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The Montana Math and Science Teacher Initiative

Future Goals

Please note: All sub-committee reports by are to be submitted to Tricia Parrish no later than Friday, 5 November 2010 ~ Thank you.




Possible Outcomes

Responsible Parties





Communication Subcommittee

1.  Increase representation of key stakeholders by identifying and inviting the following to participate in MMSTI meetings:

-   Continue to seek representation from all State institutions offering teacher education prep programs:

  • President and/or Chancellors
  • Education Deans
  • Arts & Science Deans

-   Teachers, Teachers, Teachers…

-   Reps from Parent Organizations

-   Reps from all education professional groups

-   Students

-   School Counselors

-   Academic Advisors

-   Business Leaders

2.  Develop a strategic plan to launch an Awareness Campaign:

-          MUS websites (CAS and COE);

-          MUS weekly publications.

1.  Create partnerships to ensure the voices of key stakeholders are empowered throughout program development, assessment and outreach;

2.  Enhance the image of teaching though media blogs, commercials, radio advertisements, sound bites, and the website;

Would enhance organizational capacity to achieve sustainable change through a variety of community outreach mediums.

D. Rud, M. Thane, J. Foley, A. Keith, D. Rud, T. Parrish

1. & 2.

 Sub-committee meeting via email week of 09/13/10




Possible Outcomes

Responsible Parties



State Systematic Data Collection Subcommittee

  1. Collect annual production data for FY 10 from all participating campuses;
  2. Launch longitudinal study based on data available from OCHE and the DOL;
  3. Utilizing data provided from OPI ADC begin to launch study regarding student achievement and teacher endorsement;
  4. Aggregate data available from TRS

  5. Collect data on high school graduation rates and college retention rates of students in rural areas.

1.  Launch longitudinal study based on data available through the DOL database by submitting MUS data to OCHE;

2.  Would enable stakeholders to identify the location, salary ranges, gender, ethnicity, representation of Montana teachers;

3.  Identify definitive data related to student achievement and highly effective teachers;

4.  Determine impact of teacher retirement in state with specific focus on math and science educators;

5.  Assess if there is a quantifiable achievement gap in academic success for rural students.

Would support continuous data collection efforts to ascertain the status of math and science teachers and student achievement in the state.


   T. Trevor,

   T. Parrish



L. Atwood,

L. Peterson,  T. Parrish;


5. L. Baker, Joanne Erickson

1.  Reports due on 09/13/10

_2. Submit to OCHE 09/20/10



Email to set 1st  CC[1] week of 09/13


5. TBD

Existing Projects with Potential for State-wide Impact

Elementary Math Coaching:

Provide update on first year implementation and status of project.

  • Continually report on progress;
  • Post updated data on MMSTI website;
  • Develop low cost replication models to implement to be presented at state professional development conferences.

Would provided critical data on improving mathematics education for MT.

David Yopp, Beth Burroughs, and Jennifer Luebeck, MSU





Possible Outcomes

Responsible Parties



PD Academies and P-20 Partnerships

  1. Commence in-service training opportunities for math and science teachers into PD academy;
  2. Establish timeline to track progress and  new developments for the Middle School Master’s program;
  1. Broadfield Considerations:
    1. Examine courses for science broadfield majors at the undergraduate and post-graduate levels;
    2. Identify current or develop new graduate offerings to graduate broadfield major/minors;
    3. Prepare NSF Math and Science Partnership proposal.


1.  Integrate evaluation, program monitoring and assessment to ensure scalability across the state;

2.  Monitor progression of events toward initiating new program;

3a. Engage in inter-institutional collaborative efforts to create systematic change across MUS campuses and SKC tribal college;

3b.  Would allow graduate broadfield teachers to achieve single subject science certification in 2 or 3 science disciplines within five years of graduation;

3c. Funding would allow multiple campuses to explore various levels of targeted partnerships (science-broadfield) within teacher education programs for a specific teacher endorsement  and grade range.

Would build a shared approach to develop effective, rigorous, math and science education programs for ALL teachers and students.

1.B. Evans, C. Comer, J. Foley, T. Parrish

2.R. Billstein, J. Hirstein, K. Norman

3. B. Evans, C. Comer, P. Lutz, E. Swanson, A. Ware, D. Norris-Tull, C. O’Dell, R. Severt, T. Atkins, M. Horejsi, C. Henderson, F. Brown, T. Parrish, Department Chairs, CAS & COE Faculty; T. Parrish

  1. 09/20/10


  1. Ongoing



Inter-institutional campus meeting at UM 08/24/10

Deadline for NSF Proposal 10/14/10




Possible Outcomes

Responsible Parties




  1. Common Core Standards – Implications for Teacher Education Programs and Post-Secondary General Education Requirements:
      • Develop strategies to create a common definition of “Highly Effective” teacher;
      • Create framework for assessment of teacher candidates, teacher supervisors, and school leaders;
      • Identify components of teacher preparation and professional development programs that will strengthen content and pedagogy;
      • Identify obstacles and in preparing teachers to work in large urban settings and small rural settings
      • 2. Alignment of Common Core Standards – Student Assessment    2a.Develop strategies to increase the ability of Montana to deliver a comprehensive assessment system consisting of  formative, interim, and summative assessments;            2b. Identify various students assessments and link assessments to content in teacher education programs;
        1. 3. Professional Development;           3a. Identify existing PD programs with P-20 partnerships;   3b.Identify assessments of PD programs to determine effectiveness.

1a.; Create a clear definition and actions for improving student achievement;

1b. Continue to build on effective practices currently in place and scale up for statewide impact;

1c. Develop a system to support “Highly Effective” teachers and sustain continued professional growth;

1d. Identify effective courses in teacher education programs that address differentiating needs between urban and rural schools;

2a.- 2b. Discuss and identify instruments and application of identified instruments necessary to create a statewide comprehensive assessment system;

3a. -3b. Begin creating seamless systems of support for in-service teachers through innovative and comprehensive approaches to statewide PD programs;

1a. Would begin to align missions and visions for statewide teacher education programs;

1b. Would begin to build a system of accountability;

1c. Would begin moving PD programs to include assessment of teacher impact on student outcomes;

1d. Would ensure quality education practices are available to all students.

2a. – 2b. Would allow policy makers to collect empirical evidence on student achievement, teacher effectiveness, school performance, and system-wide progress in attaining educational goals;

3a. -3b. Would align units across the P-20 continuum and ensure highly effective practices;

1 – 3:. Montana Council of Deans of Education, D. Parman, P. Myers, L. Peterson, Chairs of Teacher Education Programs, E. Keller, Licensure Specialists; K. Norman; T. Parrish

 10/14/2010 MCDE, CPSAC,and CAS Meeting

11/05/2010 (final)

[1] CC = Conference Call

Dr. James J Hirstein

Professor of Mathematics

The University of Montana