Elementary Mathematics Specialists (EMS) Initiatives Update

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Elementary Mathematics Specialists (EMS) Initiatives Update. Friday, September 9, 2011 Teachers of Teachers of Mathematics Annual Meeting. Nicole Rigelman, Portland State University Cheryl Beaver, Western Oregon University. Overview of Session. - PowerPoint PPT Presentation


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Elementary Mathematics Specialists (EMS) Initiatives UpdateFriday, September 9, 2011Teachers of Teachers of Mathematics Annual MeetingNicole Rigelman, Portland State UniversityCheryl Beaver, Western Oregon University9:15-10:00 am1Overview of SessionRationale for the use of Elementary Math Specialists (EMS) and their impactOverview of the AMTE EMS InitiativesResources supporting EMS certification and program development Various states stories conveying different points in the state certification process and approaches to opposition2Challenge:

Strengthening the expertise for teaching mathematics in elementary schools 3The mathematics preparation of elementary teachers must be strengthened as one means for improving teachers effectiveness in the classroom. A critical component of this recommendation is that teachers be given ample opportunities to learn mathematics for teaching teachers must know in detail and from a more advanced perspective the mathematical content they are responsible for teaching both prior to and beyond the level they are assigned to teach. Source: NMAP Report (2008)

Common Core State StandardsSome content shifts to earlier gradesFocus on conceptual understandingFocus on mathematical practicesProblem solving- Strategic Use of ToolsReasoning- PrecisionJustification- StructureModeling- Generalization

Why EMS?the use of teachers who have specialized in elementary mathematics teaching could be a practical alternative to increasing all elementary teachers content knowledge (a problem of huge scale) by focusing the need for expertise on fewer teachers (p. 44). Source: NMAP, 2008

6Why EMS?Teacherleaders can have a significant influence by assisting teachers in building their mathematical and pedagogical knowledge.Teacherleaders support on a daytoday basis ranging from conversations in the hall to inclassroom coaching to regular gradelevel and departmental seminars focused on how students learn mathematicscan be crucial to a teachers work life. Source: NCTM, 2000

7Why EMS?A single mathematics education leader can have an incredible impact on the development and effectiveness of others. Leaders in mathematics education at all levels of the school or district organization are crucial for ensuring attainment of highquality school mathematics programs Source: NCSM, 20088EMS professionals work today in different settings and are asked to do a variety of tasks:Coach/mentor other teachersServe as a teacher leader/coordinatorTeach multiple classes of elementary studentsTeach special groups of students (remedial, enrichment, pull-out or in-class)Also say something about the different language used to name EMS professionals


Will be updated this summer new research is promising10State Certification for EMSCurrently only 13 states offer professional designations for elementary mathematics specialists

Arizona, California, Georgia, Kentucky, Maryland, Michigan, Missouri, North Carolina, Ohio, South Dakota, Texas, Utah and Virginia 11Charge of the AMTE EMS InitiativeWith funding from The Brookhill Foundation:Develop guidelines for EMS program development and state certification.Use the national leverage of AMTE (and other partnering organizations) to advocate for more states to offer EMS certification/endorsement.12Overview of AMTE EMS InitiativeSummer 2009-January 2010Standards for Elementary Mathematics Specialists (EMS): A Reference for Teacher Credentialing and Degree Programs


Link on your handout14PrerequisitesTeacher certificationAt least three years of successful mathematics teaching experienceProgram Guidelines24 semester hours (or appropriate equivalent) spanning all of the program components outlined in the standards. Includes supervised mathematics practicumworking with a range of students, teachers, and professional development settings. These are recommendations for the programs.16Areas of Knowledge/Expertise for EMSContent Knowledge for Teaching MathematicsPedagogical Knowledge for Teaching MathematicsLeadership Knowledge and SkillsMathematical Content KnowledgeDeep understanding of mathematics for grades K81.Further specialized mathematics knowledge for teaching.

1 Based on recommendations in Mathematics Education of Teachers Report (2001) and Guidelines for Assessment and Instruction in Statistics Education (GAISE) Report (2007).Pedagogical Mathematics KnowledgeLearners and learningTeachingCurriculum and assessmentLeadershipProfessional ResourcesCommunicationPolicy Professional developmentEquityStandards Dissemination (2010)AMTE MembersNCTM Board MembersCBMS MembersFlyer (executive summary) to NCSM annual conference attendeesPresentationsAMTE, ASSM, NCSM, NCTMRefer to the handout.21Overview of AMTE EMS InitiativeSummer 2009-January 2010Standards for Elementary Mathematics Specialists (EMS): A Reference for Teacher Credentialing and Degree ProgramsMarch 2010-June 2010Joint EMS Position Statement


The link is on the handout23Overview of AMTE EMS InitiativeSummer 2009-January 2010Standards for Elementary Mathematics Specialists (EMS): A Reference for Teacher Credentialing and Degree ProgramsMarch 2010-June 2010Joint EMS Position StatementJune 22-23, 2010 AMTE EMS State Certification Conference

24State teams (5 members) were to include representatives from higher education, state DOE, & K-12 schools22 states applied; 10 state teams selected to attend; three states selected to send one representative

EMS State Certification Conference25EMS State Certification ConferenceWho are EMS professionals?What difference are they making?How does a state get started with certification and program development?What resources are available?What are next steps?


Overview of AMTE EMS InitiativeSummer 2009-January 2010Standards for Elementary Mathematics Specialists (EMS): A Reference for Teacher Credentialing and Degree ProgramsMarch 2010-June 2010Joint EMS Position StatementJune 22-23, 2010 AMTE EMS State Certification ConferenceDecember 1, 2010 August 30, 2011State Action Plan Progress ReportsAMTE EMS 2nd State Certification Conference

28Oregons Team Team members: Nicole Rigelman, PSUMark Freed, ODELinda Samek, George FoxKathy Cheval, Salem Keizer districtLora Nordquist, Bend La-PineCheryl Beaver, WOU

29The Oregon Teams ExperienceWhat we learned:What is an EMS?There are key players that must be involved to ensure success.It is important to have standards for certification to maintain quality levels.EMS work. There is documented evidence that schools with an EMS see test score improvement.Different states have different paths for certification and have experienced different obstacles and successes that we can learn from.There are many good models for educational programs that lead to EMS certification.A lot of work has been done by others that we can use.

30Oregons EMS Action Plan and Next StepsGoal 1: Establish EMS Certification in OregonCertification is done through TSPC Goal 2: Establish Preparation Programs for EMS

31Goal 1: Establish EMS CertificationStep 1: Develop standardsReview other state EMS certification stories & AMTE standardsComponents:Experienced teachersContent, Pedagogy, LeadershipField experienceEMS endorsement to a licenseModel after reading specialist / school social workerElementary, middle, and high

Goal 1: Establish EMS CertificationStep 2: Gather letters of support from various influential bodiesE.g. Superintendents, Principals, Deans, Business, Legislators, ODE, Teachers groups (e.g. TOTOM, OMEC, etc.)Step 3: Present proposal at Feb. meeting of TSPCThis is followed by a public review periodStep 4: Proposal voted on at May TSPC meetingGoal 2: Design Preparation Program for EMSStep 1: Secure funding for meetingsStep 2: Hold a planning retreat with representatives from institutions across Oregon (summer 2012)What is the Content? Format? Who will teach the courses? What should the Field Experience look like? Assessment issues?Look at models from other statesREAD Oregon & PrISMStep 3: Implement programs

Future StepsFind funding for first cohortFind sustainable funding and programsState EMS StoriesMarylandMissouriLouisiana and PennsylvaniaIndiana and AlabamaKentuckyOregonMaryland program, worked for 9 years to get certification, finally got the certification for elementary and now they also have it for middle level

Missouri - EMS certification conversations began with higher, held a statewide conference inviting in other states with certification to come and share, attended last years conference and have since submitted a proposal to the state department and hope to hear from the state department today!... Ready to attend the higher ed conference that will focus on program development

Louisiana and Pennsylvania attend the EMS certification conference, both have submitted proposals for EMS certification

Indiana and Alabama - attend the EMS certification conference, hit roadblocks at state level and have regrouped and strategized about how to move forward Indiana now developing case studies on their existing EMS Professionals (i.e., their role, impact) and their work to share with stakeholder group. Alabama is choosing to focus on program development to see if they can influence decision-makers similar to Marylands approach.



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