Buffalo State strengthens mathematics teacher preparedness as participant in new Gates Foundation initiative

Buffalo State was recently selected to participate in a new Gates Foundation initiative designed to better prepare future mathematics teachers  for the classroom. The project aims to improve curriculum literacy in elementary mathematics by exposing teacher candidates to High Quality Instructional Materials (HQIM), which is used by Buffalo Public Schools (BPS), as well as numerous districts nationwide.

“The idea of curriculum literacy is that teachers have to know how to use a curriculum,” said Susan McMillen, Buffalo State mathematics professor. “How do you decide what are the important points? How do you use your textbook? How do you transform that curriculum into a 60-minute lesson in the 50 minutes the school gives you, for students that speak different languages or students with disabilities? You know the content, you’re certified as a teacher, but how do you take this curriculum and enact it effectively for your students?”

As part of the Gates Foundation’s initiative prioritizing new teachers, the foundation is partnering with Education First and the New Teacher Project (TNTP), which is connected with Buffalo Public Schools’ Urban Teaching Fellow Program. McMillen and Jodelle Magner, associate professor of mathematics, have both worked closely with BPS’ mathematics department for many years, which made Buffalo State a natural choice for collaboration for BPS mathematics director JaDawn Wagstaff. 

“We have a long history in the area with math and partnering with BPS,” McMillen said, “so there are a lot of good relationships and history to build on.”

“Buffalo State is proud to be one of five institutions selected, advancing how we prepare future teachers,” said Amitra Wall, Buffalo State provost. “This partnership underscores our commitment to ensuring every teacher candidate is ready to meet the diverse needs of today’s classrooms with skill and confidence.”

Wendy Paterson, the dean of the School of Education and Applied Professions added, “An opportunity to learn HQIM for mathematics and to be better prepared to meet the needs of all students when they enter the classroom is exactly the kind of leadership in the teaching profession that we encourage with all Buffalo State teacher candidates.”

While the university is one of just five sites across the country implementing the project, it is the only one implementing this work into its fall content courses, not just methods classes.

“We took the initiative to look at the content courses because we felt strongly that we could make a difference with students early in their education programs at Buffalo State,” Magner said. “The methods course in the spring will have a bigger focus, but this is a good place to start slowly infusing without overwhelming them.”

Typically, content courses focus on the “what” of teaching, while methods courses focus on the “how.” Now, McMillen said, there will be a greater connection between the two.

“To be an effective teacher, you have to anticipate what are the misconceptions students will have,” she said. “We have always alluded to that in content courses, but, with this project, we’re going to explicitly talk about it.”

“One goal is that they’ll internalize what we’re doing, so that when they do get to a curricula, it’s not intimidating,” Magner added. “Then in the methods courses, we’ll be doing things with the actual curricula BPS is using so students will see it, use it, and be familiar with it.”

As HQIM is used nationwide, Magner and McMillen pointed out that Buffalo State students who experience it will have a job market advantage. 

“Many students go through their entire college careers without exposure to HQIM, because it depends on where they are for field placements,” McMillen said. “Giving our students exposure to HQIM is a benefit. When they go on a job interview, they can talk about HQIM and say they have experience with it.”

But the heart of this project’s mission, McMillen and Magner said, is creating teachers that can make a difference.

“The reason we teach four, five, or six ways to do something is we’re looking to make mathematics instruction equitable,” McMillen said. “That’s really what’s behind all of this: we’re better preparing Buff State grads to be teachers who can help all students succeed.”

Photo by Ricoh Imaging Company.