Highlighting Content and Pedagogy in the Arizona Teacher Institute Master's Degree Program

Authors: Erin Turner, Rebecca McGraw

The ATI evaluation team uses a combination of classroom observations using the Reformed Teaching Observation Protocol (RTOP), and the Measures of Mathematical Knowledge for Teaching developed by Deborah Ball and others, to assess the impact of the program on participants. Each participant is observed (using the RTOP measure) annually. The observations generally last one school period (50-60 minutes) and were completed in a math class of the teacher's choice.

Participants are given the Measures of Mathematical Knowledge for Teaching at the start of their participation in the ATI program and again after the first year. The Measures of Mathematical Knowledge for Teaching measures middle school content knowledge in three areas: Number Concepts and Operations, Algebra, and Geometry. The results are reported in scaled scores and the total number of correct responses for the survey. A scale score is reported for each candidate on each of the subtest areas for each of two years. The scale scores were attained by using the IRT conversion tables provided by the publisher. Equating procedures were used to generate the conversion tables. The mean is a scaled score of zero. The IRT scale scores provided are equated. This means that a candidate who receives an IRT scale score of one on the pretest and a scale score of 1 on the post-test had no change in his/her score.

 In addition, participants are asked to complete yearly surveys about their expectations and later about what they have gained from their participation.  As part of the candidate survey, a rating scale was provided in which participants were asked to report their agreement with the statements that follow on a scale from 1 to 5 with 5 meaning strongly agree and 1 meaning strongly disagree.
            1. I consider myself to be very knowledgeable about mathematics content.
            2. I consider myself to demonstrate teacher leadership at my site.
            3. I feel confident teaching mathematics content.
            4. I use direct instruction in my classroom
            5. I use problem-solving strategies with students in my classroom.
            6. I provide opportunities for student reflection of what they learned.
            7. I utilize student exploration frequently in my classroom.
            8. I help students to make connections to real life experiences.
            9. I use differentiated instruction with my students.
            10.I recognize and respect student learning styles and backgrounds.
            11.I listen to what students have to say and treat them with respect.
            12.I value the use of group problem solving.
            13.I believe my students are well prepared to pass the AIMS math tests.
            14.I use a variety of methods to help my students learn math.

Analysis of survey data included comparisons of each question across participants and across years of participation. Total scores were also calculated for each participant and compared across years of participation.