A Hands-on Approach to Mathematics

Englewood district the latest to adopt new pedagogical approach to learning

 ENGLEWOOD, NJ—At Janis E. Dismus Middle School, students file into the classroom as they would in any school. But there’s one extra step: When called upon, students line up to collect their electronic student responders. Then they file back to their desks.

It’s all par for the course at Dismus, which launched the Progressive Mathematics Initiative for all students in grades 6 through 8. The school integrated the PMI model as part of its approach to standard-based learning.

“PMI is so focused on the Common Core Curriculum,” said Rycki Waldeck, an 8th grade teacher at Dismus, which began piloting PMI during the 2011-12 academic year. “We realized pretty early on how good of a fit this was.”

PMI and its companion, Progressive Science Initiative, were developed by the New Jersey Center for Teaching and Learning (CTL). First used to support the teaching of algebra, PMI is now available for K-12, including AP Calculus.

PMI aligns to Common Core standards, the educational framework adopted statewide in 2010 to ensure a “clear and consistent” approach in preparing students for college and the workforce.

CTL programs replace textbooks with free digital content used in classrooms on interactive white boards as well as distributed to students either as printouts or electronically on a tablet or laptop.

Waldeck is such a proponent of the model that she travels to districts around the country offering professional development, training, and celebrating the nature of what she calls “a living curriculum.”

“The thing that works with PMI, from both a curriculum writer’s and an instructor’s standpoint, is that we can make tweaks and changes to the curriculum based on new and emerging standards,” Waldeck said. “If you have a textbook, you’re stuck with it, and if you change it, it’s potentially a big cost to the district.”

PMI enables also a district to fine-tune a curriculum to suit its own needs, said Rosemary Seitel, site administrator for the Englewood Public School District.

“We’re talking with CTL about elements we want added to the curriculum, and it’s not about ordering new textbooks—it’s about making changes to a program,” Seitel said.

“This lets us tailor the curriculum to our own needs, tailor it locally and emphasize areas where our students might need more support,” she added.

The adjustability component, and the constructivist, hands-on approach, Seitel said, “is the wave of the future.

“If we needed curriculum changes in the past, who were we going to call? Mr. Prentice Hall?” she said, referring to the noted education publisher. “You can’t do that.”

But you can call Dr. Robert Goodman. Goodman is executive director of CTL, an independent non-profit foundation created by the New Jersey Education Association in 2006. Its hallmark programs, PSI and PMI, are now being implemented in districts across New Jersey as well as in Colorado and Rhode Island.

In 2012, the programs received a pledge of up to half a million dollars from the National Education Association with a commitment of $1 million more to expand nationwide and replicate the program that resulted in a gain of 60 new physics and chemistry teachers in New Jersey public schools. Previously, the state averaged an increase of 10 new physics and chemistry teachers per year.

“This program develops teachers’ skills and creates student enthusiasm for jobs of the future,” Goodman said.

Indeed, Seitel emphasized the students’ elevated level of engagement.

“They’re interacting with technology appropriately to better their worldly scope—this is 21^st century learning; it’s global technology,” Seitel said.

Both she and Waldeck said the method allows students to engage in far more self-teaching then ever before.

“My students grab the answer key and they ask each other the questions,” Waldeck said. “It’s quite a thrill, as a teacher, to be able to sit back and let them run the class for a moment.”

Seitel said that ideal is part of understanding constructivist learning.

“This is about students taking on the ship and being the driving force,” she said, adding “It’s such a beautiful thing to see it in action.”

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Teachers with an interest in new approaches to instruction, technology, and collaboration, are encouraged to consider the course. It is not necessary to be a math or science teacher to succeed.

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East Orange STEM Academy uses Physics to Take a Giant Leap

City High School Now Among the Top in the State for Students Enrolled in Advanced Placement Physics

Donata Nicholas, a 10th-grade science teacher at East Orange STEM Academy credits the school’s physics-first approach for the dramatic increase in students taking AP courses in STEM subjects.

EAST ORANGE, NJ — April 18, 2013 — When the East Orange Campus 9 High School transformed into the East Orange STEM Academy in 2011, the goal was to push education and careers in Science, Technology, Engineering and Math (STEM).

Campus 9 — a high school serving ninth graders — had been making some progress in preparing more students for advanced placement classes.

But, now as the newly-named East Orange STEM Academy, the school is now enjoying a meteoric rise in the number of students taking AP physics. The school, reconfigured to serve grades 9-11, is seeing an incredible burst in student math and science proficiency—although teachers say they’re not surprised.

The dramatic change is attributed to the Progressive Science Initiative (PSI), developed by the non-profit New Jersey Center for Teaching and Learning (CTL). PSI, which uses free digital materials in lieu of textbooks, is a sequential overhaul of high school science instruction from biology-chemistry-physics to physics-chemistry-biology.

“We’ve made real progress since opening our doors in September 2011,” said Dr. Nicholas DelTufo, principal at East Orange STEM Academy. “We have 37 students in AP physics out of about 270 students enrolled here. We’re among the top 10 schools in the state for students completing AP physics by the time they graduate. We are a shining star in urban education.”

Critical to STEM’s success, DelTufo said, is to create more physics teachers by cultivating and certifying already skilled, qualified teachers—a key PSI component.

CTL received early funding from Bayer HealthCare to carry out the physics endorsement program with two of the school’s STEM teachers, and then train other teachers how to teach AP physics.

“As a science- and research-based company with major businesses in health care, nutrition and innovative materials, Bayer has a strong stake in helping to improve science education and to insure that all individuals are scientifically literate,” said Alexandra Borchard, Global Communications Manager at Bayer Consumer Care.

“A nation’s economic prosperity depends on scientific and technology advancements and a scientifically literate workforce. We believe what is good for our nation must be addressed in our local community,” she added.

DelTufo agreed: “We needed more physics teachers for our school, and through PSI and the New Jersey Department of Education, we’ve been able to certify our own physics teachers.

“Finding new physics and chemistry teachers is very difficult, but to be able to cultivate those teachers in-house is truly beneficial. They’re doing well teaching the course—PSI works,” he said.

CTL Executive Director Dr. Robert Goodman agreed, saying the state needs to create a large number of new physics teachers to provide the quality education our children need to compete. “We would need to create about three times as many new physics teachers as currently exist if all students are to take physics,” he said. “And all students should be taking physics.”

Creating a larger pool of physics teachers statewide is critical to achieving the sequential overhaul the CTL promotes, according to Tim Panebianco, CTL’s Director of Technology and Planning. “There aren’t enough physics teachers in the state to do the right sequence of science because we’re stuck in this traditional biology-chemistry-physics route,” he said.

“Bio doesn’t prepare students for chemistry; chemistry doesn’t prepare students for physics—it’s really the opposite. Many schools don’t know how to make this transformation so we give them the tools to do that,” Panebianco said.

But, DelTufo noted this year’s sophomores at East Orange STEM Academy are taking AP physics. They will then be enrolled in AP chemistry as juniors, as well as taking AP biology and another science elective.

“I have students who could very easily take four AP science classes by the time they graduate. That’s unheard of. Well, it was unheard of in East Orange,” he said.

Panebianco echoed DelTufo’s sentiment, adding that students graduating with four AP courses are well equipped for scholarships and are positioned to succeed in “very competitive” colleges.

“This is about planning for the future,” he said. “But to the students, it’s just about being in high school, excelling, and making the most of their academic experience as they prepare to go off into the world.”

The New Jersey Center for Teaching and Learning, founded by the New Jersey Education Association in 2006, launched the Progressive Science Initiative (PSI) and the Progressive Mathematics Initiative (PMI). CTL creates free, open-source materials to teach K-12 mathematics and high school science using interactive white boards and student polling devices. CTL works with nearly 100 districts in New Jersey, as well as districts in Colorado and Rhode Island. The material is available at www.njctl.org.

–end–

The NJ Center for Teaching and Learning (CTL) is committed to the mission of dramatically improving student learning in science and mathematics.  As schools join us in that effort, we are experiencing dramatic growth in New Jersey, across the United States and around the world. CTL is looking for talented individuals who are interested in joining us in this important work.

We have specific needs for ongoing support for teachers in northern New Jersey; expansion into schools in southern New Jersey; travel throughout the United States; and work in South America and Africa. No single individual could assist us in all those areas. So, we are looking for candidates with the strongest background in PMI High School mathematics and the greatest commitment to helping students and teachers.

Every effort will then be made to work with each qualified individual to see if his or her interests and constraints would allow them to make a meaningful contribution to CTL’s mission. Through that effort, a specific job description will be generated that would be based on the individual’s capabilities and interests, and CTL’s needs.

Part of that job description will including helping to develop and improve PSI course materials, including teacher presentation files, homework, and assessments.

This individual will report to the Executive Director and will have three overarching responsibilities:

• To train teachers and administrators in PSI-PMI methods and PMI course content
• To develop curriculum materials for PSI-PMI methods and PMI courses
• To support the work of his/her colleagues within CTL

Specific assignments will be made by the Executive Director through consultation with the individual hired and CTL staff to assure that each person is in a position to build on their strengths while growing into new domains.

Potential candidates should view their role as joining a mission, not taking a job. While work hours and days are flexible, everyone in CTL is committed to working together to accomplish meaningful work on behalf of students and teachers. That will often result in having to work more than 8 hour days, or 5 day weeks. The flexibility has to be there to get the mission accomplished.

Training

This individual will work with state and national leaders, teachers, school level administrators and central office administrators to provide the training needed for successful implementation of PSI-PMI Methods and PSI courses and curricula. They will do this both by planning with them and by conducting training sessions for teachers and/or administrators.

Curriculum Development

CTL currently offers complete sets of materials to teach courses in mathematics and science. These include Interactive White Board presentation files, homework, quizzes, tests, and in science labs. The person in this position will devote part of their time to developing and improving those materials.

He or she may also coordinate teams of teachers who will be doing the same. In this coordination role he/she will work out a plan for curriculum development, make assignments to teachers (after discussion with each teacher) and then approve both the work and the voucher to provide payment for that work. Assignments will be made based on the individual’s background, strengths and interests through discussion with the Executive Director.

Supporting Colleagues

Just as CTL believes that collaboration is a critical aspect of a successful classroom, school, or district, we also believe that it is key to any successful organization. While individuals within CTL have lead roles, their fundamental goal always has to be to support the work of the overall organization. In that spirit, this individual should be able to get support from his/her colleagues and be proactive in supporting the work of his/her colleagues.

Qualifications

• Master’s Degree strongly preferred
• Located in New Jersey, or willing to relocate there by Summer 2013
• Strong background teaching PMI mathematics
• Strong knowledge of high school mathematics
• Experience using Interactive Whiteboard software
• Strong interpersonal and oral communication skills
• Strong writing skills
• Strong aptitude with technology
• Strong organizational skills

Compensation and Start Date

This position can be a full-time salary or a school district employee released to CTL on a full-time basis. Compensation will be commensurate with the applicant’s skills and experience.

Ideally, the start date for this position would coincide with the start of the CTL NJ Summer Meeting on Thursday, June 27.

CTL is an Equal Opportunity Employer. This company does not and will not discriminate in employment and personnel practices on the basis of race, sex, age, handicap, religion, national origin or any other basis prohibited by applicable law.  Hiring, transferring and promotion practices are performed without regard to the above listed items.

Application

Please email a letter of interest and resume to jobs@njctl.org by April 30, 2013.

At Woodstown High School, students in Patrick Chestnut’s Physics class chatted with students in the Republic of Gambia, located in Western Africa, and exchanged stories about life as a student in a country on the other side of the planet via Skype. Students in both classes are currently studying PSI.

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Company:           New Jersey Center for Teaching and Learning
Job Title:            Curriculum Writer, High School Math
Job Category:    Math Education
Status:                 Part Time Position
Location:            Any
About New Jersey Center for Teaching and Learning

The New Jersey Center for Teaching and Learning (CTL) is a fast growing organization that is dedicated to improving mathematics and science education. CTL is an independent, non-profit, 501 (c)3 organization that has developed two award winning programs:  The Progressive Science Initiative (PSI) and the Progressive Mathematics Initiative (PMI).  PSI and PMI offer a proven mathematics and science curriculum to best position students for success in the 21^st Century.  CTL is undergoing remarkable growth as an increasing number of school systems nationally and internationally recognize the benefits of PSI-PMI.

For more information about CTL and the PSI-PMI programs, visit www.njctl.org.

About the Position

The curriculum writer position requires working under the supervision of the Program Manager and Team Leader to develop new content and improve existing course content materials.

Key Job Responsibilities

• To analyze the Common Core State Standards
• Create SMART notebooks
• Create class work and homework questions
• Create high level multiple choice, short answer, and constructed response questions
• Create rigorous assessments
• Design hands on activities and supplementary materials to accompany lesson materials.
• Edit and improve existing content materials
• Provide feedback and review of materials
• Continuous conversation with team members and adherence to deadlines

The above duties are representative of the position and are not all-inclusive.

Requirements

CTL is seeking mathematics educators or educators familiar with PSI-PMI methodology and pedagogy with an interest in math.  Candidates should have strong interpersonal, written, and oral communication skills.  In addition, candidates should have fluency with the use of SMART notebook.  It is important for candidates to be highly self-motivated and to work quickly and efficiently.

Work Schedule

Part time position; number of hours worked will be coordinated with assignments given by the team leader and program manager.

Salary

$55.00 per hour, 10-20 hour/month maximum to start, hours dependent on assignments and quality of work

Application Process

Please submit a resume along with a brief letter of interest expressing your experience with PSI-PMI, course(s) you are interested in working on, and experience teaching that course or those courses.

In addition each candidate must submit the following assignments aligning to the course for which they are applying to write for. Note: If you wish to contribute to more than one course, please complete the assignment for your first choice course only.

All applications and assignments should be submitted to jobs@njctl.org by April 19.  Applications will continue to be accepted on a rolling basis as we find a need for more writers.

Mathematics Writers Courses High School Level:

Assignment 1:

Choose from the Common Core Mathematics Standards below for the course you are interested in working on and create a SMART notebook presentation.  Please note that each standard is typically a piece of a whole unit, so you are only creating a small portion of a unit.  The presentation should include the direct instruction portions necessary to teach that standard limited to no more than 6 slides, and each direct instruction portion should be followed by a minimum of 3 formative assessment SMART response questions.

Algebra I:

• CCSS.Math.Content.HSA-REI.A.2: Solve simple rational and radical equations in one variable, and give examples showing how extraneous solutions may arise.

*Please focus on the extraneous solutions portion of this standard.

Geometry:

• CCSS.Math.Content.HSG-GMD.B.4: Identify the shapes of two-dimensional cross-sections of three-dimensional objects, and identify three-dimensional objects generated by rotations of two-dimensional objects.

Algebra II:

• CCSS.Math.Content.HSn-VM.A.1:(+) Recognize vector quantities as having both magnitude and direction. Represent vector quantities by directed line segments, and use appropriate symbols for vectors and their magnitudes (e.g., v, |v|, ||v||, v).

Assignment 2:

For the topic that you have chosen, create an accompanying quiz complete with answer key and score guide.

The formatting for all materials should be similar to that found for the other PMI materials found on the njctl.org website.  Please see https://njctl.org/courses/teaching-methods/implementation-resources/ for further guidance on the formatting to use for the SMART notebook.

Company:           New Jersey Center for Teaching and Learning
Job Title:            Curriculum Writer, Middle School Science Grades 6-8  
Job Category:    Science Education
Status:                 Part Time Position
Location:            Any

About New Jersey Center for Teaching and Learning

The New Jersey Center for Teaching and Learning (CTL) is a fast growing organization that is dedicated to improving mathematics and science education. CTL is an independent, non-profit, 501 (c)3 organization that has developed two award winning programs:  The Progressive Science Initiative (PSI) and the Progressive Mathematics Initiative (PMI).  PSI and PMI offer a proven mathematics and science curriculum to best position students for success in the 21^st Century.  CTL is undergoing remarkable growth as an increasing number of school systems nationally and internationally recognize the benefits of PSI-PMI.

More information about CTL and the PSI-PMI programs is available here at www.njctl.org.

About the Position

The curriculum writer position requires working under the supervision of the Program Manager and Team Leader to develop new content and improve existing course content materials.

Key Job Responsibilities

• To analyze content area standards
• Create SMART notebooks
• Create class work and homework questions
• Create high level multiple choice, short answer, and free response questions
• Create rigorous assessments
• Design lab activities, hands-on demonstrations, and supplementary materials to accompany lesson materials.
• Edit and improve existing content materials
• Provide feedback and review of materials
• Continuous conversation with team members and adherence to deadlines

The above duties are representative of the position and are not all-inclusive.

Requirements

CTL is seeking science educators or educators familiar with PSI-PMI methodology and pedagogy with an interest in science.  Candidates should have strong interpersonal, written, and oral communication skills.  In addition, candidates should have fluency with the use of SMART notebook.  It is important for candidates to be highly self motivated and to work quickly and efficiently.

Work Schedule

Part time position; number of hours worked will be coordinated with assignments given by the team leader and program manager.

Salary

$55.00 per hour, 10-20 hour/month maximum to start, hours dependent on assignments and quality of work

Application Process

Please submit a resume along with a brief letter of interest expressing your experience with PSI-PMI, grade level you are interested in working on, and experience teaching that grade level.

In addition each candidate must submit the following assignments aligning to the course for which they are applying to write for.

All applications and assignments should be submitted to jobs@njctl.org by April 15^th.  Applications will continue to be accepted on a rolling basis as we find a need for more writers.

Assignment 1:

Choose a topic within one of the following units and use the Draft version of the Next Generation Science Standards to guide you in creating a SMART notebook presentation for that topic.  The presentation should include up to 6 direct instruction slides necessary to teach that topic, followed by a minimum of 3 SMART Response formative assessment questions.

6th grade: Interdependent Relationships in Ecosystems

LS2A:

• Organisms, and populations of organisms, are dependent on their environmental interactions both with other living things and with nonliving factors.  Growth of organisms and population increases are limited by access to resources.  In any ecosystem, organisms and populations with similar requirements for food, water, oxygen, or other resources may compete with each other for limited resources, access to which consequently constrains their growth and reproduction. (Next Generation Science Standards Draft Jan. 2013)

7th grade: Structure & Function

LS1A:

• All living things are made up of cells, which is the smallest unit that can be said to be alive.  An organism may consist of one single cell (unicellular) or many different numbers and types of cells (multicellular).
• Unicellular organisms (microorganisms), like multicellular organisms, need food, water, a way to dispose of waste, and an environment in which they can live.
• Within cells, special structures are responsible for the particular functions, and the cell membrane forms the boundary that controls what enters and leaves the cell.
• In multicellular organisms, the body is a system of multiple interacting subsystems.  These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions.

(Next Generation Science Standards Draft Jan. 2013)

8th grade: Wave Properties

PS4.A:

• A simple wave has a repeating pattern with a specific wavelength, frequency, and amplitude.
• A sound wave needs a medium through which it is transmitted.
• Geologists use seismic waves and their reflection at interfaces between layers to probe structures deep in the planet.
• Waves can add or cancel one another as they cross, depending on their relative phase, but they emerge unaffected by each other.

(Next Generation Science Standards Draft Jan. 2013)

Assignment 2:

For the topic that you have chosen, create an accompanying quiz complete with answer key and score guide.

The formatting for all materials should be similar to that found for the other PSI materials found on the njctl.org website.  Please see https://njctl.org/courses/teaching-methods/implementation-resources/ for further guidance on the formatting to use for the SMART notebook.

Job Title:             Curriculum Writer. Biology and/or AP Biology
Job Category:    Science Education
Status:                 Part Time Position
Location:            Any

About New Jersey Center for Teaching and Learning

The New Jersey Center for Teaching and Learning (CTL) is a fast growing organization that is dedicated to improving mathematics and science education. CTL is an independent, non-profit, 501 (c)3 organization that has developed two award winning programs: The Progressive Science Initiative (PSI) and the Progressive Mathematics Initiative (PMI). PSI and PMI offer a proven mathematics and science curriculum to best position students for success in the 21st Century. CTL is undergoing remarkable growth as an increasing number of school systems nationally and internationally recognize the benefits of PSI-PMI.

More information about CTL and the PSI-PMI programs is available here on njctl.org.

About the Position

The curriculum writer position requires working under the supervision of the Program Manager and Team Leader to develop new content and improve existing course content materials.

Key Job Responsibilities

• To analyze content area standards
• Create SMART notebooks
• Create class work and homework questions
• Create high level multiple choice, short answer, and free response questions
• Create rigorous assessments
• Design lab activities, hands-on demonstrations, and supplementary materials to accompany lesson materials.
• Edit and improve existing content materials
• Provide feedback and review of materials
• Continuous conversation with team members and adherence to deadlines

The above duties are representative of the position and are not all-inclusive.

Requirements

CTL is seeking science educators or educators familiar with PSI-PMI methodology and pedagogy with an interest in science.  Candidates should have strong interpersonal, written, and oral communication skills.  In addition, candidates should have fluency with the use of SMART notebook.  It is important for candidates to be highly self motivated and to work quickly and efficiently.

Work Schedule

Part time position; number of hours worked will be coordinated with assignments given by the team leader and program manager.

Salary

$55.00 per hour, 10-20 hour/month maximum to start, hours dependent on assignments and quality of work

Application Process

Please submit a resume along with a brief letter of interest expressing your experience with PSI-PMI, course you are interested in developing (Biology or AP Biology), and experience teaching that grade course.

In addition each candidate must submit the following assignments aligning to the course for which they are applying to write for.

All applications and assignments should be submitted to jobs@njctl.org by April 15^th.  Applications will continue to be accepted on a rolling basis as we find a need for more writers.

Assignment 1:

Using the College Board AP Curriculum Framework for Biology, create 2 original free response questions and 3 original multiple-choice questions for Big Idea 4.  All of the questions should have accompanying answer keys.  Questions should be of AP rigor and similar in style to those found on the AP test.  The format for the free response questions should follow those found at https://njctl.org/courses/science/ap-biology/big-idea-1/big-idea-1-free-response-practice/.

Assignment 2:

Choose one quiz from any of the first year biology course units and create a new version with higher level process questions.

Job Title: CTL Intern
Job Category:  Science and Mathematics Education
Status:  Full Time/Temporary Position
Location:  New Jersey

About New Jersey Center for Teaching and Learning

The New Jersey Center for Teaching and Learning (CTL) is a fast growing organization that is dedicated to improving mathematics and science education. CTL is an independent, non-profit, 501 (c)3 organization that has developed two award winning programs:  The Progressive Science Initiative (PSI) and the Progressive Mathematics Initiative (PMI).  PSI and PMI offer a proven mathematics and science curriculum to best position students for success in the 21^st Century.  CTL is undergoing remarkable growth as an increasing number of school systems nationally and internationally recognize the benefits of PSI-PMI.

For more information about CTL and the PSI-PMI programs, visit www.njctl.org.

About the Position
The primary purpose of the internship position is to assist CTL staff with mathematics and science course content development and teacher training activities.

Key Job Responsibilities

• Work with staff to review existing PSI-PMI digital content and write new content as needed
• Assist staff with teacher training sessions
• Assist staff with conference planning
• Attend staff meetings
• Participate in conferences and other special events
• Assist staff with CTL print communications

The above duties are representative of the position and are not all-inclusive.

Requirements
CTL is seeking a mathematics or science education major that is currently enrolled in an institute of higher education.  Candidates should have strong interpersonal and oral communication skills and aptitude with technology.

Work Schedule
Full time position; ten weeks beginning on or about June 17, 2013.

Salary
$500.00 per week, plus expenses for mileage.

Application Process
Please submit a resume along with a one page letter of interest explaining how this position is a good match with your background and interests to jobs@njctl.org by May 17, 2013.