SESSION P1 (Research): “Supporting Teachers to Increase Retention (CMP STIR): Research Summary” 

– Barbara Pence, Lead Researcher, CMP STIR/Professor of Mathematics, San Jose State University

Co-Presenter: Susie W. Hakansson, Executive Director, California Mathematics Project

Why do mathematics teachers leave? Can we reduce this loss of valuable resources for our students? A five-year California State-Wide project, Supporting Teachers to Increase Retention (CMP STIR), funded by the California Post Secondary Education Commission, Improving Teacher Quality Grants, was developed in 2007 to investigate the complex relationships between retention and professional development. In this paper, we will outline the project, the research design and provide a summary of research results. Results are complex but show significant relationships between sustained professional development and retaining teachers, improving classroom practices, developing communities of practice and emerging leadership.

SESSION P2 (Research): “Teachers’ Perceptions of Impact of Professional Development over Three Years: Results from Focus Group Interviews” 

– Susie W. Hakansson, Executive Director, California Mathematics Project

Focus group interviews were conducted at all 10 CMP STIR sites’ intensive summer institutes during each of three years. This poster session will compare the responses and highlight the differences over the three years. Recommendations will be made regarding the role professional development in teacher change and teacher retention.

SESSION P3 (Models of Support): “California Mathematics Project Supporting Teachers to Increase Retention (CMP STIR) at CSU Bakersfield: The University Model of Support” 

– Joseph Fiedler, Director, Cal Poly SLO/CSU Bakersfield Mathematics Project

The CSUB STIR program, grounded in the CSUB Master of Arts in Teaching Mathematics degree, has been unusually successful in that of the twenty-seven active participants, twenty-five are still involved in education or educational policy. The nature of the support provided contributed greatly to its success.

SESSION P4 (Policy): “District Support for Teachers Above and Below the “Green Line”” 

– Davida Fischman, Professor of Mathematics, California State University, San Bernardino/Director, Inland Counties Mathematics Project

Co-Presenter: Joseph Jesunathadas, Research Associate, Inland Counties Mathematics Project STIR

We commonly think of district support as involving technical issues such as organizing and/or funding professional development, providing funding for conference attendance, providing space, and other “above the green line” activities. However, personal experience as well as research shows that equally important, if not more so, is “below the green line” support. Districts in which administrators are closely involved in designing PD, take the time to attend some portion of it, visit teachers’ classrooms, and are in close contact with PD providers, are more likely to develop and retain highly effective teachers and to have long-lasting improvements in education.

SESSION P5 (Mathematics Content and Pedagogy): “A Bilingual Web-Based Learning Tool for the Mathematics CAHSEE Exam” 

– Victor Velazquez-Victorica, Imperial Valley Mathematics Project

CAHSEEWEB.COM is a bilingual web based prep test support tool, which grew out of my participation in the CMP STIR project, for English Learner Students (Spanish speakers) trying to pass their mathematics CAHSEE test. It aims to increase the percentage of passing scores of students on the mathematics part of the CAHSEE test by using a bilingual system for practicing and learning, and to increase mathematics teachers’ retention by giving them a tool to be more successful at getting students to pass the exam.

SESSION P6 (Teacher Leadership): Retaining Teachers Through Leadership Training: An Evaluation of the CMP STIR Augmentation Grant” 

– Julie Orosco, Co-Director, UC Davis Mathematics Project

This poster summarizes the findings from a survey given to participants in the CMP STIR augmentation grant at four sites as a means to evaluate the success of the grant.