The collaborative research project, entitled “Using Networked Improvement Communities to Design and Implement Program Transformation Tools for Secondary Mathematics Teacher Preparation” (NIC-Transform; DUE 1834539 and 1834551, 10/1/2018-9/30/2020, $300,000), addresses the challenges of transforming secondary mathematics teacher preparation programs to meet the Standards for the Preparation of Teachers of Mathematics (AMTE Standards) prepared by the Association of Mathematics Teacher Educators and other national recommendations. A networked improvement community (NIC) approach is used to collaboratively propagate and implement tools to support programs in meeting this challenge, including a knowledge generation and management system (KGMS) that facilitates the capture of validated products and approaches useful in transforming secondary mathematics teacher preparation. Five institutions (Auburn University, University of Nebraska-Lincoln, University of Kentucky, Mississippi State University, and California State University-Fullerton) spearhead this effort within the context of the Mathematics Teacher Education Partnership (MTE-P), a collaborative of over 90 universities organized by the Association of Public and Land-grant Universities to focus on secondary mathematics teacher preparation.
Since 2012, the MTE-P has worked to create solutions to significant problems in secondary mathematics teacher preparation. However, as pointed out in the AMTE Standards, creating programs that achieve the vision of well-prepared beginning mathematics teachers is challenging, requiring a continuing focus that acknowledges the “ongoing and cyclic nature of improving mathematics teacher preparation program” (p. 165). NIC-Transform addresses this challenge by weaving together two mutually-reinforcing areas of work using a NIC design. A group of institutions involved in the MTE-P are developing approaches to effectively enact program transformation, drawn from research on institutional change and enacting the NIC design at an institutional level. The design of this project thus is a "NIC of NICs" incorporating work across the institutions. Simultaneously, work is underway to develop a KGMS to manage the knowledge that is being generated by NIC-Transform and MTE-P more broadly. Over a period of two years, these efforts will result in basic infrastructure that can be scaled up to support transformation efforts across the MTE-P and create a model that can be used with the nation.
NIC-Transform, a comprehensive approach to engage five diverse secondary mathematics teacher preparation programs in an overall process of transformation to meet the national vision of secondary mathematics teacher preparation, as described in the AMTE Standards and other documents. Comprehensive transformation of these five diverse secondary mathematics teacher preparation programs has the potential to impact over 350 preservice teachers and therefore has the potential impact over 25,000 K12 students. The initial infrastructure created by this project will be the basis for developing a more comprehensive project at the conclusion of the present study that would scale up the work to a much larger number of sites. Further, this project will generate a usable knowledge generation and management system that will extend access to additional institutions to support their comprehensive program transformation efforts and capture the knowledge generated through these transformation efforts as products and approaches are adapted for use by other institutions across, and eventually beyond, the network.
The overarching goals of NIC-Transform are to: (a) build a networked improvement community (NIC) of institutions focused on collaboratively developing and sharing tools and strategies for program transformation, incorporating attention to institutional change; and (b) create a knowledge generation and management system (KGMS) that facilitates the generation and capture of validated products and approaches useful in transforming secondary mathematics teacher preparation. The specific research questions include:
The driver diagram for NIC-Transform is shared with that of the Transformations Working Group:
W. Gary Martin, PI, Auburn University
Wendy M. Smith, PI, University of Nebraska
Margaret Mohr-Schroeder, Co-PI, University of Kentucky
Mark Ellis, Senior Personnel, California State University, Fullerton
Dana Franz, Senior Personnel, Mississippi State University
As NIC-Transform efforts scale up, we will actively seek additional collaborators in the form of local teams dedicated to secondary mathematics teacher preparation program transformation. The Transformation Working Group page on the MTE-Partnership website has many helpful suggestions for getting started with such efforts.
(copied from Transformations monograph chapter)
Recommended Readings for Stakeholders Interested in Program Transformation
Martin, W. G., Lischka, A. E., Smith, W. M., & Lawler, B. R. (Eds.) (2020). The Mathematics Teacher Education Partnership: The power of a networked improvement community to transform secondary mathematics teacher preparation. Volume 4 in B. Benken (Ed.), Association of Mathematics Teacher Educators Professional Book Series. Charlotte, NC: Information Age Publishing. https://amte.net/content/mathematics-teacher-education-partnership-power-networked-improvement-community-transform
Chapter 2 of this volume focuses particularly on program transformation efforts.
Association of Mathematics Teacher Educators. (2017). Standards for the preparation of teachers of mathematics. Raleigh, NC: Author. https://amte.net/sites/default/files/SPTM.pdf
Elrod, S., & Kezar, A. (2016). Increasing student success in STEM: A guide to systemic institutional change. Washington, DC: Association of American Colleges and Universities. https://www.aacu.org/publications-research/publications/increasing-student-success-stem-guide-systemic-institutional
Conference Board of the Mathematical Sciences. (2012). The mathematical education of teachers II. Providence, RI and Washington, DC: American Mathematical Society and Mathematical Association of America. https://www.cbmsweb.org/archive/MET2/met2.pdf
Bryk, A. S., Gomez, L., Grunow, Al., & LeMahieu, P. (2015). Learning to improve: How America's schools can get better at getting better. Boston: Harvard Education Publishing. https://www.carnegiefoundation.org/resources/publications/learning-to-improve/
Strutchens, M. E., Huang, R., Potari, D., & Losano, L. (Eds.). (2018). Educating prospective secondary mathematics teachers: Knowledge, identity, and pedagogical practices. Cham, Switzerland: Springer. https://www.springer.com/us/book/9783319910581