This database was compiled by Kyle Zinth, policy analyst, ECS Information Clearinghouse. For questions, additions or corrections: 303.299.3689 or firstname.lastname@example.org.
|Targeted professional development (noting when specific to mentoring and content area development, such as working in labs and partnerships with high-tech companies)|
|Alabama||Yes, Alabama Math, Science and Technology Initiative (AMSTI) provides: (1) professional development, (2) equipment and materials and (3) on-site support. Schools become official AMSTI Schools by sending all of their math and science teachers and administrators to two-week summer institutes for two summers where teachers receive grade and subject specific professional development.|
Alabama Science in Motion (ASIM) program serves as the high school science component of AMSTI. It provides high school teachers with research-grade equipment, inquiry-based discipline training and classroom support needed to run effective science laboratory programs. High school mathematics teachers are served by their local AMSTI site.
In 2007 the state announced plans to expand the program.
|Arkansas||Yes, education service cooperatives are authorized to establish mathematics and science centers and to employ a mathematics and science coordinator who has demonstrated expertise in mathematics and science content, in pedagogy and in staff development.|
The duties of the mathematics and science coordinator at the mathematics and science resource center include:
There are currently12 mathematics and science centers throughout the state.
|California||Yes, multiple provisions.|
Subject Matter Projects
Both science and mathematics are included in the state's university-based subject matter projects. Subject matter projects are designed to create opportunities for researchers, higher education faculty and elementary and secondary school faculty to work together to:
The California Science Project consists of 18 regional sites. Although they have much in common, each site is staffed by individuals with unique science and teaching backgrounds. Each site has designed and developed programs to meet local educational needs.
The California Mathematics Project consists of 19 regional sites located at college and university campuses throughout the state. Each site designs programs that meet the unique needs of schools and teachers in their region. Programs may include: intensive institute models, teacher leadership institutes, year-round workshops targeted on a specific mathematical topic, formal partnerships with schools and/or districts and programs aimed at specific school constituencies.
High School Mathematics Professional Development Institutes
High School Mathematics Professional Development Institutes are to provide instruction in the teaching of mathematics in a manner consistent with the standard for a comprehensive research-based math instruction program. Institutes must provide instruction in topics commonly found in high school math courses, including, but not limited to, geometry, Algebra II, trigonometry and calculus, that will enhance the ability of teachers to prepare students for state mathematics assessments, the state exit exam and AP and college coursework.
Mathematics and Reading Professional Development
Reimbursement program administered by the state superintendent that provides funding to local education agencies (LEAs) for teacher professional development in mathematics and reading/language arts. In order to be eligible for funding, LEAs must agree to provide 120 hours of training to participating teachers, which must consist of 40 hours of intensive professional development and 80 hours of follow-up training.
|Colorado||Yes, the teacher development grant program provides funds to schools for research-based activities that have been proven effective in improving teachers' skills, especially in teaching reading, mathematics and science. When applying for funds, recipient schools must specify goals for a measurable increase in student learning in these subjects, and report on results.|
|Delaware||Yes, certified teachers may participate in professional development clusters, approved professional development activities that lead to measurable and observable knowledge and skills. Clusters are offered by a range of entities, including the University of Delaware, the Delaware Science Coalition and individual districts. Individual cluster structure and requirements vary. |
Teachers completing a professional development cluster are eligible for a salary supplement of two to four percent - the amount varies depending on completed cluster - based on the statewide salary schedule. Teachers are typically not responsible for fees, although some clusters may require teachers to cover certain fees.
Clusters focused at the high school level include:
|District of Columbia||None identified|
|Florida||Yes, the Teacher/Quest Scholarship Program provides teachers with the opportunity to enhance their knowledge of science, mathematics and computer applications in business, industry and government. The program is a a seven-week, paid summer professional development program. Teachers work at select science and technology-based businesses in the state, enabling them to gain industry knowledge that can be infused into their curriculum. |
In 2007 a total of 85 teachers from 14 Florida counties signed up for the program. In 2006, the program drew teachers from 11 counties. The 2007 program featured 24 companies and institutions that employ the teachers during the summer. Scholarships are funded by purchases of special state-issued Challenger license plates that commemorate the seven astronauts who died when the space shuttle Challenger exploded on liftoff in 1986.
|Georgia||Yes, each regional education service agency (RESA) is responsible for providing training and assistance in subjects that are assessed by the end-of-course exams. Current subjects in which the state uses end-of-course exams include:|
There are currently 16 RESAs throughout the state.
|Hawaii||Yes, 2007 legislation establishes a professional development program to provide practicing high school science and mathematics teachers with opportunities to increase their knowledge and understanding of recent developments in the STEM subjects. The program will be administered by the University of Hawaii college of education and will be open to both certificated and non-certificated teachers. Design of the professional development program must include evaluation of best practices in other school jurisdictions and provide a variety of options for teachers, which may include summer institutes, a combination of summer, after school or weekend institutes, distance learning through video conferencing or other mechanisms.|
The college of education is required to submit a report to the legislature by the 2009 legislative session on its implementation of the program, including the number of teachers who have participated in the program. For each of the 2007-08 and 2008-09 fiscal years, $175,000 was appropriated for program development.
|Illinois||Yes, multiple provisions.|
Duties of Regional Offices of Education
Each regional office of education is required to provide for staff development services in fundamental learning areas, to include at least mathematics, science and reading resources. These services include planning, implementation and evaluation services as they relate to the continuing education, inservice training and staff development needs of teachers and administrators in the areas of mathematics, biological and physical sciences. Activities must include assisting in needs assessment activities, providing workshops and inservice training sessions, providing technical assistance, convening study or assessment groups, and acting as a clearinghouse for research materials in the fundamental learning areas. (Directory of regional offices of education.)
Mathematics and Science Block Grant Program
Meant to permit greater flexibility and efficiency in the distribution and use of certain state funds available to local education agencies in order to ensure that students meet or exceed the Illinois Learning Standards in mathematics and science. Grant funds are to be used to train and retrain teachers to be more proficient in the teaching of mathematics and science by providing professional development opportunities. (Funds are also to be used for additional purposes.) Funds will be distributed to school districts, subject to appropriation.
Contracts and Grants for Professional Development
The state board of education may enter into contracts and award grants to school districts, the regional educational service centers, the Illinois Mathematics and Science Academy, Illinois colleges and universities and other non-profit organizations devoted to scientific literacy, to provide inservice staff development for teachers.
The state board may also provide grants for colleges and universities to review and revise the preservice curriculum in mathematics and science in order to address an intensified focus on scientific literacy.
|Indiana||Yes, multiple provisions.|
Summer Training Institutes
Teachers who are assigned to teach mathematics or science Advanced Placement (AP) courses may participate in summer training institutes offered by the College Board. These teachers may be eligible for a stipend to cover costs of attending summer institutes, provided the training meets specified criteria.
Tax Credits for Summer Employment of Teachers
Taxpayers in the state are eligible for a state income tax credit for employing teachers in qualified positions during the summer months. Eligible teachers are certified in a shortage area (including mathematics and science) and are employed under contract during the regular school term by a school corporation in a shortage area. Qualified positions are relevant to the teacher's academic training in a shortage area and utilize skills and expertise developed as a result of the teacher's academic training and/or teaching experience.
Taxpayers are entitled to a credit in an amount equal to the lesser of $2,500 or 50% of the amount of compensation paid to the eligible teacher by the taxpayer during the taxable year.
School Establishment of Professional Development Programs
Additionally, each school is responsible for establishing a professional development program that has a primary focus on state and local academic standards, including a focus on Core 40 subject areas, which includes mathematics and science.
|Iowa||Yes, multiple provisions.
Teacher Development Academies
The academies are a series of professional development opportunities available to teams from public schools. Among the academies purposes is to improve district access to qualified trainers in high demand content areas, including mathematics and science. The content offered in the academies is selected to assist local districts in providing training to implement required district career development plans.
Teacher expenses incurred outside of the contract day are covered as are expenses during the school year when they are practicing implementing the strategy. Academies are in operation in all regions of the state, although due to funding there are waiting lists for participation in each region.
Iowa Professional Development Content Network
Additionally, the Iowa Professional Development Content Network Web site provides a tool for local districts to use when selecting professional development content in mathematics and science. The site includes reviews of research studies that describe the research conducted on specific instructional strategies and programs. The site also includes ideas for selecting content, resources and links to other sources of information about scientifically based research practices.
|Kentucky||Yes, 2005 legislation was aimed at improving mathematics achievement in the state. (Also addresses reading achievement.) The legislation calls for collaboration among educational entities - including the department of education, institutions of higher education, districts and schools - to meet its intentions. Each entity is charged with specific responsibilities, for example, the department of education is responsible for providing administrative support and oversight to programs to train classroom coaches and mentors to help teachers with mathematics instruction, and state colleges and universities are responsible for delivering appropriate continuing education for teachers Additionally, three portions of the the legislation addressed teacher professional development.|
Teachers' Professional Growth Fund
The growth fund was created to provide teachers high quality professional development in content knowledge in subjects including mathematics and science. Funds may be used for tuition reimbursement, stipends, purchase of materials for professional development programs and travel for professional development purposes. The state board annually determines the priority for content emphasis based on the greatest needs.
Local school boards are authorized to advance funds necessary for its teachers to participate in a college course or professional development seminar or approved activity and receive reimbursement from the department at the conclusion of the activity or course by the teacher. Priority for the use of funds is to train and support teams of teachers from all school levels to be trained as mathematics coaches and mentors in statewide institutes. (Instruction in reading also is a priority.)
Committee on Mathematics Achievement (CMA)
The CMA was charged with developing a multifaceted strategic plan to improve student achievement in mathematics at all levels of schooling. Released in 2007, the CMA's plan: provides strategies to improve mathematics performance; identifies specific groups, agencies and organizations to implement the strategies; and offers a tentative timeline to meet four areas of critical need:
Kentucky Center for Mathematics (KCM)
In collaboration with the CMA, the department of education, the Council on Postsecondary Education, all state public universities and other institutions, the KCM is responsible for developing and executing an implementation, research and evaluation plan to put into action the goals outlined by the CMA. In summer 2006, KCM launched a statewide coaching and mentoring program that will partly accomplish these strategic goals.
Additionally the KCM will also make available:
|Louisiana||The Louisiana Systemic Initiatives Program (LaSIP) was established to improve mathematics and science education in the state through a cooperative effort from the different education agencies and the National Science Foundation. This goal is addressed, in part, by providing professional development in mathematics and science. For fiscal year 2007-08, LaSIP will fund professional development projects that prepare teachers with the in-depth content knowledge and effective classroom skills needed to increase the academic achievement of the students they serve.|
|Maine||Yes, the Hannaford Teacher Renewal Scholarship Fund provides a tuition waiver for up to six credits of undergraduate or graduate course work. This award is given to practicing certified - including transitional and conditional - classroom teachers for the purpose of taking University of Maine System courses that will lead to the improvement of teaching in mathematics, science or foreign language. Course fees, childcare, travel, books and materials are eligible for reimbursement.
Applicants must be currently practicing teachers in K-12 classrooms with significant teaching responsibilities in mathematics, science or foreign language.
Additionally, the Maine School of Science and Mathematics may provide, among other services, professional development for the state's science and mathematics teachers.
|Massachusetts||Yes, mathematics teachers at schools with low-performing mathematics programs are required to take the Mathematics Content Assessment after the program is classified as low-performing. Individual results on the assessment are forwarded to the applicable mathematics teachers and their school principals for use in developing or revising professional development plans, as provided in the state's Recertification Regulations.|
|Michigan||Yes, there are 33 regional centers in the Michigan Mathematics and Science Centers Network. Among the services the centers provide is professional development for mathematics and science educators based on identified needs.|
|Minnesota||Yes, 2007 legislation appropriated money to establish regional mathematics and science teacher training centers. Each center is required provide a professional development program to train teachers selected by their district to assist other teachers with mathematics and science curriculum, standards and instruction to ensure that all teachers have access to high quality professional development programs in mathematics and science, and research-based mathematics and science programs and instructional models premised on best practices.|
|New Hampshire||None identified|
|New Jersey||None identified|
|New Mexico||Yes, among the duties of the mathematics and science bureau is developing and evaluating professional development programs in mathematics and science that are aligned with state academic and performance standards. Additionally, the mathematics and science proficiency fund provides funds to public schools,
school districts, public post-secondary educational institutions and
persons that implement innovative, research-based mathematics and
science curricula and professional development
Recipients are required to provide an annual report to the bureau that includes a detailed budget report, a description of the services provided and documented evidence of the stated outcomes of the program funded by the mathematics and science proficiency fund and that provides other information requested by the bureau.
|New York||None identified|
|North Carolina||None identified|
|North Dakota||None identified|
|Oklahoma||Yes, the Oklahoma Teacher Preparation Act provides for a continuing education program for mathematics teachers. Under the program, teachers employed to teach mathematics may obtain their certification; teachers who already have their certification may take higher education courses to further their professional development. The program pays for up to $100 per credit hour (with a maximum of 24 credit hours for teachers taking higher education courses). Teachers seeking to obtain their certification in mathematics are given priority in funding.|
Annual implementation of the program is contingent upon the level of per pupil funding, which must be at least 90% of the regional average expenditure.
|Rhode Island||None identified|
|South Carolina||Yes, the Critical Teaching Needs program was established to encourage the offering of specially designed courses in critical needs areas - including mathematics, science and computer education - for public school teachers. The program provides funding to districts for professional development, which can take the form of college credit or certificate renewal courses. Districts may apply for funds to conduct courses for certificate renewal or to contract with colleges to offer the prescribed courses. Teachers are given preference, although principals, curriculum coordinators and directors of instruction also are eligible if space permits.|
|South Dakota||None identified|
|Texas||Yes, multiple provisions.|
Texas Science, Technology, Engineering and Mathematics (T-STEM) Centers
The state has established, through partnerships with non-profits, universities and local school agencies, five T-STEM Centers to develop new STEM instructional materials. The centers will also provide professional development training to teachers and school leaders, and will evaluate the practices used at recently established T-STEM Academies to identify successful practices that can be duplicated in other schools throughout the state. (T-STEM Academies are small high schools formed through the states T-STEM initiative.)
T-STEM Best Practices Network
This network serves as a conduit for sharing best practices and lessons learned from the T-STEM Academies and Centers with all middle and high schools. Schools will have access to relevant professional development, rigorous mathematics and science curriculum, lessons plans infused with real-world activities in mathematics and science and expert and peer advice.
Master Mathematics or Science Teachers
The state has established grant programs to encourage teachers to become certified as master mathematics or science teachers. Eligible teachers must have at least three years of teaching experience and complete a knowledge-based course of instruction that includes training in mathematics or science instruction and professional peer mentoring techniques that have been proven effective through scientific testing. Districts may apply for funds to pay stipends of up to $5,000 to master-teachers who teach at a high-need campus and have primary responsibilities of teaching science or mathematics and serving as a teaching mentor to other teachers.
Mathematics Instructional Coaches Pilot Program
2007 legislation directed the state commissioner to establish a pilot program to promote college and workforce readiness at eligible districts and open-enrollment charter schools by providing assistance in developing the content knowledge and instructional expertise of mathematics teachers. Grant recipients must design and implement a pilot program in partnership with an entity from the Approved Service Provider List. (This includes - but is not restricted to - T-STEM Centers.) In March 2008, the Texas Education Agency released a Request for Applications for the pilot program.
Mathematics, Science and Technology Teacher Prep Academies
2007 legislation directed the Higher Education Coordinating Board to establish academies at certain institutions of higher education to improve the instructional skills of experienced teachers and students enrolled in teacher preparation program in mathematics, science and technology.
Programs may: (1) Provide financial assistance for the purpose of allowing participants to complete the program and obtain a master teacher certificate; (2) Include programs in leadership skills to develop training, mentoring and coaching skills; (3) Deliver coursework electronically for some or all of the program; or (4) Provide for ongoing professional development and coordination with specific public school instructional programs.
|Utah||Yes, the Public Education Job Enhancement Program is designed in part to train highly qualified secondary teachers in mathematics, physics, chemistry, physical science, learning technology and information technology. The program provides for awards of up to $20,000 or a scholarship to cover the tuition costs for a master's degree, an endorsement, or graduate education to be given to selected public school teachers on a competitive basis.|
|Washington||Yes, multiple provisions.|
Learning Assistance Program
The Learning Assistance Program provides districts with state funds to assist underachieving students, as identified through statewide assessments. Authorized activities that districts may use funds for include professional development for certified staff that focuses on mathematics content and instructional strategies. (Also pertains to reading.)
Learning Improvement Days
Provides funds to districts for the creation of targeted professional development programs to further the development of outstanding mathematics and science teaching and learning opportunities in the state. (Also pertains to reading.) The expected outcomes of these programs are the provision of meaningful, targeted professional development for all teachers in mathematics or science.
Activities that may be conducted on learning improvement days include:
2007 legislation directed the superintendent of public instruction to develop a mathematics and science instructional coach program that includes an initial coach development experience for new coaches provided through an institute setting, coaching support seminars, and additional coach development services. Instructional coaches will be focused on supporting teachers as they apply knowledge, develop skills, polish techniques and deepen their understanding of content and instructional practices. This work takes a number of forms including: Individualized professional development, department-wide and school-wide professional development, guidance in student data interpretation and using assessment to guide instruction. Washington State University is responsible for evaluating and preparing a report on the program, with an interim report due November 2008 and a final report due December 2009.
|West Virginia||None identified|
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