Katharine W. Clemmer, M.A.T. in Mathematics
 
Professional Preparation:

• University of California, Davis B.A. in Russian, minor in Mathematics, 1983
• University of Leningrad, Soviet Union, Certificate for Russian Language Training, 1982
• Loyola Marymount University, Secondary Credential in Mathematics to include completing equivalent coursework for a degree in Mathematics, 1994
• Loyola Marymount University, M.A.T. in Mathematics 1998
• Loyola Marymount University, Tier 1 Administrative Credential, 2006

Appointments:

• Executive Director, LMU Center for Math and Science Teaching, 2007-present
• High School Math Teacher, El Segundo High School, 1995-present
• Director, L.A. Math and Science Teacher Residency, 2010-present
• Director, Secondary Education, Loyola Marymount University, 2004-2007
• Clinical Faculty, School of Education, Loyola Marymount University, 2003-Present
• Clinical Faculty, College of Science and Engineering, 2005-Present
• Math Curriculum Specialist K-12, El Segundo Unified School District, 1997-2002
• Affiliated Faculty, School of Education, Loyola Marymount University, 1997-2003
• High School Math Teacher, Hawthorne High School, Hawthorne, CA. 1994-1995
• Middle School Math Teacher, Lawndale School District, CA. 1993-1994

Publications:

• Clemmer, K. (2010) A Systems Engineering Approach to Mathematics Teacher Training that Measurably Increases Secondary Student Engagement and Achievement in Mathematics in The Mathematics Education in the 21st Century Project
• Clemmer, K. (2009) How Involving Students in the Assessment Process Transforms a Culture of Failure in Mathematics to a Culture of Accountability, Self-Efficacy, and Success in Mathematics in The Mathematics Education in the 21st Century Project
•   Santangelo, T., Knotts, G., Clemmer, K. (2008) Differentiated Instruction: Legislative Support and Classroom Practices (Chapter 7) in Education for All: Critical Issues in the Education of Children and Youth with Disabilities (Jossey-Bass 2008)

• Clemmer, K. (2005). California 5th Year Credential Program Document. California Commission for Teacher Credentialing (CCTC)

Synergistic Activities:
• Development and Implementation of the Los Angeles Math and Science (LAMS) Residency Program:  Wrote and received a grant from the GATES Foundation in partnership with The College Ready Promise Initiative for 1 million dollars to create, pilot, and direct a Math and Science Teaching program for middle school and high school math and science teachers in urban schools with a high percentage of low-socioeconomic and minority students that effectively integrates mathematics and science content aligned to Common Core and the recently released national science framework guidelines with research-supported pedagogy in mathematics and science.

• Development and Implementation of the Math or Science Leadership Certificate:  Wrote a MAST Leader Program that received School of Education approval and accreditation for inclusion in the Urban Education master’s degree.  Implemented a vision for transforming math and science education by training, supporting, and growing a team of expert scholar practitioners who take action to solve the current crisis in STEM education.  Current CMAST TLs are inspiring, influencing, and motivating students, colleagues, administrators, community members, and university faculty in 4 different organizations to increase the number of students who are college-ready to successfully pursue a STEM degree. 

• Development and Implementation of Math and Science Teaching (MAST) Professional Development Program:  Wrote and received a grant from the Stuart Foundation for $300,000 to create pilot, and direct a Math and Science Professional Development Program for secondary math and science teachers in urban schools with a high percentage of low-socioeconomic and minority students. MAST has been in existence since 2006 and has resulted in a statistically significant increase in student-standardized scores in all participating organizations.  Critical to the success of MAST is the focus on students as the impetus for improving teaching and learning in mathematics and science. The program relies on a consistent and sustained support system that introduces effective strategies and methodologies, encourages innovative collaborating, readily measures progress, and holds all parties accountable for student achievement. The integration and relationship building allows for sustained collaborative critical analysis that shifts the culture of teaching and learning.

• Development and Implementation of a Center for Math and Science Teaching at LMU, a place that provides resource and activities that promote increasing teacher retention and leadership in math and science education:  Wrote and received a grant from the Stuart Foundation for $900,000 to create and institutionalize a Center for Math and Science Teaching (CMAST) at LMU.  CMAST is a center committed to developing, inspiring, and retaining excellent STEM teachers. CMAST is a place of vibrant trans-disciplinary communication, collaboration, and action research where all educational stakeholders are equally committed to increasing student engagement and achievement in mathematics and science. CMAST strategically partners with high-need school districts and schools to provide an apprenticeship and experiential model for professional development that institutionalizes a rigorous, relevant, relational, and data-driven system, Math and Science Teaching (MAST) System within the school and organization. CMAST helps retain these STEM teachers by offering the training needed for a new career path, called teacher leader (TL). 

• Co-Principal Investigator on an NSF Funded project.  To make what is essentially an internal though process explicit, students and instructors will record think-alouds that will then be included in math, chemistry, physics, and teacher preparation courses to support teaching STEM problem solving.

• Organizing transformational reform in teacher training:  Design courses for teaching secondary math, science, and special education pre-service teachers that integrates the most recent research and recommendations for teaching & learning mathematics and science, to include integrating the Common Core standards and the 2011 National Science Framework guidelines. As chair of the University Committee on Math and Science Teacher Preparation, have established a collaborative process in which math, science, and education faculty are able to collaborate and support both teacher training and student retention in STEM fields at LMU.

• Member of the California Commission for Teaching Credential (CCTC) Math Advisory Panel (2009-2011)
Analyze and evaluate the current mathematics preparation and teaching competencies for multiple subjects credentialed teachers. Create a plan and articulate recommendations to the CCTC on how to strengthen the preparation and competencies for in-service and pre-service teachers in order to reverse the achievement gap in mathematics in California.  Revised Standard 8 for math preparation of pre-service teachers, and designed two new authorizations: Mathematics Instructional Specialist and Mathematics Leadership Specialist.

Award-winning High School Math Teacher (1995- present)
Increased the enrollment of A.P. Calculus by 100% and improve the passing scores by 30%.  Increased individual student math SAT scores by approximately 100 points. Wrote and implemented a revised high school math curriculum resulting in more students taking math classes at all levels, evoking community support and a commendation from the Mayor of El Segundo. Increased the District math SAT scores by 25 points within one year of implementing the revised math curriculum, and maintained this point increase for two years. Honored as ESHS Teacher of the Year in 2000, 2003. Recognized by Mayor Richard Riordan and chosen by the graduating seniors at El Segundo High School as one of L.A.’s Most Inspirational Teachers for three years:  1996, 1997, 2000. Honored by The Association of California School Administrators and ACSA Region 14 for support, creativity and expectations enabling an at risk student to succeed. Received the Outstanding Teacher Award from the Tandy Technology Scholars in 1997 and 1998. Received an Award of Excellence from the University of California, San Diego as an “OUTSTANDING TEACHER” in 1996, 1997, 1998, 1999, 2000, 2002, 2004, 2006, 2010. Received an Award of Excellence from MIT and Tufts University as an “OUTSTANDING TEACHER” in 1999. Received an Award of Excellence from the University of California, Santa Barbara as an “OUTSTANDING TEACHER” in 2000, 2009. Created a professional, productive, working relationship between elementary, middle, secondary teachers, and the parents in the community

Other Affiliations:
Association for School Curriculum and Design, member, 2004-present
Kappa Delta Pi, International Honor Society in Education, member, 1998-present
National Council for Teachers of Mathematics, member, 1994-present