Summary Points
OACTE Response to Presentation by Dr. Sandy Johnson
OBEC Meeting May 10, 2005
Background: In her May 10, 2005 presentation to the Education Policy Board of OBEC, Dr. Sandy Johnson made several inaccurate statements in her descriptions of teacher education policy and practice. Unfortunately, audience members were not allowed an opportunity to ask for clarification or to engage in discussion with Dr. Johnson. Therefore, OBEC members were not able to hear an open and honest discussion regarding Dr. Johnson’s presentation or written report, Oklahoma Teacher Education Programs Under the Microscope (April 2005).
As deans and directors of teacher preparation programs, the members of Oklahoma Association of Colleges of Teacher Education (OACTE) welcome continued dialogue of the issues surrounding middle school mathematics achievement. We ask OBEC’s Education Policy Board to consider the following points.
· Institutions recommend secondary mathematics education majors (6-12) to teach in middle schools. Elementary majors are not recommended to teach middle school mathematics although some districts may hire them for these positions.
· Secondary mathematics education majors complete the calculus sequence.
· Math requirements for Oklahoma elementary education majors include 12 hours of mathematics content that consists of numbers and operations, patterns and functions, geometry and measurement, and statistics and probability. The scope and sequence of these requirements is above the national average of six hours, usually consisting of only numbers and operations and patterns and functions.
· The report relies heavily on textbook comparisons. Variation in textbooks at universities is evident throughout the curricula -- in calculus, modern algebra, college geometry, matrix algebra, etc. These same textbook variations are found across all disciplines. College textbook comparisons are not reliable predictors of educator or K-12 student success.
· Despite assertions to the contrary, mathematics courses for specific majors are in place for other disciplines (e.g. College Algebra for Business, Business Calculus); the criticism that only elementary education has specific courses is unfounded. The comment that specific courses do not count in other majors is true for many academic disciplines. Those who change majors must frequently take additional course work.
· Transferability of courses is not an issue. With the exception of the University of Oklahoma which accepts six of the 12 hours as transfer work, all other institutions accept 12 hours transfer course work from both four-year and two-year institutions. These transfer policies align with OSRHE articulation and transfer policies.
· The written report, Oklahoma Teacher Education Programs Under the Microscope, fails to adhere to the standards of academic discourse. These standards include providing accurate representation of all sides of a discussion, using accurate terminology and information, and eliminating irrelevant information that might confuse a reader. This failure to follow the rules of research results in a flawed report and inaccurate findings.
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