# Draft OMB Clearance Request

Promoting Student Success in Algebra I

Appendix C : Protocols for Professional Development for Algebra I

February 2013OMB Approval No.: 0000

- 0000

Expires: 00/00/0000

PROMOTING STUDENT SUCCESS IN ALGEBRA I

Professiona l Development Topical Area

State Official Interview

Name: Title:

State : Interviewed by: Date:

PLEASE READ THE FOLLOWING TO RESPONDENTS

Introductory Script for State Official Interview : Good morning/afternoon. First of all, thank you so much for bein g here and for being willing to participate in this study for the US Department of Education. Before we start, we would like to introduce ourselves, provide a little background on our work, and answer any questions you might have.

INTRODUCTION AND BACK GROUND

My name is [ name ] and this is [ name ] of the other site visitor. We are researchers from American Institutes for Research and Windwalker Corporation, organizations that conduct research in education. We are here today to interview you as part of a co llaborative effort to provide researchers, policymakers, administrators, educators, and district officials like yourself with information to promote student success in Algebra I. We are particularly interested in Algebra I because it’s a gatekeeper course in that it’s a prerequisite for subsequent high school mathematics and science courses considered essential for getting into college. So, it is an important stepping stone for success in high school and college. We selected your state because districts in your state appear to have implemented professional development practices that appear to have promising results.

As part of this project for the US Department of Education, we are speaking with teachers, math department leaders, school administrators, co aches, and district staff about the approach to professional development and how it may contribute to student success in Algebra I. We’re interested in your perspective on how the state has contributed to professional development in Algebra I as well. I’ ll talk about how this interview will go next, but for now, are there any questions about the study or why we are here?

DESCRIPTION OF INTERVIEW PROCEDURE AND CONFIDENTIALITY

Next, I’d like to say a few things about the process for this discussion. Durin g our session today, I'll be asking you some questions and other site visitor will be taking notes of what you are saying. S/he will not record your names. If you don’t mind, I would also like to record our conversation simply for note

- taking purposes. N o one outside of our research team would hearthe recording; it would just be for own reference. If you would like us to turn off the recorder at

any point, just let me know. Would that be OK?

I want to assure you that all of the information you provide today will be kept confidential and will only be used for the purposes of this study. The recorded interview will be transcribed by a member of the research team, but your identity will remain confidential. We will not use your name or attribute any quot es to you. Therefore, no one who reads the study will know that the statements came from you.

I’d like to ask you to sign a consent form before we begin. It outlines some of the issues I’ve just mentioned with regard to anonymity and confidentiality. P lease take a minute to read it and let me know if you have any questions.

Are there any questions before we get started?

Notes to interviewer :

- Throughout the interview, possible probes are set aside following each general question. Asking these quest ions may help to move the interview pace or may prompt a less talkative respondent. However, do not feel you need to ask each of these probes ; it is likely that the respondent will cover many of these issues when responding to your initial inquiry. Keep the tone conversational and comfortable

- To the extent that this information can be retrieved from other data sources (e.g., school records) beforehand, document that information below prior to the interview. During the interview, prompt the State Officia l to confirm its accuracy if his/her initial response does not do

so.BACKGROUND ON STATE OFFICIAL’S ROLE AND EXPERIENCE

Let’s begin with some information about you.

1. How long have you been a(n) job title for state name ?

2. Please tell me a bit about you r career background. What previous experience led you to the position you have now?

What to listen for

o Previous experience in math education or experience that required mathematics skills

o Previous experience in training/coaching adults, educators in parti cular

3. Please tell me about your educational background.

What to listen for

o Highest level of education attained

o Degree specializing in training or adult education

o College major in mathematics or math education  Record B.A. or B.S. and major

o Advanced degr ee in mathematics or math education

4. Describe your main responsibilities for your current job as a(n) job title

.
What to listen for

o General overview of tasks/duties

o Variety of duties/tasks (e.g., those specific to Algebra I vs. other)

For the remainder o f the interview, I’d like to get your perspective on professional development activities for Algebra I education specifically. Please focus on that subject area alone when you respond to these questions.

Note to Interviewer : If interviewee suggests that s /he cannot speak to Algebra I education specifically, try to focus the scope of interview as closely as possible to Algebra I education. For example, ask the interviewee to speak to professional development activities for math education in secondary school before asking the interviewee to provide perspective on math education more generally.

Then, tailor the following questions accordingly, for example, by specifying secondary school math education, instead of Algebra I education.5. What roles and resp onsibilities have you had in developing professional development

activities for Algebra I/secondary school math education in this state?

What to listen for

o Leadership

– Decision

- making role/responsibility in design

o Collaborative

– Contributing role/respo nsibility in design

o Administrative

– Information

- gathering/Scheduling/Organizing

o Liaison (e.g., Point

- of

- contact)

6. What roles and responsibilities have you had in implementing professional development
activities for Algebra I/secondary school math educatio n in this state?

What to listen for

o Communication/Liaison

o Promotion/Outreach

o Training PD instructors

o Training educators directly

o Monitoring/Tracking/Evaluation

STATE

- LEVEL PERSPECTIVE OF PD PROGRAM

7. Who sets qualification requirements for Algebra I/seconda ry school math teachers? Are they set by the state, district, school or math departments?

7 a. What are the qualification requirements?

7 b. Why were those requirements chosen?

8. Can you give me a general overview of this state’s approach to professional
d evelopment activities for Algebra I/secondary school math education?

Note for Interviewer : This question, in particular, should be more tailored, based on preliminary research. For example, if they use “guidelines ,” specify “guidelines” in place of “appr oach

. ”9. Why did the state take this approach to professional development for Algebra

I/secondary school math education?

Listen for

o Required to fulfill standards and/or requirements

o Recommended by National Council of Teachers of Mathematics (NCTM)

o To a ddress state

- specific challenges or problems

10. Please tell me about the resources this state uses to develop and implement professional development activities for Algebra I/secondary school math education?

Prompts

o Roughly how many state

- level personnel wor k on professional development activities
for Algebra I/secondary school math education? It may help to provide a percentage.

o How much funding is allocated to professional development activities in Algebra I/secondary school math education? It may help to p rovide a percentage.

o Are any other types of resources worth noting?

11. In what ways does the state provide resources to districts to support professional development activities for Algebra I/secondary school math education?

12. What does the state do to make su re that districts and schools are well

- informed about the professional development activities for Algebra I/secondary school math education?

Listen for

o Recruitment and promotion practices

o Provide information directly to district officials/schools/targete d participants

o Provide information indirectly through a liaison (e.g., through a designated point

- of

contact)

o Targeted participants have to seek information out (e.g., accessible online 24/7, subscribe to listserv)

13. Please explain the types of training th at the state provides for Algebra I/secondary

school math education and who they are targeted for.

Listen for

o Pairing of each type of activity/informational resource with its targeted audience (e.g., Workshops target existing Algebra I teachers, Seminars target Algebra I coaches, Orientation activities target newly

- hired Algebra I)

o Different types of training offered to state

- level personnel, district

- level personnel, school administrators, department

- level personnel, and teaching personnelNow, I’d lik e to get your perspective on the professional development activities that have

had a successful impact on Algebra I/secondary school math education.

14. From your perspective, w hich professional development activities have had positive
outcomes for Algebra I/ secondary school math education?

1 4 a. For each activity identified in response to 12

- What was it about the activity that made it successful, in your view?

15. Which professional development activities were not successful for Algebra I/secondary

school mat h education?

1 5 a. For each activity identified in response to 13

- What was it about the activity that made it unsuccessful, in your view?
15b. What are the determining factors for a successful professional development activity in Algebra I/secondary sch ool math education?

Listen for:

o Indicators of success or positive outcomes

o Indicators of fulfilled standards/requirements

STRENGTHS AND WEAKNESSES

We’re interested in what states should prioritize in their efforts to implement successful professional deve lopment activities for Algebra I/secondary school math education.

16. What do you consider most critical or necessary for success?

What to listen for

o Specific activities/practices (e.g., informational resources, PD, evaluation)

o Policies

o Funding allocation

17. I n your view, what are the most important barriers or challenges to overcome?

18. What sets this state apart from other states’ approaches to professional development in Algebra I/secondary school math education?FINAL THOUGHTS

19. Do you have any suggestions o r advice for state

- level officials like yourself?

20. Do you have anything else that you would like to add before we conclude this interview?

CONCLUSION

Those are all the questions I have. Thank you for your time and for participating in this study.OMB App roval No.: 0000

- 0000

Expires: 00/00/0000

PROMOTING STUDENT SUCCESS IN ALGEBRA I Professional Development Topical Area

District Official Interview

Name: Title:

State: District: Interviewed by: Date:

PLEASE READ THE FOLLOWING TO RESPONDENTS

Introductory Script for District Official Interview : Good morning/afternoon. First of all, thank you so much for being here and for being willing to participate in this study for the US Department of Education. Before we start, we would like to introduce ourselves, provide a little background on our work, and answer any questions you might have.

INTRODUCTION AND BACKGROUND

My name is [ name ] and this is [ name ] of the other site visitor. We are researchers from American Institutes for Research and Windwalker Corpora tion, organizations that conduct research in education. We are here today to interview you as part of a collaborative effort to provide researchers, policymakers, administrators, educators, and district officials like yourself with information to promote s tudent success in Algebra I. We are particularly interested in Algebra I because it’s a gatekeeper course in that it’s a prerequisite for subsequent high school mathematics and science courses considered essential for getting into college. So, it is an im portant stepping stone for success in high school and college. We selected your district because schools in your district have implemented professional development activities that appear to have promising results.

As part of this project for the US Depar tment of Education, we are speaking with teachers, math department leaders, school administrators, coaches, and district staff about the approach to professional development and how it may contribute to student success in Algebra I. With respect to distric t officials, we are interested in your perspectives on how your district’s approach

to Algebra I professional development has been developed, implemented , and supported, as well as any promising outcomes . I’ll talk about how this interview will go next, b ut for now, are there any questions about the study or why we are here?

DESCRIPTION OF INTERVIEW PROCEDURE AND CONFIDENTIALITY

Next, I’d like to say a few things about the process for this discussion. During our session today, I'll be asking you some que stions and other site visitor will be taking notes of what you are saying. S/he will not record your names. If you don’t mind, I would also like to record ourconversation simply for note

- taking purposes. No one outside of our research team would hear

th e recording; it would just be for own reference. If you would like us to turn off the recorder at any point, just let me know. Would that be OK?

I want to assure you that all of the information you provide today will be kept confidential and will only b e used for the purposes of this study. The recorded interview will be transcribed by a member of the research team, but your identity will remain confidential. We will not use your name or attribute any quotes to you. Therefore, no one who reads the study will know that the statements came from you.

I’d like to ask you to sign a consent form before we begin. It outlines some of the issues I’ve just mentioned with regard to anonymity and confidentiality. Please take a minute to read it and let me know i f you have any questions.

Are there any questions before we get started?

Notes to interviewer :

- Throughout the interview, possible probes are set aside following each general question. Asking these questions may help to move the interview pace or may prompt a less talkative respondent. However, do not feel you need to ask each of these probes ; it is likely that the respondent will cover many of these issues when responding to your initial inquiry. Keep the tone conversational and comfortable

- To the extent that this information can be retrieved from other data sources (e.g., school records) beforehand, document that information below prior to the interview. During the interview, prompt the District Official to confirm its accuracy if his/her initial response does not

do so.BACKGROUND INFORMATION

1. How long have you been a(n) job title for district name ?

2. Please tell me a bit about your career background. What previous experience led you to the position you have now?

What to listen for

o Previous ex perience in math education or experience that required mathematics skills

o Previous experience in training/coaching adults, educators in particular

3. Please tell me about your educational background.

What to listen for

o Highest level of education attained

o De gree specializing in training or adult education

o College major in mathematics or math education  Record B.A. or B.S. and major

o Advanced degree in mathematics or math education

4. Describe your main responsibilities for your current job as a(n) job title

.

W hat to listen for

o General overview of tasks/duties

o Variety of duties/tasks (e.g., those specific to Algebra I vs. other)

For the remainder of the interview, I’d like to get your perspective on professional development activities for Algebra I education sp ecifically. Please focus on that subject area alone when you respond to these questions.

N ote to Interviewer : If interviewee suggests that s/he cannot speak to Algebra I education specifically, try to focus the scope of interview as closely as possible t o Algebra I education. For example, ask the interviewee to speak to professional development activities for math education in secondary school before asking the interviewee to provide perspective on math education more generally.

Then, tailor the followi ng questions accordingly, for example, by specifying secondary school math education, instead of Algebra I education.

Expect the following for each type of interviewee: For district math coordinators  Specify “Algebra I education” or “secondary school ma th education” For district officials or PD coordinators  Specify “secondary school education”5. What roles and responsibilities have you had in developing professional development

activities for Algebra I/secondary school math education in this district ?

What to listen for

o Leadership

– Decision

- making role/responsibility in design

o Collaborative

– Contributing role/responsibility in design

o Administrative

– Information

- gathering/Scheduling/Organizing

o Liaison (e.g., Point

- of

- contact)

6. What roles and respo nsibilities have you had in implementing professional development
activities for Algebra I/secondary school math education in this district?

What to listen for

o Communication/Liaison

o Training PD instructors

o Training educators directly

o Monitoring/Tracking/E valuation

7. What are the common challenges or difficulties that district officials/district professional development coordinators/district math coordinators have in Algebra I/secondary school math education?

8. What are the common challenges or difficulties t hat students have in Algebra I/secondary school math education?

DISTRICT

- LEVEL PERSPECTIVE OF PD PROGRAM

9. Can you give me a general overview of this district’s approach to professional development activities for Algebra I/secondary school math education?

Note for Interviewer : This question, in particular, should be more tailored, based on preliminary research. For example, if they use “guidelines”, specify “guidelines” in place of “approach”.

10. Why did the district take this approach to professional devel opment for Algebra I/secondary school math education? Why does it differ from approaches taken by other
districts?

Listen for

o Required to fulfill standards and/or requirements

o To address state/district

- specific challenges or problems11. Please tell me about the resources this district uses to develop and implement

professional development activities for Algebra I/secondary school math education?

Prompts

o Roughly how many district

- level personnel work on professional development
activities for Algebra I/secon dary school math education?

o How much funding is allocated to professional development activities in Algebra I/secondary school math education? It may help to provide a percentage.

o Are any other types of resources worth noting?

11a. In what ways does the state provide resources to this district to support professional development activities for Algebra I/secondary school math
education?

11b. In what ways does this district provide resources to its schools to support professional development activities for Algebra I/secondary school math
education?

12. What does the district do to make sure that its schools are well

- informed about the professional development activities for Algebra I/secondary school math education?

Listen for

o Recruitment and promotion practi ces

o Provide information directly to district officials/schools/targeted participants

o Provide information indirectly through a liaison

o Targeted participants have to seek information out (e.g., accessible online 24/7, subscribe to listserv)

13. Please explai n the types of training that the district provides for Algebra I/secondary

school math education and who they are targeted for.

Listen for

o Format (e.g., workshop, certification course, manuals/guides)

o Provider (e.g., District

- or State

- sponsored, Externa l professional development providers, Professional organizations, Educational institution)

o Length (e.g., Four 8

- hour meetings, Weekly 2

- hour meetings for 5 weeks)

o Content (e.g., instructional design, instructional practices, state/district standards)

o Targe ted participants (e.g., state

- level personnel, district

- level personnel, school administrators, department

- level personnel, and teaching personnel)Now, I’d like to get your perspective on the professional development activities that have

had a successful impact on different skills for teaching Algebra I/secondary school math education, like activities or guides that improve content knowledge or student engagement. You can mention the same activity if you believe it applies more than once.

14. What profession al development activities has this district provided or recommended to:

14a. improve content knowledge of Algebra I/secondary school math ?

Listen for

o Education on math concepts and procedures

o Education on new approaches to math concepts and procedures

1 4b. improve overall pedagogical principles or techniques for Algebra I/secondary

school math education?

Prompt

- For example:

o principles or techniques that can be used across multiple topics/classes

o strategies or tools to engage students in Algebra I/sec ondary school math,

o questioning strategies

o techniques that use multiple representations of algebraic concepts

14c. improve specific instructional practices or materials to teach a particular algebraic/math concept or learning challenge?

Prompt

- For ex ample:

o practices or materials that can be used to teach a particular concept or difficulty

o techniques to develop in

- class activities to teach linear relationships, polynomials, or quadratic equations

14d. improve assessments of student knowledge and progr ess?

Prompts

– For example:

o techniques/materials to use valid and reliable assessments of knowledge or to implement formative assessment lessons

o techniques to use assessment outcomes as feedback on indicate strengths and weaknesses of instructional practi ces

o techniques to meet standardized test requirements15. Which professional development activities or informational resources were not

successful for Algebra I/secondary school math education?

15a. For each activity/resource identified in response to 15

- What was it about the activity that made it unsuccessful, in your view?

16. What can be done to improve professional development activities for Algebra I/secondary school math education?

1 6a

. What are the determining factors for a successful professional d evelopment activity in Algebra I/secondary school math education?

Listen for:

o Indicators of success or positive outcomes

o Indicators of fulfilled standards/requirements

STRENGTHS AND WEAKNESSES

We’re interested in what districts should prioritize in their efforts to implement successful professional development activities and informational resources for Algebra I/secondary

school math education.

17. What do you consider most critical or necessary for success?

What to listen for

o Specific activities/practice s (e.g., informational resources, PD, evaluation)

o Policies

o Funding allocation

18. In your view, what are the most important barriers or challenges to overcome?

19. What sets this district apart from other districts’ approaches to professional development
in Alg ebra I/secondary school math education?

20. How do the state standards influence the district’s approach to professional development in Algebra I/secondary school math education?

FINAL THOUGHTS

21. Do you have any suggestions or advice for district

- level official s/professional development coordinators/math coordinators like yourself?22. Do you have anything else that you would like to add before we conclude this interview?

CONCLUSION

Those are all the questions I have. Thank you for your time and for participating i n this study.OMB Approval No.: 0000

- 0000

Expires: 00/00/0000

PROMOTING STUDENT SUCCESS IN ALGEBRA I Professional Development Topical Area Math Chair/Teacher Leader/School Math Coordinator Focus Group

Name: Title:

State: District: Interviewed by: Date :

PLEASE READ THE FOLLOWING TO RESPONDENTS

Introductory Script for Math Chair/Teacher Leader/School Math Coordinator Focus Group : Good morning/afternoon. First of all, thank you so much for being here and for being willing to participate in this study f

or the US Department of Education. Before we start, we would like to introduce ourselves, provide a little background on our work, and answer any questions you might have.

INTRODUCTION AND BACKGROUND

My name is [ name ] and this is [ name ] of the other si te visitor. We are researchers from American Institutes for Research and Windwalker Corporation, organizations that conduct research in education. We are here today to interview you as part of a collaborative effort to provide researchers, policymakers, ad ministrators, educators, and district officials like yourself with information to promote student success in Algebra I. We are particularly interested in Algebra I because it’s a gatekeeper course in that it’s a prerequisite for subsequent high school

mat hematics and science courses considered essential for getting into college. So, it is an important stepping stone for success in high school and college. We selected your district because schools in your district have implemented professional development a ctivities that appear to have promising results.

As part of this project for the US Department of Education, we are speaking with teachers, math department leaders, school administrators, coaches, and district staff about the approach to professional dev elopment and how it may contribute to student success in Algebra I. With respect to district officials, we are interested in your perspectives on how your district’s approach

to Algebra I professional development has been developed, implemented , and suppor ted, as well as any promising outcomes . I’ll talk about how this interview will go next, but for now, are there any questions about the study or why we are here?

DESCRIPTION OF INTERVIEW PROCEDURE AND CONFIDENTIALITY

Next, I’d like to say a few things ab out the process for this discussion. During our session today, I'll be asking you some questions and other site visitor will be taking notes of what you aresaying. S/he will not record your names. If you don’t mind, I would also like to record our

conve rsation simply for note

- taking purposes. No one outside of our research team would hear the recording; it would just be for own reference. If you would like us to turn off the recorder at any point, just let me know. Would that be OK?

I want to assure you that all of the information you provide today will be kept confidential and will only be used for the purposes of this study. The recorded interview will be transcribed by a member of the research team, but your identity will remain confidential. We w ill not use your name or attribute any quotes to you. Therefore, no one who reads the study will know that the statements came from you.

I’d like to ask you to sign a consent form before we begin. It outlines some of the issues I’ve just mentioned with regard to anonymity and confidentiality. Please take a minute to read it and let me know if you have any questions.

Are there any questions before we get started?

Notes to interviewer :

- Throughout the interview, possible probes are set aside following each general question. Asking these questions may help to move the interview pace or may prompt a less talkative respondent. However, do not feel you need to ask each of these probes ; it is likely that the respondent will cover many of these issues when responding to your initial inquiry. Keep the tone conversational and comfortable

- To the extent that this information can be retrieved from other data sources (e.g., school records) beforehand, document that information below prior to the interview. Dur ing the interview, prompt the respondents to confirm its accuracy if his/her initial response does not do

so.BACKGROUND ON MATH CHAIRS’/TEACHER LEADERS’/SCHOOL MATH COORDINATORS’

ROLES AND EXPERIENCE

Let’s begin with some information about you.

1. How l ong have you held your current position at school name ?

2. Please tell me a bit about your career background. What previous experience led you to the position you have now?

What to listen for

o Previous experience in math education or experience that require d mathematics skills

o Previous experience in training/coaching adults, educators in particular

3. Describe your main responsibilities for your current job as math chair/teacher
leader/school math coordinator

.
What to listen for

o General overview of tasks/duti es

o Variety of duties/tasks (e.g., those specific to Algebra I vs. other)

For the remainder of the focus group, I’d like to get your perspective on professional development activities for Algebra I education specifically. Please focus on that subject

area alone when you respond to these questions.

Note to Facilitator : If participants suggest that they cannot speak to Algebra I education specifically, try to focus the scope of the interview as closely as possible to Algebra I education. For example, ask the participants to speak to professional development activities for math education in high school before asking the participants to provide perspective on math education more generally.

Then, tailor the following questions accordingly, for example, by spec ifying high school math education, instead of Algebra I education.

3 a
. What roles and responsibilities do you have in developing professional development
activities for Algebra I/secondary school math education at your school?

What to listen for

o Leade rship

– Decision

- making role/responsibility in design

o Collaborative

– Contributing role/responsibility in design

o Administrative

– Information

- gathering/Scheduling/Organizing

o Liaison (e.g., Point

- of

- contact)3 b . What roles and responsibilities do you have in implementing professional

development activities for Algebra I/secondary school math education at your
school?

What to listen for

o Communication/Liaison

o Promotion/Outreach

o Training PD instructors

o Training educators directly

o Monitoring/Tracking/Evaluatio n

4. What are common challenges or difficulties that math department chairs or school
math coordinators have in Algebra I/secondary school math education?

5. What are the common challenges or difficulties that students have in Algebra I/secondary school math e ducation?

6. Does the state, district, or school provide you with training opportunities or informational resources to help you develop and implement professional development
activities for Algebra I/secondary school math education or do you have to take the initiative to seek them out? Or would you say it’s a combination?

If yes to either/both
6a. Please describe the types of opportunities. Please describe the types of informational

resources.

What to listen for:

o Format (e.g., workshop, certification cours e, manuals/guides)

o Provider (e.g., District

- or State

- sponsored, External professional development providers, Professional organizations, Educational institution)

o Length (e.g., Four 8

- hour meetings, Weekly 2

- hour meetings for 5 weeks, By appointment)

6b. Which, if any, of those opportunities cover:

6b1. roles, policies and procedures on the development and implementation of professional development activities at the state level, district level, school level,
and classroom level?
6b2. instructional design?
6b3. adult training/education?
6b4. Algebra I/secondary school math education?6c. Which opportunities do you find most useful for your work on developing and

implementing professional development activities in Algebra I/secondary school math

educat ion?

MATH CHAIR/LEADER/COORDINATOR PERSPECTIVES ON PD PROGRAM

7. Who sets qualification requirements for Algebra I/secondary school math teachers at your school? Are they set by the state, district, or school or math department?

7a. What are the qualificatio n requirements?

7b. Why were those requirements chosen?

8. Can you give me a general overview of your math department’s approach to professional development activities for Algebra I/secondary school math education?

Note for Facilitator : This question, in particular, should be more tailored, based on preliminary research. For example, if they use “guidelines”, specify “guidelines” in place of “approach”.

9. Why did your math department take this approach to professional development for Algebra I/secondary school math education? Why does it differ from approaches taken by other math departments?

Listen for

o Required to fulfill standards and/or requirements

o Recommended by National Council of Teachers of Mathematics (NCTM)

o To address state/district/school/depa rtment

- specific challenges or problems

10. Please tell me about the resources that your math department uses to develop and implement professional development activities for Algebra I/secondary school math
education?

Prompts

o Roughly how many school personnel work on professional development activities for Algebra I/secondary school math education? It may help to provide a percentage.

o To what extent are external professional development providers used?

o How much funding is allocated to professional development activities in Algebra I/secondary school math education?

o Are any other types of resources worth noting?10a. In what ways does your school provide resources to your math department to

support professional development activities for Algebra I/secondary s chool math
education?

11. What does your math department do to make sure that the targeted participants are

well

- informed about the professional development activities and informational
resources for Algebra I/secondary school math education?

Listen for

o Recr uitment and promotion practices

o Provide information directly to targeted participants

o Provide information indirectly through a liaison (e.g., through a designated point

- of

contact)

o Targeted participants have to seek information out (e.g., accessible onli ne 24/7, subscribe to listserv)

12. Please explain the types of professional development activities and/or informational resources that your math department provides for Algebra I/secondary school math education and who the targeted participants are.

Listen for

o Format (e.g., workshop, certification course, manuals/guides)

o Provider (e.g., District

- or State

- sponsored, External professional development providers, Professional organizations, Educational institution)

o Length (e.g., Four 8

- hour meetings, Weekly 2

- h our meetings for 5 weeks)

o Content (e.g., instructional design, instructional practices, state/district standards)

o Targeted participants (e.g., school administrators, department

- level personnel, and teaching personnel)

Now, I’d like to get your perspectiv e on the professional development activities and informational resources that have had a successful impact on different skills for teaching Algebra I/secondary school math education, like activities or guides that successfully improve content knowledge or student engagement. You can mention the same activity if you believe it applies more than once.

13. What professional development activities or informational resources has your school or math department provided or recommended to:

13a. improve content knowle dge of Algebra I/secondary school math ?Listen for

o Education on math concepts and procedures

o Education on new approaches to math concepts and procedures

13b. improve overall pedagogical principles or techniques for Algebra I/secondary

school math educat ion?

Prompt

- For example:

o principles or techniques that can be used across multiple topics/classes

o strategies or tools to engage students in Algebra I/secondary school math,

o questioning strategies

o techniques that use multiple representations of algebr aic concepts

13c. improve specific instructional practices or materials to teach a particular algebraic/math concept or learning challenge?

Prompt

- For example:

o practices or materials that can be used to teach a particular concept or difficulty

o techniqu es to develop in

- class activities to teach linear relationships, polynomials, or quadratic equations

Listen for

o the concept or learning challenge

13d. improve assessments of student knowledge and progress?

Prompts

– For example:

o techniques/materials to use valid and reliable assessments of knowledge or to implement formative assessment lessons

o techniques to use assessment outcomes as feedback on indicate strengths and weaknesses of instructional practices

o techniques to meet standardized test requirement s

13e. improve student

- teacher relationships?

Prompt

– For example:

o techniques for teachers to foster a comfortable and supportive classroom
environment

o strategies for classroom management when there are difficult students

o red flags for teachers to recog nize when students don’t understand the material13f. improve knowledge of state standards for Algebra I/secondary school math ?

13g. improve any other teaching skills?

14. Which professional development activities or informational resources were not

succes sful for Algebra I/secondary school math education?

14a. For each activity/resource identified in response to 14

- What was it about the activity/informational resource that made it unsuccessful, in your view?

If the school/math department monitors/evalu ates outcomes Note to Facilitator: Based on responses to previous question, tailor questions according to whether participants can attest to the school

- level or department

- level procedure. If it varies, specify both.

15. Please explain the procedures and typ es of information or data that are used to monitor, track, and evaluate the impact of professional development activities for Algebra I/secondary school math education.

Mode Data Source(s) Timing/Frequency

1.

2.

3.

Listen for

o Modes of data co llection

– Opinion

- based surveys, knowledge

- based assessments, Reports/Forms, Classroom observation, Secondary/Archival
research

o Data sources

– Individual PD participants, Point

- of

- contact (POC)/Liaison at each school, School records

o Timing/Frequency of d ata collection

– Upon completion of PD activity (e.g., teacher survey), Annually (class performance on End

- of

- year exams/ grades),
Bi

- annually (Class performance twice a year before winter and summer breaks)16. What factors does your school/math department use to identify successful professional

development activities in Algebra I/secondary school math education?

Listen for:

o Indicators of success or positive outcomes

o Indicators of fulfilled standards/requirements

STRENGTHS AND WEAKNESSES

We’re interested in what math departments/school coordinators should prioritize to get positive outcomes from professional development activities and informational resources for Algebra I/secondary school math education.

17. What do you consider most critical or necessary for their success?

What to listen for

o Specific activities/practices (e.g., informational resources, PD, evaluation)

o Policies

o Funding allocation

18. In your view, what are the most important barriers or challenges to overcome?

19. What sets your department apart from other math departments?

FINAL THOUGHTS

20. Do you have any suggestions or advice for math chairs/teacher leaders/school math
coordinators like yourself?

21. Do you have anything else that you would like to add before we conclude this focus group?

CONCLUSION

Those are all the questions I have. Thank you for your time and for participating in this study.OMB Approval No.: 0000

- 0000

Expires: 00/00/0000

PROMOTING STUDENT SUCCESS IN ALGEBRA I Professional Development Topical Area Principal Focus Group

Name: Ti tle:

State: District: Interviewed by: Date:

PLEASE READ THE FOLLOWING TO RESPONDENTS

Introductory Script for Principal Focus Group : Good morning/afternoon. First of all, thank you so much for being here and for being willing to participate in this stu dy for the US Department of Education. Before we start, we would like to introduce ourselves, provide a little background on our work, and answer any questions you might have.

INTRODUCTION AND BACKGROUND

My name is [ name ] and this is [ name ] of the othe r site visitor. We are researchers from American Institutes for Research and Windwalker Corporation, organizations that conduct research in education. We are here today to interview you as part of a collaborative effort to provide researchers, policymakers , administrators, educators, and district officials like yourself with information to promote student success in Algebra I. We are particularly interested in Algebra I because it’s a gatekeeper course in that it’s a prerequisite for subsequent high school mathematics and science courses considered essential for getting into college. So, it is an important stepping stone for success in high school and college. We selected your district because schools in your district have implemented professional developme nt activities that appear to have promising results.

As part of this project for the US Department of Education, we are speaking with teachers, math department leaders, school administrators, coaches, and district staff about the approach to professional development and how it may contribute to student success in Algebra I. With respect to district officials, we are interested in your perspectives on how your district’s approach

to Algebra I professional development has been developed, implemented , and su pported, as well as any promising outcomes . I’ll talk about how this interview will go next, but for now, are there any questions about the study or why we are here?

DESCRIPTION OF INTERVIEW PROCEDURE AND CONFIDENTIALITY

Next, I’d like to say a few thing s about the process for this discussion. During our session today, I'll be asking you some questions and other site visitor will be taking notes of what you are saying. S/he will not record your names. If you don’t mind, I would also like to record ourc onversation simply for note

- taking purposes. No one outside of our research team would hear

the recording; it would just be for own reference. If you would like us to turn off the recorder at any point, just let me know. Would that be OK?

I want to ass ure you that all of the information you provide today will be kept confidential and will only be used for the purposes of this study. The recorded interview will be transcribed by a member of the research team, but your identity will remain confidential. We will not use your name or attribute any quotes to you. Therefore, no one who reads the study will know that the statements came from you.

I’d like to ask you to sign a consent form before we begin. It outlines some of the issues I’ve just mentioned w ith regard to anonymity and confidentiality. Please take a minute to read it and let me know if you have any questions.

Are there any questions before we get started?

Notes to interviewer :

- Throughout the interview, possible probes are set aside follo wing each general question. Asking these questions may help to move the interview pace or may prompt a less talkative respondent. However, do not feel you need to ask each of these probes ; it is likely that the respondent will cover many of these issues when responding to your initial inquiry. Keep the tone conversational and comfortable

- To the extent that this information can be retrieved from other data sources (e.g., school records) beforehand, document that information below prior to the interview. During the interview, prompt the respondents to confirm its accuracy if his/her initial response does not do

so.BACKGROUND ON PRINCIPALS’ ROLES AND EXPERIENCE

Let’s begin with some information about you.

1. How long have you been a principal in this di strict and at your current school(s) ?

2. Please tell me a bit about your career background. What previous experience led you to the position you have now?

What to listen for

o Previous experience in math education or experience that required mathematics skil ls

o Previous experience in training/coaching adults, educators in particular

3. Describe your main responsibilities for your current job as a principal.

What to listen for

o General overview of tasks/duties

o Variety of duties/tasks (e.g., those specific to Alge bra I vs. other)

For the remainder of the focus group, I’d like to get your perspective on professional development activities for Algebra I education specifically. Please focus on that subject area alone when you respond to these questions.

Note to Faci litator : If participants suggest that they cannot speak to Algebra I education specifically, try to focus the scope of interview as closely as possible to Algebra I education. For example, ask the participants to speak to professional development
activitie s for math education in high school before asking the participants to provide perspective on math education more generally.

Then, tailor the following questions accordingly, for example, by specifying high school math education, instead of Algebra I educ ation.

4. What roles and responsibilities have you had in developing professional development
activities for Algebra I/secondary school math education at your school?

What to listen for

o Leadership

– Decision

- making role/responsibility in design

o Collabora tive

– Contributing role/responsibility in design

o Administrative

– Information

- gathering/Scheduling/Organizing

o Liaison (e.g., Point

- of

- contact)5. What roles and responsibilities have you had in implementing professional development

activities for Algebra I /secondary school math education at your school?

What to listen for

o Communication/Liaison

o Promotion/Outreach

o Training PD instructors

o Training educators directly

o Monitoring/Tracking/Evaluation

SCHOOL

- LEVEL PERSPECTIVE OF PD PROGRAM

6. At your school, who sets qualification requirements for Algebra I/secondary school

math teachers? Are they set by the state, district, or school or math department?

6 a. What are the qualification requirements?

6 b. Why were those requirements chosen?

7. Can you give me a general overview of your school’s approach to professional development activities for Algebra I/secondary school math education?

Note for Facilitator : This question, in particular, should be more tailored, based on preliminary research. For example, if they use “guidelines”, specify “guidelines” in place of “approach”.

8. Why did this school take this approach to professional development for Algebra I/secondary school math education? Why does it differ from approaches taken by other
schools?

Listen for

o Required t o fulfill standards and/or requirements

o Recommended by National Council of Teachers of Mathematics (NCTM)

o To address state/district/school/department

- specific challenges or problems

9. Please tell me about the resources that this school uses to develop and i mplement professional development activities for Algebra I/secondary school math education?

Prompts

o Roughly how many school personnel work on professional development for Algebra I/secondary school math education?

o To what extent are external professional development providers used?o How much funding is allocated to professional development activities in Algebra I/secondary school math education? It may help to provide a percentage?

o Are any other types of resources worth noting?

10. In what ways does the state or district provide resources to your school to support professional development activities for Algebra I/secondary school math education?

11. What resources does your school provide to its math department for professional development activities in Algebra I /secondary school math education?

12. What does this school do to make sure that the targeted participants are well

- informed about the professional development activities for Algebra I/secondary school math
education?

Listen for

o Recruitment and promotion pra ctices

o Provide information directly to targeted participants

o Provide information indirectly through a liaison (e.g., through a designated point

- of

contact)

o Targeted participants have to seek information out (e.g., accessible online 24/7,
subscribe to list serv)

13. Please explain the types of professional development activities available to Algebra I/secondary school math education and who the targeted participants are.

Listen for

o Format (e.g., workshop, certification course, manuals/guides)

o Provider (e.g., District

- or State

- sponsored, External professional development providers, Professional organizations, Educational institution)

o Length (e.g., Four 8

- hour meetings, Weekly 2

- hour meetings for 5 weeks)

o Content (e.g., instructional design, instructional pract ices, state/district standards)

o Targeted participants (e.g., school administrators, department

- level personnel, and teaching personnel)

Now, I’d like to get your perspective on the professional development activities that have had a successful impact on Algebra I/secondary school math education.

14. From your perspective, w hich professional development activities or informational resources had positive outcomes for Algebra I/secondary school math education?14 a. What was it about the activity/informational resource that made it successful, in

your view?

15. Which professional development activities or informational resources were not
successful for Algebra I/secondary school math education?

15 a. What was it about the activity/informational resource that made it unsuccessful, in your view?

16. Please explain the procedures and types of information or data that are used to monitor, track, and evaluate the impact of professional development activities for Algebra I/secondary school math education.

Mode Data Source( s) Timing/Frequency

1.

2.

3.

Listen for

o Modes of data collection

– Opinion

- based surveys, knowledge

- based assessments, Reports/Forms, Classroom observation, Secondary/Archival
research

o Data sources

– Individual PD participants, Point

- of

- contac t (POC)/Liaison at each school, School records

o Timing/Frequency of data collection

– Upon completion of PD activity (e.g., teacher survey), Annually (class performance on End

- of

- year exams/ grades),
Bi

- annually (Class performance twice a year before winter and summer breaks)

STRENGTHS AND WEAKNESSES

We’re interested in what schools should prioritize to get positive outcomes from professional development activities for Algebra I/secondary school math education.

17. What do you consider most critical or necess ary for their success?

What to listen for

o Specific activities/practices (e.g., informational resources, PD, evaluation)

o Policies

o Funding allocation18. In your view, what are the most important barriers or challenges to overcome?

19. What sets your school a part from other schools?

FINAL THOUGHTS

20. Do you have any suggestions or advice for principals like yourself?

21. Do you have anything else that you would like to add before we conclude this focus

group ?

CONCLUSION

Those are all the questions I have. Thank you for your time and for participating in this study.OMB Approval No.: 0000

- 0000

Expires: 00/00/0000

PROMOTING STUDENT SUCCESS IN ALGEBRA I Professional Development Topical Area

External Provider Interview

Name: Title:

State: District: Interviewed by: Date:

PLEASE READ THE FOLLOWING TO RESPONDENTS

Introductory Script for External Provider Interview : Good morning/afternoon. First of all, thank you so much for being here and for being willing to participate in this study for the US Department of Educat ion. Before we start, we would like to introduce ourselves, provide a little background on our work, and answer any questions you might have.

INTRODUCTION AND BACKGROUND

My name is [ name ] and this is [ name ] of the other site visitor. We are researchers from American Institutes for Research and Windwalker Corporation, organizations that conduct research in education. We are here today to interview you as part of a collaborative effort to provide researchers, policymakers, administrators, educators, and d istrict officials like yourself with information to promote student success in Algebra I. We are particularly interested in Algebra I because it’s a gatekeeper course in that it’s a prerequisite for subsequent high school mathematics and science courses c onsidered essential for getting into college. So, it is an important stepping stone for success in high school and college. We selected your district because schools in your district have implemented professional development activities that appear to have promising results.

As part of this project for the US Department of Education, we are speaking with teachers, math department leaders, school administrators, coaches, and district staff about the approach to professional development and how it may contri bute to student success in Algebra I. With respect to district officials, we are interested in your perspectives on how your district’s approach

to Algebra I professional development has been developed, implemented , and supported, as well as any promising outcomes . I’ll talk about how this interview will go next, but for now, are there any questions about the study or why we are here?

DESCRIPTION OF INTERVIEW PROCEDURE AND CONFIDENTIALITY

Next, I’d like to say a few things about the process for this discu ssion. During our session today, I'll be asking you some questions and other site visitor will be taking notes of what you are saying. S/he will not record your names. If you don’t mind, I would also like to record ourconversation simply for note

- taking purposes. No one outside of our research team would hear

the recording; it would just be for own reference. If you would like us to turn off the recorder at any point, just let me know. Would that be OK?

I want to assure you that all of the informatio n you provide today will be kept confidential and will only be used for the purposes of this study. The recorded interview will be transcribed by a member of the research team, but your identity will remain confidential. We will not use your name or attri bute any quotes to you. Therefore, no one who reads the study will know that the statements came from you.

I’d like to ask you to sign a consent form before we begin. It outlines some of the issues I’ve just mentioned with regard to anonymity and confid entiality. Please take a minute to read it and let me know if you have any questions.

Are there any questions before we get started?

Notes to interviewer :

- Throughout the interview, possible probes are set aside following each general question.

Askin g these questions may help to move the interview pace or may prompt a less talkative respondent. However, do not feel you need to ask each of these probes ; it is likely that the respondent will cover many of these issues when responding to your initial in quiry. Keep the tone conversational and comfortable

- To the extent that this information can be retrieved from other data sources (e.g., school records) beforehand, document that information below prior to the interview. During the interview, prompt the respondent to confirm its accuracy if his/her initial response does not do

so.BACKGROUND ON EXTERNAL PD PROVIDER’S ROLE AND EXPERIENCE

Let’s begin with some information about you.

1. How long have you been a(n) job title for school name ?

2. Please tell m e a bit about your career background. What previous experience led you to the position you have now?

What to listen for

o Previous experience in math education or experience that required mathematics skills

o Previous experience in training/coaching adults, e ducators in particular

3. Please tell me about your educational background.

What to listen for

o Highest level of education attained

o Degree specializing in training or adult education

o College major in mathematics or math education  Record B.A. or B.S. and ma jor

o Advanced degree in mathematics or math education

4. Describe your main responsibilities for your current job as a(n) job title

.
What to listen for

o General overview of tasks/duties

o Variety of duties/tasks (e.g., those specific to Algebra I vs. other)

Fo r the remainder of the interview, I’d like to get your perspective on professional development activities for Algebra I education specifically. Please focus on that subject area alone when you respond to these questions.

Note to Interviewer : If interviewe e suggests that s/he cannot speak to Algebra I education specifically, try to focus the scope of interview as closely as possible to Algebra I education. For example, ask the interviewee to speak to professional development activities for math education in secondary school before asking the interviewee to provide perspective on math education more generally.

Then, tailor the following questions accordingly, for example, by specifying secondary school math education, instead of Algebra I education.

5. What roles and responsibilities have you had in developing professional development
activities for Algebra I/secondary school math education at this school?

What to listen for

o Leadership

– Decision

- making role/responsibility in designo Collaborative

– Contribu ting role/responsibility in design

o Administrative

– Information

- gathering/Scheduling/Organizing

o Liaison (e.g., Point

- of

- contact)

6. What roles and responsibilities have you had in implementing professional development
activities for Algebra I/secondary schoo l math education at this school?

What to listen for

o Communication/Liaison

o Promotion/Outreach

o Training PD instructors

o Training educators directly

o Monitoring/Tracking/Evaluation

I’d like to get your perspective on professional development activities for Al gebra I education specifically. Please focus on that subject area alone when you respond to these questions.

Note to Interviewer : If interviewee suggests that s/he cannot speak to Algebra I education specifically, try to focus the scope of interview data as closely as possible to Algebra I education. For example, ask the interviewee to speak to professional development activities for math education in high school before asking the interviewee to provide perspective on math education more generally.

Then, tailor the following questions accordingly, for example, by specifying high school math education, instead of Algebra I education.

7. What are the common challenges or difficulties that teachers have in Algebra I/secondary school math education?

8. What are the common challenges or difficulties that students have in Algebra I/secondary school math education?

9. What instructional techniques or strategies do you recommend to teachers to overcome those problems?EXTERNAL PD PROVIDER’S PERSPECTIVE OF PD PROGRAM

10. Can you give me an idea about your philosophy on professional development for Algebra I/secondary school math education?

11. What is the nature of your relationship with the Algebra I/secondary school math
teachers?

Prompts:

o Under what circumstances do you interact?

o Do they come to you or do you go to them with a problem?

o Are you accessible at any time or by appointment?

12. Please explain the types of professional development activities that you provide for Algebra I/secondary school math education and who the y are targeted for.

What to listen for:

o Format (e.g., workshop, certification course, manuals/guides)

o Provider (e.g., District

- or State

- sponsored, External professional development providers, Professional organizations, Educational institution)

o Length (e.g., Four 8

- hour meetings, Weekly 2

- hour meetings for 5 weeks, By appointment)

o Content (e.g., instructional design, instructional practices, state/district standards)

o Targeted participants (e.g., teaching personnel, coaches)

13. What do you do to make sure that the teachers are well

- informed about the professional development activities for Algebra I/secondary school math education?

Listen for

o Recruitment and promotion practices

o Provide information directly to targeted participants

o Provide information indi rectly through a liaison (e.g., through a designated point

- of

contact)

o Targeted participants have to seek information out (e.g., accessible online 24/7, subscribe to listserv)

Now, I’d like to get your perspective on the professi onal development activitie s that have had a successful impact on different skills for teaching Algebra I/secondary school math education, like activities or guides that improve content knowledge or student engagement. You can mention the same activity if you believe it applies more than once.14. What professional development activities would you recommend to:

1 4 a. improve content knowledge of Algebra I/secondary school math ?

Listen for

o Education on math concepts and procedures

o Education on new approaches to math concepts and procedu res

1 4 b. improve overall pedagogical principles or techniques for Algebra I/secondary

school math education?

Prompt

- For example:

o principles or techniques that can be used across multiple topics/classes

o strategies or tools to engage students in Algebra I/secondary school math,

o questioning strategies

o techniques that use multiple representations of algebraic concepts

1 4 c. improve specific instructional practices or materials to teach a particular algebraic/math concept or learning challenge?

Prompt

- For example:

o practices or materials that can be used to teach a particular concept or difficulty

o techniques to develop in

- class activities to teach linear relationships, polynomials, or quadratic equations

Listen for

o the concept or learning challenge

1 4 d. improve assessments of student knowledge and progress?

Prompts

– For example:

o techniques/Materials to use valid and reliable assessments of knowledge or to implement formative assessment lessons

o techniques to use assessment outcomes as feedback on indi cate strengths and weaknesses of instructional practices

o techniques to meet standardized test requirements

15. What are the determining factors for a successful professional development activity in Algebra I/secondary school math education?16. Which professiona l development activities or informational resources would you not

recommend for Algebra I/secondary school math education, if any?

1 6 a. What was it about the activity/informational resource that made it unsuccessful, in your view?

17. Are Algebra I/secondary school math teachers held accountable for demonstrating positive outcomes or improvements after professional development activities?

Listen for

o Rewarding response for successful outcomes or unachieved goals (e.g., awards, increased resource allocation)

o Punitive response for unsuccessful outcomes or unachieved goals (e.g., repeat professional development activity)

STRENGTHS AND WEAKNESSES

We’re interested in what professional development providers should prioritize to get positive outcomes from profession al development activities for Algebra I/secondary school

math education.

18. What do you consider most critical or necessary for their success?

What to listen for

o Specific activities/practices (e.g., informational resources, PD, evaluation)

o Policies

o Fundi ng allocation

19. In your view, what are the most important barriers or challenges to overcome?

20. What sets your approach apart from that of other professional development providers?

EXTERNAL INFLUENCES

Professional development approaches are influenced by s chool policies and practices, which are influenced by standards and policies at the district

- or state

- level.

21. How do state and district standards or school policies influence your approach to professional development in Algebra I/secondary school math edu cation?22. In your view, do the standards and policies work for or against your professional

development efforts for Algebra I/secondary school math education?

Prompt

o Do they challenge or impede successful outcomes of professional development
activities?

2 2a. How so? Why/Why not?

FINAL THOUGHTS

23. Do you have any suggestions or advice for professional development providers like yourself?

24. Do you have anything else that you would like to add before we conclude this interview?

CONCLUSION

Those are all the questi ons I have. Thank you for your time and for participating in this study.OMB Approval No.: 0000

- 0000

Expires: 00/00/0000

PROMOTING STUDENT SUCCESS IN ALGEBRA I Professional Development Topical Area

Math Coach Interview

Name: Title:

State: District:

I nterviewed by: Date:

PLEASE READ THE FOLLOWING TO RESPONDENTS

Introductory Script for Math Coach Interview : Good morning/afternoon. First of all, thank you so much for being here and for being willing to participate in this study for the US Department o f Education. Before we start, we would like to introduce ourselves, provide a little background on our work, and answer any questions you might have.

INTRODUCTION AND BACKGROUND

My name is [ name ] and this is [ name ] of the other site visitor. We are res earchers from American Institutes for Research and Windwalker Corporation, organizations that conduct research in education. We are here today to interview you as part of a collaborative effort to provide researchers, policymakers, administrators, educator s, and district officials like yourself with information to promote student success in Algebra I. We are particularly interested in Algebra I because it’s a gatekeeper course in that it’s a prerequisite for subsequent high school mathematics and science c ourses considered essential for getting into college. So, it is an important stepping stone for success in high school and college. We selected your district because schools in your district have implemented professional development activities that

appear to have promising results.

As part of this project for the US Department of Education, we are speaking with teachers, math department leaders, school administrators, coaches, and district staff about the approach to professional development and how it ma y contribute to student success in Algebra I. With respect to district officials, we are interested in your perspectives on how your district’s approach

to Algebra I professional development has been developed, implemented , and supported, as well

as any pr omising outcomes . I’ll talk about how this interview will go next, but for now, are there any questions about the study or why we are here?

DESCRIPTION OF INTERVIEW PROCEDURE AND CONFIDENTIALITY

Next, I’d like to say a few things about the process for th is discussion. During our session today, I'll be asking you some questions and other site visitor will be taking notes of what you are saying. S/he will not record your names. If you don’t mind, I would also like to record ourconversation simply for not e

- taking purposes. No one outside of our research team would hear

the recording; it would just be for own reference. If you would like us to turn off the recorder at any point, just let me know. Would that be OK?

I want to assure you that all of the in formation you provide today will be kept confidential and will only be used for the purposes of this study. The recorded interview will be transcribed by a member of the research team, but your identity will remain confidential. We will not use your

name or attribute any quotes to you. Therefore, no one who reads the study will know that the statements came from you.

I’d like to ask you to sign a consent form before we begin. It outlines some of the issues I’ve just mentioned with regard to anonymity an d confidentiality. Please take a minute to read it and let me know if you have any questions.

Are there any questions before we get started?

Notes to interviewer :

- Throughout the interview, possible probes are set aside following each general question

. Asking these questions may help to move the interview pace or may prompt a less talkative respondent. However, do not feel you need to ask each of these probes ; it is likely that the respondent will cover many of these issues when responding to your in itial inquiry. Keep the tone conversational and comfortable

- To the extent that this information can be retrieved from other data sources (e.g., school records) beforehand, document that information below prior to the interview. During the
interview, pro mpt the respondent to confirm its accuracy if his/her initial response does not do

so.BACKGROUND ON MATH COACH ’S ROLE AND EXPERIENCE

Let’s begin with some information about you.

1. How long have you been a(n) job title for school name ?

2. Please tell me a bit about your career background. What previous experience led you to the position y ou have now?

What to listen for

o Previous experience in math education or experience that required mathematics skills

o Previous experience in training/coaching adults, educators in particular

3. Please tell me about your educational background

.

What to liste n for

o Highest level of education attained

o Degree specializing in training or adult education

o College major in mathematics or math education  Record B.A. or B.S. and major

o Advanced degree in mathematics or math education

4. Describe your main responsibilitie s for your current job as a(n) job title

.
What to listen for

o General overview of tasks/duties

o Variety of duties/tasks (e.g., those specific to Algebra I vs. other )

For the remainder of the interview, I ’d like to get your perspective on professional development activities for Algebra I education specifically. Please focus on that subject area alone when you respond to these questions.

Note to Intervi ewer : If interviewee suggests that s/he can not speak to Algebra I education specifically

, try to focus the scope of interview as closely as possible to Algebra I education. For example, ask the interviewee to speak to professional development activities fo r math education in high school before asking the interviewee to provide perspective on math education more generally.

Then, tailor the following questions accordingly , for example, by specifying high school math education, instead of Algebra I education

.

5. What are the common challenges or difficulties that teachers have in Algebra I/secondary school math education?

6. What are the common challenges or difficulties that students have in Algebra I/secondary school math education?7. What instructional techniques or strategies do you recommend to teachers to overcome

those problems?

COACH ’S PERSPECTIVE OF PD PROGRAM

8. What role do coaches play in professional development activities for Algebra I/secondary school math education?

9. What do coaches do to make sure that the teachers are well

- informed about the professional development activities for Algebra I/secondary school math education?

Listen for

o Provide information directly to targeted participants

o Provide information indirectly through a liaison (e.g., through a designated point

- of

contact)

o Targeted participants have to seek information out (e.g., accessible online 24/ 7, subscribe to listserv)

10. Please explain the types of professional development activities that coaches provide for Algebra I/secondary school math education and who the targeted participants are.

Listen for

o Format (e.g., workshop, certification course, manuals/guides)

o Provider (e.g., District

- or State

- sponsored, External professional development providers, Professional organizations, Educational institution)

o Length (e.g., Four 8

- hour meetings, Weekly 2

- hour meetings for 5 weeks)

o Content (e.g., instructional design, instructional practices, state/district standards)

o Targeted participants (e.g., department

- level personnel, teaching personnel)

Now, I’d like to get your perspective on the professional development activities that have had a successful impact on different skills for teaching Algebra I/secondary school math education, like activities or guides that successfully improve content knowledge or student engagement. You can mention the same activity if you believe it applies more than once.

11. What professional development activities would you recommend to:

1 1 a. improve content knowledge of Algebra I/secondary school math ?

Listen for

o Education on math concepts and p rocedures

o Education on new approaches to math concepts and procedures11 b. improve overall pedagogical principles or techniques for Algebra I/secondary

school math education?

Prompt

- For example:

o principles or techniques that can be used across multiple topics/classes

o strategies or tools to engage students in Algebra I/secondary school math,

o questioning strategies

o techniques that use multiple representations of algebraic concepts

11 c. improve specific instructional practices or materials to teach a p articular algebraic/math concept or learning challenge?

Prompt

- For example:

o practices or materials that can be used to teach a particular concept or difficulty

o techniques to develop in

- class activities to teach linear relationships, polynomials, or quad ratic equations

Listen for

o the concept or learning challenge

11 d. improve assessments of student knowledge and progress?

12. Which professional development activities would you not recommend for Algebra I/secondary school math education, if any?

1 2 a. What wa s it about the activity that made it unsuccessful, in your view?

13. What can be done to improve professional development activities for Algebra I/secondary school math education?

14. We’re interested in what coaching programs should prioritize to get positive outcomes
from professional development activities and informational resources for Algebra I/secondary school math education. What do you consider most critical or n ecessary for the ir success?

What to listen for

o Specific activities /practices (e.g., informational resources, PD, evaluation)

o Policies

o Funding allocation15. In your view, what are the most important barriers or challenges to overcome ?

FINAL THOUGHTS

16. Do you have any suggestions or advice for m ath c oach e s like yourself?

17. Do you have anything else that you would like to add before we conclude this interview?

CONCLUSION

Those are all the questions I have. Thank you for your time and for participating in this study.OMB Approval No.: 0000

- 0000

Expires: 00/00/0000

PROMOTING STUDENT SUCCESS IN ALGEBRA I Professional Development Topical Area Teacher Focus Group

Name: Title:

State: District:

I nterviewed by: Date:

PLEASE READ THE FOLLOWING TO RESPONDENTS

Introductory Script for Teacher Focus Group : Good morning/afternoon. First of all, thank you so much for being here and for being willing to participate in this study for the US Department o f Education. Before we start, we would like to introduce ourselves, provide a little background on our work, and answer any questions you might have.

INTRODUCTION AND BACKGROUND

My name is [ name ] and this is [ name ] of the other site visitor. We are res earchers from American Institutes for Research and Windwalker Corporation, organizations that conduct research in education. We are here today to interview you as part of a collaborative effort to provide researchers, policymakers, administrators, educator s, and district officials like yourself with information to promote student success in Algebra I. We are particularly interested in Algebra I because it’s a gatekeeper course in that it’s a prerequisite for subsequent high school mathematics and science c ourses considered essential for getting into college. So, it is an important stepping stone for success in high school and college. We selected your district because schools in your district have implemented professional development activities that

appear to have promising results.

As part of this project for the US Department of Education, we are speaking with teachers, math department leaders, school administrators, coaches, and district staff about the approach to professional development and how it ma y contribute to student success in Algebra I. With respect to district officials, we are interested in your perspectives on how your district’s approach

to Algebra I professional development has been developed, implemented , and supported, as well

as any pr omising outcomes . I’ll talk about how this interview will go next, but for now, are there any questions about the study or why we are here?

DESCRIPTION OF INTERVIEW PROCEDURE AND CONFIDENTIALITY

Next, I’d like to say a few things about the process for th is discussion. During our session today, I'll be asking you some questions and other site visitor will be taking notes of what you are saying. S/he will not record your names. If you don’t mind, I would also like to record ourconversation simply for not e

- taking purposes. No one outside of our research team would hear

the recording; it would just be for own reference. If you would like us to turn off the recorder at any point, just let me know. Would that be OK?

I want to assure you that all of the in formation you provide today will be kept confidential and will only be used for the purposes of this study. The recorded interview will be transcribed by a member of the research team, but your identity will remain confidential. We will not use your

name or attribute any quotes to you. Therefore, no one who reads the study will know that the statements came from you.

I’d like to ask you to sign a consent form before we begin. It outlines some of the issues I’ve just mentioned with regard to anonymity an d confidentiality. Please take a minute to read it and let me know if you have any questions.

Are there any questions before we get started?

Notes to interviewer :

- Throughout the interview, possible probes are set aside following each general question

. Asking these questions may help to move the interview pace or may prompt a less talkative respondent. However, do not feel you need to ask each of these probes ; it is likely that the respondent will cover many of these issues when responding to your in itial inquiry. Keep the tone conversational and comfortable

- To the extent that this information can be retrieved from other data sources (e.g., school records) beforehand, document that information below prior to the interview. During the
interview, pro mpt the respondent to confirm its accuracy if his/her initial response does not do

so.BACKGROUND ON TEACHERS ’ ROLE S AND EXPERIENCE

Let’s begin with some information about you.

1. How l ong have you each of you been a teacher in this district and at your current school(s) ?

2. Please tell me a bit about your background. What previous experience led you to the position you have now?

What to listen for

o Previous experience in math education or experience that required mathe matics skills

o Previous experience in training/coaching adults, educators in particular

3. Describe your main responsibilities for your current job as math teacher

.
What to listen for

o General overview of tasks/duties

o Variety of duties/tasks (e.g., those spec ific to Algebra I vs. other )

4. What are common challenges or difficulties that teachers have in Algebra I/secondary

school math education?

5. What are the common challenges or difficulties that students have in Algebra I/secondary school math education?

TEACHER S ’ EXPERIENCE S WITH PD PROGRAMS

For the remainder o f the focus group, I ’d like to get your perspective on professional development activities for Algebra I education . Please focus on that subject area alone when you respond to these questions.

Note to Facilitator : If participants suggest that that they can not speak to Algebra I education specifically

, try to focus the scope of focus group data as closely as possible to Algebra I education. For example, ask the participants to speak to professional development activities for math education in h igh school before asking the participants to provide perspective on math education more generally.

Then, tailor the following questions accordingly , for example, by specifying high school math education, instead of Algebra I education.6. Does the state , district , or school provide you wi th training opportunities or

informational resources for Algebra I/secondary school math education ?

6 a. How do you make sure that you are well

- informed about the p rofessional development activities for Algebra I/secondary school math education?

Listen for

o Receive information directly to targeted participants

o Receive information indirectly through a l iaison (e.g., through a designated point

- of

- contact)

o S eek information out (e.g., accessible online 24/7, subscribe to listserv)

Now I want to ask you some questions about the professional development in Algebra I that you think has most contributed to your effectiveness in the classroom

.

7. Can you describe this professional development in general terms? Who provides it, and when did you participate?

8. More specifically, h ow was the professional development structured? Was it more of a traditional or a non - traditional format?

Prompt

- For example:

o B y non

- traditional I’m referring to a reform

- type forma such as a s tudy group, teacher network, mentoring relationship, committee, task force, individual research project, or teacher research center

.

o Likewise, does the type of PD you engage in tend to be a traditional workshop or
conference format?

9. How long was this p rofessional development activity ? Over how many weeks or months did it extend? [

Note: be sure to note specific refe rences to time]

10. Did you particip ate in this professional development activity with other teachers from your school ?

o Did other teachers of Algebra I attend? How many?

11. Can you tell me about the instructional style of this professional development activity? That is, how did the facilitator communicate content to you? What were tea chers doing during the activity?

o Note: determine the proportion of time spent in traditional lect ure formats vs. active learning , group activities, etc.STRENGTHS AND WEAKNESSES

12. Reflecting on your overall experiences in professional development, w hat do you think are the determining factors for a successful professional development activity for teaching Algebra I/secondary school math ?

o Do you find some of th e activities and informational resources more engaging or interesting than others? Why? How so?

What to listen for

o Specific activities /practices (e.g., informational resources, PD, evaluation)

o Policies

o Funding allocati on

13. In your view, what are the most important barriers or challenges to overcome ?

14. What sets your professional development experience at this school apart from that of Algebra I teachers at other schools ?

FINAL THOUGHTS

15. Do you have any suggestions or advice for Algebra I teacher s like yourself?

16. Do you have anything else that you would like to add before we conclude this focus

group ?

CONCLUSION

Those are all the questions I have. Thank you for your time and for participating in this study.