Recruiting Mathematics and Science
Teachers Through Partnerships

MODERATOR
Dave Jolly – Director
California Academic Partnership Program

FACILITATOR
Edward Landesman – Associate Director of
Intersegmental Relations
UC Science and Mathematics Initiative
Recruiting Mathematics and Science
Teachers Through Partnerships
PANELISTS
Dave Jolly
Moderator
Director
California Academic Partnership Program

Phil Lafontaine
Manager, Math and Science Leadership Office
CA Dept of Education

Steve Bruckman
Executive Vice Chancellor and General Counsel
CA Community College Chancellor’s Office

Jean Houck
Dean, College of Education
CA State University, Long Beach

Diane Siri
Superintendent of Schools
Santa Cruz County

Edward Landesman
Associate Director of Intersegmental Relations
UC Science and Mathematics Initiative
Guiding Questions
 What are the most promising
strategies and practices we currently
see?
 What are the critical success factors
for each of these?
 What immediate steps can be taken to
grow the success of these strategies?
California Department of
Education
Phil Lafontaine
Mathematics and Science Leadership Office
916-323-6189
plafonta@cde.ca.gov
Developing the Profession of
Teachers
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Superintendent Jack O’Connell
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Educate our students for the future
Increase the number of teachers in
mathematics and science
Continue to provide support and
professional development to new and
veteran teachers
Provide support for principals
Developing Highly Qualified
Teachers
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Four Areas of Focus
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Recruiting highly qualified teachers
Enhancing preservice education for
teachers
Expanding induction for beginning
teachers
Providing high-quality professional
development for experienced teachers
Mathematics and Science Teaching
Workforce in California in 2004-05
Classes*
FTE
Teachers
New
Hires
New
Credentials**
New
Permits**
New
BA/BSs**
Mathematics
98,103
19,713.72
2,057.2
1,258
823
1,505
Science
78,445
15,552.72
2,078.7
1,422
642
8,429
*Includes AP and IB courses
**Issues in 2003-04
NCLB Title II, Part B
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California Mathematics and Science
Partnership (CaMSP) Grants
California’s allotment
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$14 million 2003-04
$20.6 million in 2004-05
$24 million in 2005-06
$26 million estimated in 2006-07
Administered by CDE’s MSLO
Total of 43 CaMSPs funded
Purpose

Dedicated to increasing the academic
achievement of students in mathematics
(grades five through Algebra I) and
science (grades four through eight) by
enhancing the content knowledge and
teaching skills of classroom teachers
through professional learning activities.
CaMSP Goals
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Increase student knowledge in science and
mathematics.
Provide professional development for science
and mathematics teachers.
Research effective instructional practices to
achieve growth in student achievement.
Research effective practices to accomplish
teacher professional learning.
CaMSP State Focus
Aimed at improving student
achievement in:
 Grades 4-8 in science
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New State CST testing in fifth grade
Pre-high school/college courses
Grades 5-9 in mathematics

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Further readiness of students for success
in Algebra I in eighth grade
High School Exit Exam Algebra I
information
CaMSP Partnerships
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High Need Local Educational Agency

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40 percent free and reduced lunch
Institution of Higher Education
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Universities, State Universities, Colleges,
and Community Colleges.
Disciplinary faculty in mathematics, science,
and engineering.
CaMSP Research Model
Leadership Team
Student
Data
Teacher
Data
Other
Partners
Need
IHE
Intervention
CaMSP Program
?
Student &
Teacher
Data
LEA
Intensive
80 hours
Classroom
Followup
24 hours
Classroom
Followup
Additional
Intensive
Promising Practices
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Be sure teachers are involved
Involve both the College of Natural
Sciences faculty and Education faculty
Clear vision of the needs of the districts
Set realistic goals to address the needs
Connect the intensive activities to the
follow-up activities
Conduct regular meetings of the
leadership team
California Community
Colleges
Steve Bruckman
Executive Vice Chancellor and General Counsel
CA Community College Chancellor’s Office
California Community Colleges
System Strategic Plan
Ensure that the Community College
System and its partners are
maintaining and improving the transfer
function to meet the needs of students
and the state of California.
California Community Colleges
System Strategic Plan
Ensure that Community College
programs are aligned and coordinated
with state and local economic and
workforce development needs.
Math, Engineering, Science
Achievement Program (MESA)
Participating Colleges

Students
Male
Female
61%
39%
Hispanic
African American
Native American
Other
50%
10%
3%
37%
27
3,316
Math, Engineering, Science
Achievement Program (MESA)
Participating Colleges

Transfer
CSU
UC
other
585
50%
36%
14%
Annual Cost
$81,000
Economic Development and
Career Technical Education Reform
2004-05 $20 million
2005-06 $50 million
(Governor’s Proposed Budget)
California Alliance of Pre K-18
Partnerships (Final Report, 2004)
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City Heights Education Pilot
Educational Partnership Center, UC Santa
Cruz
Kern County Initiative for Teacher Recruitment
Long Beach Education Partnership
North County Professional Development
Federation (San Diego County)
Santa Ana Education Partnership
Shasta Partnership
California State University,
Long Beach
Jean Houck
Dean, College of Education
CA State University, Long Beach
Essential Elements of
Successful Partnerships
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Shared vision and goals
Effective communication
Respect for differences
Adequate resources
Continuous processes to stay relevant
An appropriate organizational model
Committed, responsible members
Continuous evaluation
Santa Cruz County
Diane Siri
Superintendent of Schools
Santa Cruz County
Teacher Workforce Initiative:
What We Know About
Monterey
Bay Area Teachers
Monterey Bay Educational Consortium
and the
Center for the Future of Teaching
and Learning
Work Groups
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Research & Evaluation
House
Recruitment & Retention
Hard to Staff Schools
Teacher Pipeline
Teacher Workforce Initiative
(TWI) Goal
To strengthen the teacher workforce
in Monterey, San Benito, and Santa
Cruz Counties through a regional,
data-driven collaborative among K-18
educational institutions.
TWI Primary Objective
To build and maintain a regional teacher
workforce decision-making system that:
 illuminates teacher workforce issues
– supply and demand
– quality
 maintains an ongoing capacity to
address these issues; and
 facilitates the collection and analysis
of current-year data.
Question #1. What can we learn
about the region’s teacher workforce
with 2002-03 data?
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Strategy: Replicate SRI analyses to
compare region with state
Data
– California Basic Educational Data
System (CBEDS)
– Collected annually from all K-12
teachers, schools, and districts in October
– Available for analysis in late summer
Professional Assignment
Information Form (PAIF)
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Teacher Preparation
– Full Credential: completed teacher
preparation program and hold a preliminary,
clear, professional clear, or life credential
– Not Full Credential: university or district
intern; pre-intern; or emergency permit or
waiver if used in current assignment
Authorized Teaching Area: all areas
authorized, regardless of current
assignment
Summary of 2002-03 Findings
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Teacher certification varies across
– subject area
– students’ socioeconomic status
Many regional teachers near retirement
age
These results parallel California state
patterns
Full-Time Teachers’ Credentials
by Subject Area (MBEC, 2002-03)
Comparison of California State and
MBEC Credential Patterns, 2002-03
Both for the state
and the region,
special education,
mathematics, and
science had the
highest levels of
teachers without full
credentials.
Source: CBEDS Data 2002-03,
SRI International Analysis
Relationship Between Teacher
Certification and Student Poverty
Levels: MBEC 2002-03
Relationship Between Teacher
Certification and Proportion of Ethnic
Minority Students: MBEC 2002-03
Relationship Between Special Education
Teacher Certification and Proportion of
Ethnic Minority Students: MBEC 2002-03
Relationship Between Teacher
Certification and Proportion of English
Learners: MBEC 2002-03
Relationship Between Teacher
Certification and School API
Performance: MBEC 2002-03
Age Distribution of MBEC Region’s
Full-Time Teachers: 2002-03
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The statewide median age was 44.5
years
In the Tri-County region, teachers’
median age was 48
Regionally, more teachers were nearing
retirement age in special ed and social
sciences (median = 51)
Full-time Teachers:
California Public Schools (2002-03)
Full-time Teachers: Monterey, San Benito,
and Santa Cruz Counties (2002-03)
Question #2: What Else Can We Learn
About Teacher Supply and Demand?
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Housing costs compared with salaries
New teacher preparation in the region
– Public and private teacher preparation
programs
– Community college and high school
pipeline resources
Gap Between Teachers’ Salaries
and Housing Prices
Ethnic Background of MBEC Region’s
Students and Teachers, 2002-03
Tri-County Region Teacher Supply:
Number of Credential
Recommendations, 7/1/02 – 6/30/03
Tri-County Region
Teacher Demand & Supply 2002-03
Key Partnership Points
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Select data points and collect data
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Use data for decisions
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Develop the trust and relationships to
sustain efforts
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Listen before volunteering and make
certain follow-through is done in time
UC Science and
Mathematics Initiative
Edward Landesman
Associate Director of Intersegmental Relations
UC Science and Mathematics Initiative
Guiding Questions
 What are the most promising
strategies and practices we currently
see?
 What are the critical success factors
for each of these?
 What immediate steps can be taken to
grow the success of these strategies?