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Developing  science teacher leaders
 

Developing science teacher leaders

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  • The goal of LEADERS is to improve science education by making it relevant to students through the incorporation of Project-Based Science (PBS) that is linked to the renewable energies industry and its environmental impacts, which is becoming a vital element in the economic development of the Great Lakes Region. The program aims to create teacher leaders who can modernize the science curriculum and increase student achievement.
  • - LEADERS gathers and merges the expertise of four essential entities in the economic revitalization of the Great Lakes Region—K-12 school districts, higher education, the renewable energy industry, and informal education. -The MSPpartnership focuses on student-centered education that knits community economic growth with science education. -Specifically, teacher leaders and district level support personnel collaborate with university, industry, and informal science partners in the development of Project-Based Science (PBS) curricula that will unite education with community.
  • - LEADERS gathers and merges the expertise of four essential entities in the economic revitalization of the Great Lakes Region—K-12 school districts, higher education, the renewable energy industry, and informal education. -The MSPpartnership focuses on student-centered education that knits community economic growth with science education. -Specifically, teacher leaders and district level support personnel collaborate with university, industry, and informal science partners in the development of Project-Based Science (PBS) curricula that will unite education with community.Talk about teacher selection here
  • To examine the progress our TLs were making we used a triangulated approach that included measures of content, pedagogical content knowledge and application, and leadership. When combined, they provide a comprehensive picture of TL development. (reference for STIPS is Jones and Harty, 1978)
  • Instructor administered pretest/posttest. As you can see, p values indicated a statistically significant gain in scores. Cohen’s d suggests large effect size gains, and the U3 shows how much someone in the 50 percentile on the pretest is likely to score on the posttest (again, all gains).
  • (Riggs and Enoch, 1990)Statistically higher on both scales than their district science teacher population. Compared with their own scores last year, modest growth on the outcome expectancy scale and little change on the personal beliefs scale.
  • STIPS gauges a science teacher’s preference for inquiry-based instructional strategies and non-inquiry based instructional strategies. Comparisons on scores as a ratio shows where the teacher’s preferences lie. Expected mean on the two scales was 25 each. TLs scored statistically significantly more positive on both scales when compared with the mu.
  • Rasch analysis allows us to view which items are the hardest for TLs to give a strongly agree score to. All three of these items center on giving students more control over how they learn which is fundamental to PBS. Observations of our TLs teaching a PBS lesson validate that the TLs have difficulty giving more control to students as they often use controlled experiments rather than truly following the PBS process.
  • LDRSP inventory was based upon the Georgia Partnership for Reform in Science and Mathematics (PRISM). Scale is 1 -5 with 4 and 5 being the optimal responses. It examined amount of leadership responsibilities, knowledge and skill to enact these responsibilities, and comfort level enacting the responsibilities.
  • We collected feedback on TL performance from district science teachers through an exit survey at the conclusion of the PD sessions and also during focus group interviews. Learned about solar energy, new vocabulary/terminology, and how to use new equipment. They realized through implementation of aspects of PBS that their students lack essential problem solving skills they will need for employment in science-related careers. The teachers enjoyed implementing PBS, are now more likely to take risks in the classroom, and noticed that student disciplinary problems disappeared during PBS activities. The TLs provided resources and the teachers appreciated the supplies (and guidance) they were given to use in their classrooms. They expressed hope that their interaction with their learning groups as well as with the TLs will continue and are interested in learning more.
  • The development of a TL is an ongoing process and these findings provide some evidence that the combination of obtaining advanced content knowledge, pedagogical knowledge (PBS) and leadership skills and theory can provide a potential TL with the experience, ability and confidence to implement positive change within their districts. Further research will continue to monitor TL development and success including the implementation of PBS in the district teacher classrooms.
  • Thank you for attending our session!Insert your contact information if you feel it is needed.If not just center the information box in the slide.

Developing  science teacher leaders Developing science teacher leaders Presentation Transcript

  • Leadership for Educators: Academy for Driving Economic Revitalization in Science LEADERS is a partnership of the The University of Toledo, Toledo Public Schools, Toledo Catholic Schools, and Monroe County Schools. Funded by the National Science Foundation Grant # 0927996 Developing Science Teacher Leaders to Facilitate the Implementation of Project-Based Science in Schools: Preliminary Findings Gale Mentzer Janet Struble The University of Toledo NARST Conference 2012 Indianapolis, Indiana
  • Goal To improve science education by making it relevant to students through the incorporation of Project- Based Science (PBS) that is linked to the renewable energies industry and its environmental impacts. Funded by the National Science Foundation Grant # 0927996 LEADERS is a partnership of the The University of Toledo, Toledo Public Schools, Toledo Catholic Schools, and Monroe County Schools.
  • Overview Funded by the National Science Foundation Grant # 0927996 LEADERS is a partnership of the The University of Toledo, Toledo Public Schools, Toledo Catholic Schools, and Monroe County Schools.
  • Overview Funded by the National Science Foundation Grant # 0927996 LEADERS is a partnership of the The University of Toledo, Toledo Public Schools, Toledo Catholic Schools, and Monroe County Schools.
  • Outcomes Funded by the National Science Foundation Grant # 0927996 LEADERS is a partnership of the The University of Toledo, Toledo Public Schools, Toledo Catholic Schools, and Monroe County Schools. 1. Develop a cadre of effective teacher leaders who transform science education by linking science content with emerging science-based industries in Great Lakes Region. 2. Increase the number of teachers in partnering districts who have strong content, pedagogy and leadership skills and knowledge. 3. Transform existing K-12 science courses to rigorous and relevant science courses through PBS. 4. Prepare K-12 students who can meet science and mathematics achievement standards and who become interested in science and technical careers. 5. Develop community science education networks that collaborate through the development and implementation of advanced or improved science courses.
  • Plan of Study Funded by the National Science Foundation Grant # 0927996 LEADERS is a partnership of the The University of Toledo, Toledo Public Schools, Toledo Catholic Schools, and Monroe County Schools. Term Course Credit Summer I Physical Principles of Energy Sources for Humans 3.0 Chemical Aspects of Sustainable Energy 3.0 Project-Based Science 3.0 Leadership AY 1 Leadership (cont.) 3.0 Summer II Biofuels 3.0 Earth Technologies 3.0 Climate Change 30. Leadership AY 2 Leadership (cont.) 3.0 Summer III Alternative Energy: Sources, Applications and Economics 3.0 Earth Systems Science 3.0 Master’s Project 3.0 AY 3 Leadership 3.0
  • Academic Year Activities Funded by the National Science Foundation Grant # 0927996 LEADERS is a partnership of the The University of Toledo, Toledo Public Schools, Toledo Catholic Schools, and Monroe County Schools. Implementation of PBS in their classrooms Design and develop district professional development
  • Analysis & Findings Funded by the National Science Foundation Grant # 0927996 LEADERS is a partnership of the The University of Toledo, Toledo Public Schools, Toledo Catholic Schools, and Monroe County Schools. Measures of Teacher Leadership • Content • Pedagogical Content • Science Teacher Self Efficacy Beliefs Instrument • Science Teacher Ideological Preference Scale • Leadership
  • Content Courses Funded by the National Science Foundation Grant # 0927996 LEADERS is a partnership of the The University of Toledo, Toledo Public Schools, Toledo Catholic Schools, and Monroe County Schools. Course t statistic p value Cohen d U3 Physical Principles 18.60 0.0001 5.57 (large) 1.00 Chemical Aspects 4.43 0.0004 0.94 (large) 0.83 Biofuels 13.69 <0.0001 3.54 (large) 1.00 Earth Technologies 4.06 0.0010 3.92 (large) 1.00 Assessment & Leadership 5.27 0.0002 4.78 (large) 1.00
  • STEBI (Science Teacher Efficacy Beliefs Instrument) Funded by the National Science Foundation Grant # 0927996 LEADERS is a partnership of the The University of Toledo, Toledo Public Schools, Toledo Catholic Schools, and Monroe County Schools. mean mu t p Personal Beliefs 42.38 23 10.57 < 0.05 Outcome Expectancy 46.76 30.5 7.98 < 0.05 Scale Mean1 Mean2 t p d U3 OE 35.41 46.76 1.20 0.13 0.52 0.70 PB 41.09 42.38 2.06 0.03 0.2 0.58 When compared with the previous year:
  • STIPS (Science Teacher Ideological Preference Scale) Teacher Leaders preferred inquiry-based instructional strategies over non-inquiry based strategies at a ratio of 1.6:1.0 Funded by the National Science Foundation Grant # 0927996 LEADERS is a partnership of the The University of Toledo, Toledo Public Schools, Toledo Catholic Schools, and Monroe County Schools. mean mu t p Inquiry Preference 32.40 24.81 2.75 < 0.025 Non-Inquiry Preference 20.40 30.58 -14.21 < 0.025
  • STIPS (Science Teacher Ideological Preference Scale) Funded by the National Science Foundation Grant # 0927996 LEADERS is a partnership of the The University of Toledo, Toledo Public Schools, Toledo Catholic Schools, and Monroe County Schools. • The student should figure out on his/her own the important concepts of the materials being studied rather than receiving them directly from the teacher. • Students should have a major role in making decisions about what are the best means for learning the concepts in the material being studied. • To learn a scientific law or principle, students should be provided exemplifying instances from which they infer it without the teacher giving it Items difficult for teacher leaders to agree with:
  • LI (Leadership Inventory) Funded by the National Science Foundation Grant # 0927996 LEADERS is a partnership of the The University of Toledo, Toledo Public Schools, Toledo Catholic Schools, and Monroe County Schools. • Leadership responsibilities: very little change (increased from 68 to 69 rankings of 4 or 5). • Comfort engaging in leadership activities: increased dramatically (107 positive responses in 2011 as opposed to 11 in 2010).
  • LI (Leadership Inventory) Funded by the National Science Foundation Grant # 0927996 LEADERS is a partnership of the The University of Toledo, Toledo Public Schools, Toledo Catholic Schools, and Monroe County Schools. • Designing customized professional learning opportunities and programs for other science educators. • Providing energy-related content support to other science educators. • Organizing and facilitating professional learning communities for science educators. • Being an advocate for science activities and strategies. • Working with scientists and industry partners. Areas of increased comfort levels:
  • LI (Leadership Inventory) Funded by the National Science Foundation Grant # 0927996 LEADERS is a partnership of the The University of Toledo, Toledo Public Schools, Toledo Catholic Schools, and Monroe County Schools. • I am knowledgeable about project-based science. • I have the knowledge and skills to help new teachers understand and teach about energy issues. • I have the knowledge and skills to write curriculum about energy issues. • I have the knowledge and skills to help experienced teachers understand and teach about energy issues. Knowledge & Skills Improvement
  • District Teacher Feedback Funded by the National Science Foundation Grant # 0927996 LEADERS is a partnership of the The University of Toledo, Toledo Public Schools, Toledo Catholic Schools, and Monroe County Schools. • Learned new content and how to use new equipment. • Realized students lack essential problem solving skills. • The teachers are now more likely to take risks in the classroom. • Appreciated resources and guidance. • Want to continue their interaction with TLs and their fellow science teachers.
  • Findings Funded by the National Science Foundation Grant # 0927996 LEADERS is a partnership of the The University of Toledo, Toledo Public Schools, Toledo Catholic Schools, and Monroe County Schools. Substantial gains in content and leadership skills Remained constant in pedagogical content TLs have been successful in providing PBS professional development to the science teachers in their districts
  • Questions/Comments Funded by the National Science Foundation Grant # 0927996 LEADERS is a partnership of the The University of Toledo, Toledo Public Schools, Toledo Catholic Schools, and Monroe County Schools.
  • Funded by the National Science Foundation Grant # 0927996 LEADERS is a partnership of the The University of Toledo, Toledo Public Schools, Toledo Catholic Schools, and Monroe County Schools. LEADERS Information Dr. Gale Mentzer gale.mentzer@utoledo.edu Janet Struble Janet.struble@utoledo.edu 419-530-4993