We're all in this together. Feedback Sessions focus the expertise of the network on building up - and building out - each other's work, inviting participants to roll up their sleeves and compare notes on strategies to reaching our shared goal. Hear from partners as they share early-stage ideas and work-in-progress for feedback that the whole network can both contribute to and benefit from.
Grand Challenge: Teachers are underprepared to effectively teach STEM subjects.
The iTeachAZ, Gila Valley project is partnership between Arizona State University and Eastern Arizona College to develop a rural STEM teacher preparation program. The project leverages the successful iTeachAZ teacher preparation program developed at Mary Lou Fulton Teachers College. iTeachAZ provides increased supervision for teacher candidates and more time in the classroom.
- What new strategies can we use to recruit and retain high-quality teachers in rural areas to teach secondary education subject areas, such as science, technology, engineering, and math (STEM)?
- How might a university teacher preparation program adapt to inherent characteristics of a rural community to continue the work of encouraging community members to be teachers in their communities?
The USC Rossier School of Education has re-designed our online teacher preparation program to meet the state of California's Teacher Performance Expectations. Our MAT Program specifically prepares the candidates to teach in high needs communities. This presentation will share an overview of the re-designed coursework and fieldwork the USC MAT Program will use to prepare our teacher candidates.
- Given that our candidates teach all over the United States, what do you recommend to the USC MAT Program to better prepare these science teachers for your community?
- Our program emphasizes preparation to teach inquiry skills that are laid out in the Next Generation Science Standards. After hearing how we seek to develop these skills with our candidates, do you have recommendations to further develop this important science teacher practice?
The University of Colorado Colorado Springs (UCCS) has implemented a B.S. in Engineering Education (BSEEd) degree. Since we are in the early stages of the BSEED program, we seek input from partners on improving our model.
- What elements of engineering are important for science and math teachers to understand in a secondary school setting?
- How should our degree interact with teacher engineering professional development programs such as Project Lead the Way?
- What other resources are available through the 100Kin10 network to further strengthen the experience of our engineering education students or to support them in the classroom?
Grand Challenge: Teaching lacks prestige and is not widely perceived as a top career choice for STEM college graduates.
Science Friday Initiative
In 2016, Science Friday accepted the pilot cohort of the Science Friday Educator Collaborative, a competitive STEM resource publishing and communication fellowship for experienced science and math educators. The intent of the program is to train educators how to better transmit their practices to a wider education community and to expose the general public to passionate educator role models through mass media.
- How can we recruit a larger diversity of educators into our applicant pool?
- What incentives and structures enabled you to recruit and maximize use of an advisory board?
- How can we measure more concretely the impact that this program has on the public’s perception of the teaching profession and the willingness of educators to promote their own profession?
California State University STAR Program and Ignited
During this session, we will report on the work and progress of CARET – the Collaborative Around Research Experiences for Teachers — and solicit feedback on our efforts to promote the model of engaging teachers in STEM research and industry as a high impact practice for recruiting, preparing, and retaining high-quality STEM teachers.
- In what ways does your organization collaborate with institutions outside the classroom to contextually enrich STEM education for your stakeholders?
- Based on the CARET evaluation metrics we will share, are there additional factors and outcomes that we should be collectively investigating?
- How can CARET best share findings and resources to more broadly disseminate the model of research opportunities for teachers?
CDE Foundation, California State University STAR Program, and Chevron
We aim to enhance collaboration and prestige in the STEM teaching profession through participant awareness that they are contributing to a national collective movement. As we look to look raise awareness among 100Kin10 teacher-participants, we want to involve more Partner Organizations from California and the broader 100Kin10 community in this conversation.
- Who are your 100Kin10 “teacher-participants” and how are you ensuring they know that they are part of a national movement?
- Identifying pre-service and early career teachers as 100Kin10 educators may more be more straightforward, but how do we envision veteran, in-service STEM teachers in our programs developing 100Kin10 identity?
- We highly value the work of mentor teachers who provide clinical field experiences for our 100Kin10 teacher candidates. How can we leverage 100Kin10 resources and prestige to acknowledge and promote this contribution?
Grand Challenge: Professional development does not satisfy STEM teachers' professional learning and growth needs.
Based on the success of STeLLA in research studies, BSCS is now interested in bringing STeLLA to the large audience of teachers who can benefit from it. We are interested in feedback on how to take this PD program to scale.
- How can we meet the need we will have for skilled and committed facilitators in order to grow this program both in size and geographic reach?
- How should we address the fact that this program currently costs more and takes more of a commitment of time than districts and teachers are currently accustomed to committing to professional development?
- What kinds of partnerships should we, as a non-profit R&D organization, consider in order to overcome the programmatic and business challenges that we face in attempting this scale-up?
American Modeling Teachers Association and STEMteachersNYC
Modeling Instruction (MI) is an award winning, research-validated approach to teaching science that has been in continuous development since 1992. We hope to share our successes in building STEM learning communities that support content knowledge and pedagogical understanding as well as gain insights on how to have similar success within distance learning platform courses.
- What professional development best practices are necessary to build professional learning communities among STEM Teachers, build teacher content knowledge, and pedagogical understanding?
- What are the practices that best support distance learning course PD?
Digital Promise has built a coalition of educators and partners to establish a micro-credential ecosystem that enables educators to identify concrete skills or competencies they want to focus on or develop in response to the needs of their students or classrooms.
- What are the best ways to engage STEM educators with micro-credentials?
- Which content areas and pedagogy are most valuable to STEM educators?
Grand Challenge: Many elementary teachers do not teach STEM subjects well.
The Internet provides ready access to a wide range of media that have the potential to greatly enhance instruction and learning in science. Yet, much of this content is not curated and may be of questionable accuracy. Teachers may be left with myriad decisions, and little time or preparation for making them. To promote next generation science learning, teachers need the ability to effectively select and use digital media that accurately present science concepts in authentic contexts and that are vetted for their grade-level appropriateness.
There is a need for PD focused on strategies for creating media-rich lessons using the frameworks of science system models, effectively using digital media (including video, simulations, interactive lessons and other digital tools and resources). The free PD being envisioned by WestEd, WGBH, New Teacher Center and KQED will facilitate teachers’ use of the digital learning to enhance their ability to deliver effective instruction in science.
Colorado Education Initiative and Colorado Geographic Alliance
Colorado's 100Kin10 partners are interested in leveraging the network to collectively work on common issues we all face. To this end, we have started to offer meetings in addition to the annual Back to School Breakfast. To date, we have identified some common topics to address. Our next step is looking at how might we maintain this network and solve common challenges with limited capacity.
As 100Kin10 has noted in the Grand Challenges, many elementary teachers do not teach STEM subjects well, often because of their own anxiety around STEM content knowledge. This is especially true when it comes to the areas of computer science (CS) and computational thinking (CT), which are increasingly viewed as essential skills and knowledge for all students preK-12. Unfortunately, few of today’s elementary teachers have experience or training in integrating CS or CT into their teaching, despite the fact that 63% of 3rd-5th graders say they would like to learn coding (Speak Up 2015).
Grand Challenge: STEM teachers lack leadership opportunities and flexibility to experiment.
Editor's note: This past fall, 100Kin10 partnered with the IDEO Teachers Guild to engage teachers across the country in generating #MindblowingSTEM solutions that cultivate curiosity and problem-solving in students through active STEM learning. After weeks of ideating and prototyping over 125 ideas, teachers have selected their favorites, which included solutions like Experiment Day and Community Redesign Challenges. We are honored to have the teachers who created those favorite ideas present them in a special feedback session at Summit.
"With extreme pressure to perform well on standardized testing, school leaders and teachers believe that they do not have time to experiment with other methods or models that may not produce positive, testable results. Failure as an objective of design thinking processes and STEM challenges is just not considered an option for schools that have large populations of low performing students. Redesigning the library environment and schedule to allow for student choice and experimentation would be one way to integrate these crucial skills into a traditional school environment."
"We want students to gain greater insight on the planet Mars by researching the atmosphere and surface of to discover challenges for human survival on the planet. Our big rocks are for students to collaborate & problem-solve with peers across the globe to build a community of future Mars residents. And have opportunities to visit sites that house designers & builders of space rockets; they’ll participate in discussion and questioning sessions with experts. A select group of students have access to one NASA doctor to ask questions about the effects of space on the human body. He has committed to being available to them in the future. Moving this project forward while meeting state and local district curriculum and testing demands limits the time and genuine interest in pursuing this area of study."
"Research shows that women cited a lack of role models as a significant reason for leaving the fields of physics, chemistry, electrical engineering, and computer science. Roni Ellington, TEDx Speaker from Baltimore, said she “[struggled to get support with her STEM identity and STEM agency]” until she “had the opportunity to engage in rigorous STEM education” and then she started “to see herself differently.” My idea is to address this gap in STEM with a hands- on event for students called STEAM ComicCon — It’s an idea I submitted through the Teacher’s Guild which was then voted up as a top Favorite!The event’s purpose would be to leverage STEAM super(s)heroes in order to inspire all kids, particularly girls and students of color, to find their own STEAM identities and curiosities! Using an un-conference model there would be hands on workshops, playgrounds and panel shares to excite and engage students in STEAM concepts beyond the textbook. Let’s debunk the myth that only “geeks” and “smarty pants” are capable of pursuing their STEM curiosities and apply them to the real world! As Ellington would say, kids, regardless of “what neighborhood they grew up in” should get support to find their STEAM identity and STEAM agency. STEAM ComicCon would give kids the chance to get in contact with these Stealthy Scientists! Mighty Techies, Cosmic Coders, Makery Mathematicians, Lightning Bolt Engineers! STEAM ComicCon would ignite the super (s)hero in all of us!"
"While working with the Teachers Guild challenge on STEM I focused on creating simple ways to incorporate more experimentation into my classroom. I created the Collaborative Tinkering Toolkit, which focuses on shifting mindsets. One of my biggest challenges is culture. How might I shift the culture of my district to accept that failing forward, exploratory and playful learning accomplishes both rigor and wellness? I'm from a wonderful district that values rigorous academic learning, and has been successful, in the traditional sense, for many, many years. However, over the last few years our issues around student (and teacher) wellness have become abundantly clear; we need to do something. Students are not sleeping well and focus on "doing school" as opposed to learning. I feel that we can have both rigor and wellness through STEM style teaching practices. I would love to get feedback on my Collaborative Tinkering Toolkit and hear how others are dealing with the challenges of shifting cultures, rigor and wellness in their institutions."
"My personal goal is to continue exploring this enchanting, enchanted forest of design thinking, particularly as it transforms our teaching and learning lives in our classrooms and invites opportunities to share the journey with amazing colleagues like Alicia Zeoli. On a larger scale, I'm convinced that schools need to empower teachers -- and teachers, their schools -- to invest in daring, innovative models of learning that place collaborative, interdisciplinary, inquiry-based challenges at the center of our daily work. As a history and religious studies teacher, I feel ill-equipped to lead my students in anything resembling a STEM-based learning challenge. To live the message I mean for my students to learn, however, I sense that teachers like me are precisely the ones who need to pick up and practice these new ways, and make them ours. To that end, I'd love some feedback and wisdom from STEM educators about how this project might find authentic expression from their content areas and their expertise. I'm also keenly interested to learn how "non-STEM" teachers might re-think our personal approaches to teaching to help develop the inner Pilates muscles of STEM thinking from a wholly different perspective."