IMTE Annual Business Meeting 8:30 a.m.10:20 a.m.on Saturday.
IMTE Annual Business Meeting 8:30 a.m.10:20 a.m.on Saturday. Room: Pebble Beach Audience: Grades K-16 IMTE is an affiliate of Association of Mathematics Teacher Educators, https://amte.net/ Annual Meeting Feb 7-9, 2019, Orlando, FL Fri, February 8 3:30pm to 4:30pm, Rosen Plaza, Salon 13 How Do AMTE Affiliates Apply Problem-Solving Processes to Current Issues in Mathematics Education?
Current activities/initiatives Annual conference each March, known as "Conversations Among Colleagues." Also, two special interest group meetings. See our website http://www.miamte.org/ for history of meetings. Next meeting at Hope College in Holland, MI, on March 16, 2019. https://hope.edu/academics/mathematics/mi-amte/index.html Holland is in southwest Michigan, so within easy distance for many AMTE members in Indiana and Illinois. Being relatively new (formed in 2015), we have been working on start-up "legalities," e.g., non-profit status, tax matters, and recently purchased liability insurance. Our Nominating, Membership, and Finance Committees have been very active. We are reconfiguring our Communications and Connections Committee to mirror the national
structure, and are renaming it the Communications and Outreach Committee. We have an Advocacy Committee, and it is a primary goal for us, but we have not made headway yet except to recruit members. We have two very active special interest groups: Statistical Education of Teachers, and Teaching Mathematics Content Courses. We will be exploring more possibilities. (2) recent successes We transitioned our revenue flow. We previously collected registration and dues via conference host institution. We now do this via our website. We purchase our website domain from Squarespace, and
Stripe collects the monies and deposits them to our Chase Bank account. (3) ongoing challenges We have 120 members, about a fourth of whom are active in ongoing matters, but we need to connect better with everyone. Our visibility and purpose need to grow. (4) anything else you would like the group to know Michigan is currently working on teacher preparation standards for the new grade bands. There will be five grade bands: PK-3, 3-6, 5-9, 7-12, PK-12. Many MI-AMTE members are actively involved in the writing of the standards, and we host conversations at out meetings. Michigan recently eliminated its Basic Skills requirement for new teachers, but our accreditors (e.g., CAEP) still require it, leading to some confusion.
Agenda for the IL Mathematics Teacher Educators Introductions of Officers Introduction of members/attendees Approval of Minutes from the 2017 meeting Approval of the Treasurers Report
Business: Election of new officers Treasurer (currently Barbara O'Donnell) 4 year college/university representative (currently Tammy Voepell) 2 year college representative (currently Catherine Moushon) ISBE/IBHE/Government representative (currently Jennie Winters) President-elect Professional Development representative
Recruitment and Retention The initial slides of a presentation done by a student teacher to a Teach 101 class at her placement. Steps to Achieve Your Dream Job A presentation of my journey on the road to joining the teaching profession
About Me! Live in Schaumburg, Illinois. Graduated from Schaumburg High School 2014 Graduated from Harper Community College in 2016 with an Associates Degree Transferred to North Central College Beginning of my third year there Work part time as a RBT Proud dog mama
DREAM Job Played school as a kid Went the Business route in high school Want to be a teacher and math is what lets me After High School Two Main Choices: 2 Years Community College then transfer Gen Eds are the same
Specific schools do not have classes that will transfer into the program Do not get behind 1. 4 Year College Education Program Earlier Student teaching beginning of 4th year Education electives BOTH WILL GET YOU TO THE SAME Education Programs/Classes
Depends on what grade level you want to teach Secondary Education Basically a double major Major in your content area you want to teach Major in secondary education Education Program Classes you take to major in education regardless of the age Many different classes Some classes are the same regardless of age
All grade levels will do field experiences/practicums Student observer in the classroom of the age and conte Getting to Student Teaching In the state of Illinois, you have to pass the Illinois State Content Test in order to student teach. Content test is on all of your content area classes taken in college Have to get a minimum score of 240 to pass ALL SCHOOLS IN ILLINOIS DO THIS Education Program GPA: NCC Example
GPA of 2.75 for secondary major; 3.0 in education Tips before Student Teaching Find a group of other education students you can rely on. Do not be shy! Ask for help Ask questions Work together Relationships with your professors
The initial slides of a presentation done by NCC First Generation Coordinator to classes at some high need schools. Consider A Career in Teaching Julie Carballo, Director of Teach First EAHS Alumni/Current NC Students North Central College Teach First 2016
How many years of your adult life will you work? North Central College Teach First 2016 Think about it North Central College Teach First 2016 A teaching career is not for everyone, but it may be for you! North Central College Teach First 2016
ISBE rule changes: C- grades, TAP test term before student teaching, accepting of out of state licenses possibly without edTPA, content tests, TAP
Middle Level Math program enrollments across IL - steady? increasing or decreasing? New Secondary Math Content Test 203 Changes from 115? Suggestions on good preparation books? Some comments by students about old vs. new state content tests.
Content Test 115 (Old) This test was 125 questions and if I am correct 3 hours and 45 min. This test was definitely harder than test 2. The content was more math focused, which seems logical because it is the content test, but it is different than test 2. Topics that I wrote from test 1: algebraic proofs, ratios, proportions, history of math (Euclid's elements, archimedes), finding the next pattern in a geometric figure, area, volume, surface area, circle in a square, percentage error, probability, finding angle measure, prime and composite numbers For test 1 the questions were almost completely different when I took it the first
and second time. Very heavy on Calculus. There were some linear algebra and very little abstract algebra. There was also a lot of Geometry. There were only 10 problems about teaching. The test questions were long problems that went into a lot of unnecessary detail. It was way more difficult than anything you would ever be assessed on again in terms of going into teaching unless you wanted to be a Math teacher. It was ridiculously hard and the new test was so much easier. New Test 2018 This test has 100 questions and you only get 3 hours and 15 min. It was easier than the first test. I think about the first 20-25 questions related to being a teacher. So
there were questions about resources to use when teaching or how you would teach a certain subject. The first and second time I took this test, the questions were almost identical. The second test was a breath of fresh air. It was significantly easier (but not necessarily easy.) There were 100 questions where the first 25 were about different teaching strategies you would use when teaching math. The questions were short and to the point. There was no question of what you should be doing or what was expected of you. Then there was a fair share of logs, matrices, word problems, exponents (2 Chem problems about converting grams to milligrams,) A LOT of Geometry where it was a word problem with a picture and it had to do with the area. It was not Geometry with proofs or angle relationships or anything. Then the last 10
questions were about statistics. I took the new test twice and the questions for me were identical. Content Test Preparation Some advice I have for prep: spend the money on the practice test, but take the practice test extremely seriously since you can only take it one time. You have access to it for 100 days and can always go back and look but the answers are right there so it is hard to retest yourself. I would also go to the Content test website and look up the break down of the test. I went through each part of the break down and took as many notes on those concepts as I could.
I went to Khan Academy and looked up those topics and did ALL of the practice problems. (This was between the second and third test). I felt EXTREMELY prepared after I did this and then I passed the test. I also went through all of my notes from ALL of my college math classes. So I would suggest keeping all of your notes from every math class and then looking back at them. Obviously, there is no way to study each type of question but make sure you have the basics of each concept down. With that being said, I found the break down of the content test information more helpful than the practice test because I knew those exact questions were not going to be on the test. The practice test was much harder than the actual test. I remember questions on exponents, limits, patterns. but it is math that we learned in High school. We never review any of it in college, so you literally have to it is math that we learned in High school. We never review any of it in college, so you literally have to go and reteach it to yourself.
But the advice I would give would be to immediately go home and write down as many concepts/questions as you can remember, should you have to retake the test. ISBE's new Secondary Education Standards Concerns? Writing SPA reports (these are specific questions, perhaps suited for a small group of folks who will be writing their SPA reports within the next year) - how to
address CAEP's edTPA "limited" alignment to NCTM Standards? Alignment between NCTM's 2012 and 2003 standards? Are institutions using GPA's to assess teacher candidates' content knowledge? Other items for discussion Spring/Summer meeting Summit with other Mathematics Education Leaders in state
MI-AMTE Goals for the Coming Year Increase advocacy at the state level Continue to cultivate connections with other state organizations Further develop member communications Increase membership by reaching out to untapped groups in the state Explore new SIGs - e.g., developmental math, preparing collegiate math instructors
List successive teaching steps for student to learn replacement behavior/s. Teaching of underlying pivotal skills that will increase the student's ability to perform general positive behaviors #7 List teaching strategies/ curriculum/materials needed to teach replacement behaviors and staff responsible.
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