. AVID customized their piece to ensure it fit what we were already don't with culturally responsive teaching. Our team included people who are champions and advocates for equity and diversity (e.g., Richard Tapia) and we brought in the Center for Healing of Racism. Our resources were our team although we did have readings from the experts too.
Chanda Jefferson
Chanda Jefferson
Educator/Education Policy Fellow
Hi Anna, thank you so much for your response! I will check out the Center for Healing of Racism, and it is amazing to have equity champions on the team.
anne papakonstantinou
Director RUSMP
We are blessed to have remarkable and dedicated people to bring in. One of our MTFs is on the Board of the Center for the Healing of Racism, so when another MTF raised important questions, we were able to have Cherry Steinwender and her team address the questions in real time. Math leadership encompasses so much more than math...equity and biases must be central. Until all students have access to the best that mathematics provides, we cannot stop.
Babette Moeller
Thanks for sharing your project! I am curious about the measures you used to document impact on teachers? Do any of the publications you mention in the video describe them and the results? If so could you share a reference or link to them?
anne papakonstantinou
Director RUSMP
This presentation includes the references to the measures and instruments we used: Ekmekci, A., Aqazade, M., McMorris, P., Jaster, S. (2022, February). The Rice University Master Teaching Fellowship Program Results: Development of Teacher Leaders in High-Need Urban Schools. Midwest Annual Robert Noyce Teacher Scholarship Program Conference, Louisville & Cave City, KY.
Babette Moeller
Thanks, Anne!