With high-quality personalized, ongoing support, access to user-friendly information, and effective connections to well-prepared scientists and engineers and partner organizations, elementary teachers become more informed, skilled, motivated and successful in increasing the quality and quantity of science learning experiences for students in their classrooms. This session will highlight elements of a successful network model to provide teachers with direct services and training, including fostering connections to a wide range of STEM professionals and educational partners. This model brings about lasting changes in teacher practices, school cultures, scientist engagement, collaborations, and student inspiration and learning experiences. The session will share tools other organizations can use to facilitate long-term teacher support, prepare STEM professionals for engaging with students and teachers, and work with partner organizations to identify and address gaps in the local STEM education landscape.
In this session we will share a child-centered approach to engage teachers in learning about new ways of thinking about and teaching math. The Math for All professional development program, a collaboration between the EDC/Center for Children and Technology and Bank Street College of Education, engages teachers from grades K–5 in multiple cycles of planning and adapting math lesson, with a focus on one focal child they have questions about. We will describe how Math for All embeds and motivates learning of math content and pedagogy in the context of making instruction more accessible for a particular focal child, and discuss the impact of this approach on teachers' comfort, preparation, and pedagogical content knowledge for teaching math and their students' math achievement.