T C E B TRIANGLE COALITION ELECTRONIC BULLETIN JULY 12, 2001 VOL. 7, NO. 26 _____________________________________________________ Published by the TRIANGLE COALITION FOR SCIENCE AND TECHNOLOGY EDUCATION _____________________________________________________ THIS WEEK'S TOPICS: BUSH URGES EDUCATION BILL PASSAGE BUSINESS PROFESSIONALS BECOME TEACHERS THROUGH GOLDEN APPLE TEACHER EDUCATION PROGRAM MATHEMATICS ASSESSMENT- A VIDEO LIBRARY K-12 MISSOURI MATHEMATICS ACADEMY FOCUSES ON MATH INSTRUCTION REFORM FOR MATH AND SCIENCE TEACHERS HOW TO TRAIN - AND RETAIN - TEACHERS SCIENCE COMMITTEE TO OFFER INFORMATION TECHNOLOGY PACKAGE INTERNATIONAL MATHEMATICAL OLYMPIAD 2001 IS HELD IN U.S. FOR FIRST TIME IN 20 YEARS LUCENT TECHNOLOGIES HONORS LOCAL MINORITY HIGH SCHOOL STUDENTS IN BELL LABS SCIENCE GRANT PROGRAM ____________________________________________________ BUSH URGES EDUCATION BILL PASSAGE (Source: AOL News, July 7, 2001) President Bush urged Congress on Saturday to take "the final, crucial step'' toward education reform by swiftly passing his schools package. In his weekly radio address, taped during a four-day stay at his family's vacation retreat, Bush said the Senate version of education reform gives states more flexibility and the House bill is more fiscally responsible. He urged both chambers to quickly find agreement on a single bill and send it to his desk. "We need to act quickly, because states and schools must make decisions on how to use their new flexibility and live up to their new responsibility,'' Bush said. His proposed education plan seeks to use federal aid as a carrot to improve failing schools. The measure, approved in separate versions by the House and Senate, brings several major changes to the federal system, foremost among them the requirement that schools annually test students in math and reading in grades three through eight and once in high school. If scores do not improve, schools would be eligible for higher federal aid. Pupils at schools in which scores do not improve could use some federal money for tutoring or transportation to another public school. "All of this will happen only when Congress joins with me to take the final, crucial step of resolving differences between the House and the Senate versions and sending an education reform bill to my desk,'' Bush said. "Completing the work of education reform is a final exam for Congress before they go home in August for summer vacation and before America's school children go back to school,'' he said. ************************************ BUSINESS PROFESSIONALS BECOME TEACHERS THROUGH GOLDEN APPLE TEACHER EDUCATION PROGRAM The Golden Apple Foundation is expanding its Golden Apple Teacher Education (GATE) alternative teacher certification program to the University of Illinois at Chicago this summer and continuing its partnership with Northwestern University and Chicago Public Schools for a fourth year. GATE is an alternative pathway to teacher preparation in Illinois designed and taught through partnerships of Northwestern University and University of Illinois at Chicago faculty and classroom teachers -- winners of the Golden Apple Award for Excellence in Teaching. The program has attracted a number of business professionals into the teaching profession, utilizing corporate experience. "The need for math and science teachers is especially strong," said Jim Pudlewski, Director of GATE for the Golden Apple Foundation. "We've found during the past three years that the program is successful in preparing professionals for a mid-career change into teaching." The program has selected 48 adults for the program, to start working with master teachers during the eight-week summer school semester beginning June 19, 2001 and entry into classrooms in fall, 2001. The first year of the program produced 12 GATE interns for Chicago schools, and the second year produced 26. The program focuses on 6th-12th grade math and science, responding to the need for these teachers in Chicago Public Schools. K-5 elementary teachers have also been chosen. Candidates must have a bachelor's degree and a 3.0 collegiate grade point average. For more information, visit www.goldenapple.org. ************************************ MATHEMATICS ASSESSMENT- A VIDEO LIBRARY K-12 WGBH TV, Boston, has introduced "Mathematics Assessment: A Video Library K-12" as a response to the National Council of Teachers of Mathematics Assessment Standards and Purposes of Assessment. Designed to complement their first library, "Teaching Math: A Video Library K-12," the Mathematics Assessment videos explore a variety of assessment methods being used around the country. Programs focus on formal and informal assessment, instructional decision-making, purposes of assessment, and individual student assessment. The library includes six 15-minute Case Studies providing examples of specific assessment strategies and practices. Three 15-minute Teacher Insight videos feature current thoughts from teachers, students, and administrators on mathematics assessment. One 30-minute program, Beyond Testing, studies issues related to equity, validity, and consistency at different levels. A 15-minute introductory video provides an overview of the videos and accompanying print materials. A "Mathematics Assessment: K-12 Guidebook" completes the library, providing background information, topics for discussion, and exploration activities. The library is intended for use in both pre-service and in-service college and university teacher development programs as well as in state, local, and county settings. Preview videos may be ordered from the Annenberg/APB Math and Science Project at 800-965-7373 or www.learner.org/catalog/math/tmassess. ************************************ MISSOURI MATHEMATICS ACADEMY FOCUSES ON MATH INSTRUCTION REFORM FOR MATH AND SCIENCE TEACHERS As an initiative to address the need for mathematics education reform in public schools, the Missouri Department of Economic Development has unveiled its Missouri Mathematics Academy pilot project, which plans to overhaul mathematics instruction through professional development of its math and science teachers. The Academy focuses on professional development of the teacher by concentrating on content expertise and instructional practices. The Academy's content is based on and reflects industrial needs for mathematical skills in a technological age, providing teachers with ongoing professional development that will help them move from teaching mathematics as "calculation" to incorporating more higher-order mathematical reasoning and algebraic thinking. In-depth sessions of mathematical content provide exemplary applications. Participating educators are matched with coaches and have committed to receiving two years of ongoing professional training following their participation in the sessions which will cover in-depth applications of mathematical content, teaching skills for algebra and geometry, and real-world applications and relevance of mathematics. The first summer Academy will demonstrate a best practices curriculum and establish a system to deploy it throughout all Missouri school districts. For more information, contact the Missouri Department of Economic Development at 314-727-9500 or visit www.ecodev.state.mo.us. ************************************ HOW TO TRAIN - AND RETAIN - TEACHERS (Source: New York Times, July 6, 2001) For some time now, the nation has been warned that our schools will need up to 2.5 million new teachers over the next decade. Indeed, school officials from New York, Atlanta, Houston, Los Angeles, Philadelphia, and other cities are actively seeking teachers from India, the West Indies, South Africa, Europe, and anywhere else where good teachers can be found. But America has no shortage of idealistic and competent people who want to teach. Far from it: the nation's 1,300 schools of education have more than enough teachers in training to meet the need. So why should this be an issue at all? Because 30 percent of all our teachers and up to 50 percent of teachers in urban schools leave their jobs within five years. Out of every 600 students entering four-year teaching programs, only 180 complete them, only 72 become teachers, and only about 40 are still teaching several years later. The problem is not only recruiting teachers; it's retaining them -- and that problem points to some very real shortages. To begin with, there is a shortage of public and official support for the profession of teaching and for professional teachers. Many of us would readily testify to the pivotal role teachers have played in our lives. In public opinion surveys and scholarly studies, we continually say that good teaching is key to school reform. And yet the teachers to whom we entrust our children and our future are not given professional respect, recognition, and compensation. The public rightly demands quality teaching and accountability but has been unwilling to acknowledge that quality comes with a price. The misconception that anyone can teach exists throughout the education system. Hence, many states routinely issue "emergency" teaching licenses to unprepared applicants - a practice that would not be tolerated in any other profession. The true crisis in the teaching profession cannot be solved with simple answers, like raids on other nations' teachers. It demands a comprehensive response. (Editor's Note: This article was written by Vartan Gregorian, former president of Brown University and former president of the New York Public Library, who is president of Carnegie Corporation of New York. The full article may be viewed at www.nytimes.com.) ************************************ SCIENCE COMMITTEE TO OFFER INFORMATION TECHNOLOGY PACKAGE House Science Committee Chairman Sherwood Boehlert (R-NY) has joined the House leadership in releasing the Republican Majority's third "E-Contract with America." In particular, Boehlert pointed to the document's pledge to ensure that research and development was adequately funded to ensure that the U.S. information technology industry remains the world leader. "We must ensure both that federal funding is adequate to create a strong foundation of basic research for new innovations and that our tax system encourages strong private research and development," Boehlert said. "Also, we must ensure that we have the work force we need to enable our information technology industry to prosper. That means improving K-12 and undergraduate education, and seeing that graduate students benefit from our university research programs." Boehlert noted that the Science Committee in mid-June approved two bills to strengthen K-12 education, H.R. 1858, which he introduced, and H.R. 100, which was introduced by Rep. Vern Ehlers (R-MI). Both bills create grant programs at the National Science Foundation to encourage colleges and universities to run programs to improve pre-college education. Boehlert said the bills are likely to pass the House within the next several weeks. "Information technology has become a cornerstone of the American economy," Boehlert said. "The Science Committee will work to ensure that it maintains its pre-eminent position." ************************************ INTERNATIONAL MATHEMATICAL OLYMPIAD 2001 IS HELD IN U.S. FOR FIRST TIME IN 20 YEARS The most prestigious high school mathematical competition in the world, the International Mathematical Olympiad (IMO), kicked-off last week in Washington, D.C. Commencing with "The March of the Competitors," the opening ceremony recognized the 83 participating countries and featured a live web cast from Geneva by Carol Bellamy, the executive director of UNICEF, and closing pre-recorded comments from the Secretary of Education, Rod Paige. This year marks the first time that the United States has hosted the IMO in 20 years. The event ends July 13 with 500 elite high school mathematicians representing their countries in one of the most-watched global math competitions. A highlight of the competition was a grueling examination taken by all students with each of the six problems taking approximately one hour to complete. Team USA 2001 is led by home schooled student Reid Barton, from Arlington, MA. His teammates include Gabriel Carroll of Oakland, CA; Ian Le of Princeton, NJ; TianKai Liu of Saratoga, CA; Oaz Nir of Saratoga, CA; and David Shin of West Orange, NJ. The six-student team outscored more than 260,000 other U.S. high school mathematicians in the national Mathematical Association of America competition, the U.S. Mathematical Olympiad held in May. The IMO is the World Championship Mathematics Competition for high school students and is held annually in different countries. The first IMO was held in 1959 in Romania with 7 countries participating. It has gradually expanded to over 80 countries from all 5 continents. To learn more about the IMO 2001, visit www.imo2001.org. ************************************ LUCENT TECHNOLOGIES HONORS LOCAL MINORITY HIGH SCHOOL STUDENTS IN BELL LABS SCIENCE GRANT PROGRAM Lucent Technologies has honored ten high school students who completed science research projects under the guidance of scientists from Bell Labs, Lucent's research and development arm. The students participated in the 13th annual Bell Labs Science Grant program which awarded grants to African-American, Hispanic, and Native-American high school students from 17 schools in New York and New Jersey. "Our goal is to nurture minority students who are interested in science," said Jorge Valdes, co-chairperson of the program. "We hope they will consider careers in science and technology." More than 100 students participated in the year-long program. The Bell Labs Science Grant program, held in collaboration with Avaya Communication and the New Jersey Science Teachers Association, is one of several programs the Lucent Technologies Foundation supports for elementary and high school science teachers and students. Others include a program to create opportunities for minorities and women in science and engineering, a program supporting science museums in their outreach to public schools, and a science education reform project encouraging hands-on, inquiry-based teaching. The Foundation also sponsors the Lucent Global Science Scholars Program, a talent competition that provides scholarships to outstanding students from 21 countries interested in information technology. For more information, visit www.lucent.com. _____________________________________________________ The TCEB is a newsletter provided to members of the Triangle Coalition. Members may forward individual articles or the issue in its entirety providing that credit is given to the Triangle Coalition, and all of the following contact information is included in any republication. For TCEB subscription or membership information, contact: Triangle Coalition for Science and Technology Education 1201 New York Avenue, NW, Suite 700, Washington, DC 20005 phone: 800-582-0115 fax: 202-289-1303 e-mail: [EMAIL PROTECTED] www.triangle-coalition.org To submit information for possible inclusion in TCEB, contact: Joanne Van Voorhis, Target Marketing, Editor [EMAIL PROTECTED] ************************************ THE MISSION OF THE TRIANGLE COALITION IS TO FOSTER COLLABORATION AMONG LEADERS IN EDUCATION, BUSINESS, AND GOVERNMENT TO IMPROVE SCIENCE, MATHEMATICS, AND TECHNOLOGY EDUCATION. The Triangle Coalition membership includes business, labor, education, science, mathematics, technology and engineering organizations, and community and state-based alliances. ************************************ -- This is the ISTA-talk mailing list. To unsubscribe: <mailto:[EMAIL PROTECTED]> For more information: <http://www.ista-il.org/ista-talk.asp> To search the archives: <http://www.mail-archive.com/ista-talk@lists.csi.cps.k12.il.us/>
