Psi District Presentation 091210

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  • A Foundation created and initially funded by the NJEA in 2006 Its mission is to empower teachers to lead change so that all children have access to a high quality education One aspect of that mission is to work with teachers to spread and improve successful programs so that all students benefit
  • This shows the results obtained at Bergen Tech – Teterboro. The vertical axis represents how the number of AP exams taken compares as a multiple of the NJ rate (ie. In 2008 BT students too more than 5 times the number of AP science exams than was average for NJ). Also, note that AP performance outside of science and math are not exceptional.
  • The passing rate is also much higher than that of NJ.
  • These slides show the results obtained at Bergen Tech – Teterboro. The vertical axis represents how the number of AP exams taken compares as a multiple of the NJ rate (ie. In 2008 BT students too more than 5 times the number of AP science exams than was average for NJ). Also, note that AP performance outside of science and math are not exceptional.
  • These slides show the relative rate of AP science exams being passed at Bergen Tech – Teterboro. The vertical axis represents how the number of AP exams passed (3+)compares as a multiple of the NJ rate (ie. In 2009 BT students too more than 23 times the number of AP Physics B exams than was average for NJ).
  • Student interest in science was also much increased; students opted for an average of more than 1.3 years of science beyond the required 3 years.
  • The students in the school are typical for their county in terms of racial composition. This is a diverse population with many students who are typically underrepresented in science and math.
  • The poverty rate of the students is above that of the county from which they are drawn.
  • Significant continual improvement in quantitative measures: AP exams taken; AP exams passed; state tests passed; and SAT subject test scores High levels of student interest in science and math based on elective choices and college majors High student and teacher morale An ability to “grow its own” great teachers on an ongoing basis along with low turnover of current teachers
  • Significant continual improvement in quantitative measures: AP exams taken; AP exams passed; state tests passed; and SAT subject test scores High levels of student interest in science and math based on elective choices and college majors High student and teacher morale An ability to “grow its own” great teachers on an ongoing basis along with low turnover of current teachers
  • Significant continual improvement in quantitative measures: AP exams taken; AP exams passed; state tests passed; and SAT subject test scores High levels of student interest in science and math based on elective choices and college majors High student and teacher morale An ability to “grow its own” great teachers on an ongoing basis along with low turnover of current teachers
  • Significant continual improvement in quantitative measures: AP exams taken; AP exams passed; state tests passed; and SAT subject test scores High levels of student interest in science and math based on elective choices and college majors High student and teacher morale An ability to “grow its own” great teachers on an ongoing basis along with low turnover of current teachers
  • Significant continual improvement in quantitative measures: AP exams taken; AP exams passed; state tests passed; and SAT subject test scores High levels of student interest in science and math based on elective choices and college majors High student and teacher morale An ability to “grow its own” great teachers on an ongoing basis along with low turnover of current teachers
  • Significant continual improvement in quantitative measures: AP exams taken; AP exams passed; state tests passed; and SAT subject test scores High levels of student interest in science and math based on elective choices and college majors High student and teacher morale An ability to “grow its own” great teachers on an ongoing basis along with low turnover of current teachers
  • Psi District Presentation 091210

    1. 1. Progressive Science Initiative Bob Goodman NJ Center for Teaching and Learning [email_address]
    2. 2. <ul><li>Empowering Teachers …Leading Change </li></ul>
    3. 3. The US faces a serious challenge in math and science education <ul><li>US student achievement is considered internationally uncompetitive </li></ul><ul><li>The US percentage of the world’s scientists and engineers is shrinking </li></ul><ul><li>Two useful reports: Rising above the Gathering Storm and The Perfect Storm </li></ul>
    4. 4. A major obstacle is a lack of coherence – what is “science”? <ul><li>The relationship between the subjects (Physics, Chemistry, Biology, Earth, Forensic, etc.) is unclear </li></ul><ul><li>What content to teach within the subjects is unclear </li></ul><ul><li>How we measure progress is unclear </li></ul>
    5. 5. Conflicting goals for “science” education <ul><li>State Standards </li></ul><ul><li>NAEP Standards </li></ul><ul><li>TIMSS </li></ul><ul><li>Textbook driven curricula </li></ul><ul><li>AP Curricula </li></ul>
    6. 6. Conflicting process goals <ul><li>Science Literacy (basic facts) </li></ul><ul><li>Inquiry </li></ul><ul><li>Mathematical Problem Solving </li></ul>
    7. 7. Solutions must work for both students and teachers to be viable <ul><li>A successful program must emerge from and support teachers while teaching students </li></ul><ul><li>A successful program must result in high student achievement and a high level of teacher morale </li></ul><ul><li>A successful program must “grow its own” great teachers, not count on finding them elsewhere </li></ul>
    8. 8. The Progressive Science Initiative <ul><li>Began 10 years ago by the teachers at the school </li></ul><ul><li>Aimed at improving math and science achievement </li></ul><ul><li>Embraced the AP Curricula as setting a clear goal </li></ul><ul><li>The resulting coherence helps teachers as much as it helps students </li></ul>
    9. 9. AP Performance and International Competitiveness
    10. 10. Teterboro Science Initiative Vertical and Horizontal Alignment to AP Curricula <ul><li>Vertical alignment of both math and science </li></ul><ul><ul><li>Shows the usefulness of learned tools from year to year </li></ul></ul><ul><li>Horizontal alignment of math and science </li></ul><ul><ul><li>Shows the usefulness of learned tools between math and science </li></ul></ul><ul><li>AP exams used as landmark goals </li></ul><ul><ul><li>Adds value through recognition, self-esteem, college credits and better college choices </li></ul></ul><ul><ul><li>Especially for low SES and minority students </li></ul></ul>
    11. 11. AP Exams by Department (as multiple of NJ Rate: NJ=1)
    12. 12. AP Exams Passed (3+) (as multiple of NJ Rate: NJ=1)
    13. 13. AP Science Exams Taken (as multiple of NJ Rate: NJ=1)
    14. 14. AP Science Exams Passed (as multiple of NJ Rate: NJ=1)
    15. 15. Participation in Elective Science Courses Taken Per Senior
    16. 16. Racial Composition of Site 2009
    17. 17. Free or Reduced Lunch 2009
    18. 18. Math SAT Scores
    19. 19. Verbal SAT Scores
    20. 20. Key Design Elements <ul><li>Science Sequence: Physics - Chemistry - Biology </li></ul><ul><li>AP exams as landmarks </li></ul><ul><ul><li>Provide subject area goals </li></ul></ul><ul><ul><li>Drives vertical curriculum through backwards design </li></ul></ul><ul><ul><li>Only AP science content taught in required courses </li></ul></ul><ul><li>Vertical and horizontal curriculum alignment </li></ul>
    21. 21. Defining AP Achievement Participation and Passing Rates Not the average score on the AP Exam <ul><li>Reduces tracking while promoting vertical and horizontal curriculum alignment </li></ul><ul><ul><li>Prior learning scaffolds future learning </li></ul></ul><ul><ul><li>Redundancy is minimized </li></ul></ul><ul><ul><li>More sections of fewer courses </li></ul></ul>
    22. 22. Encourages Doing the Right Thing <ul><li>Increase participation in AP Courses </li></ul><ul><ul><li>Prepare all students for AP courses </li></ul></ul><ul><ul><li>Encourage all students to take AP courses </li></ul></ul><ul><ul><li>Encourage all students to complete the courses </li></ul></ul><ul><ul><li>Require all students to take the exam </li></ul></ul><ul><li>Increase AP Offerings </li></ul><ul><li>Improve practices to raise scores </li></ul>
    23. 23. Progressive Science Sequence Grades 9 - 12
    24. 24. Progressive Science Sequence Minimal Version
    25. 25. Traditional Sequence Rigorous Version
    26. 26. Traditional Sequence Minimal Version
    27. 27. Ninth Grade Physics The Keystone to Science and Math Achievement <ul><li>The foundation of the science sequence </li></ul><ul><li>The foundation for math achievement </li></ul><ul><li>The equalizer - social constructivist approach benefits all students </li></ul>
    28. 28. Social Constructivist Setting In the Classroom <ul><li>Group Problem Solving </li></ul><ul><ul><li>Time in class mostly devoted to working on problems in small or large groups </li></ul></ul><ul><li>Peer teaching </li></ul><ul><ul><li>Different prior math skill leads to peer teaching </li></ul></ul><ul><li>Flat playing field </li></ul><ul><ul><li>prior physics experience of students similar - minimal </li></ul></ul>
    29. 29. Social Constructivist Setting In the School <ul><li>Twice a week - 2 hours of after-school help available from teachers, peers and AP Physics students </li></ul><ul><li>Ample teacher and peer tutoring available </li></ul><ul><li>Since all students take the same course – study groups and peer help encouraged </li></ul>
    30. 30. Assessment <ul><li>Weekly formative assessments </li></ul><ul><li>AP format for all major tests </li></ul><ul><ul><li>Half free response </li></ul></ul><ul><ul><li>Half multiple choice </li></ul></ul><ul><ul><li>Questions from prior AP tests or similar </li></ul></ul><ul><li>Bi-weekly labs </li></ul><ul><li>No grades for participation, homework, etc. </li></ul>
    31. 31. Encourage Success <ul><li>Maximize student effort and morale </li></ul><ul><li>Maintain high standard </li></ul><ul><li>Most students do well – almost none fail </li></ul><ul><li>Modified AP curve used for most assessments </li></ul><ul><li>Students may retake all assessments (new version) - only higher grade counts </li></ul>
    32. 32. SMART Technology <ul><li>SMART boards and notebooks support a faster moving dynamic 21 st Century classroom </li></ul><ul><li>SMART Responders provide real time ongoing formative assessment raising student engagement and instructional efficiency </li></ul><ul><li>SMART Lesson Study creates better instruction, supports continuous improvement and raises teacher morale </li></ul>
    33. 33. Algebra <ul><li>All students must master Algebra I by the end of 9 th grade </li></ul><ul><ul><li>Fundamental to all later math </li></ul></ul><ul><ul><li>Fundamental to much of later science </li></ul></ul><ul><ul><li>Necessary to be literate in math and science </li></ul></ul><ul><li>Algebra weakness is a key reason for algebra-based physics – not a reason to avoid algebra in physics </li></ul>
    34. 34. Physics Supports Algebra <ul><li>Algebra-based: All students enrolled in Algebra, or completed it in a prior year </li></ul><ul><li>No trigonometry </li></ul><ul><li>Provides a setting to show the usefulness of the mental tool of mathematics </li></ul>
    35. 35. Physics Supports AP Physics B <ul><li>All objectives taken from Physics AP B </li></ul><ul><ul><li>About 40% of AP B completed </li></ul></ul><ul><li>Completes 90% of Mechanics and E & M </li></ul><ul><ul><li>excludes only the 10% requiring trigonometry </li></ul></ul><ul><li>All students prepared for AP B </li></ul><ul><ul><li>makes 9 th Grade Physics very useful </li></ul></ul><ul><li>All students accepted into AP Physics B </li></ul>
    36. 36. Physics Supports Chemistry <ul><li>Fundamental concepts such as: </li></ul><ul><ul><li>Energy </li></ul></ul><ul><ul><li>Electrostatic force – fundamental to chemistry </li></ul></ul><ul><ul><li>Atomic & Quantum Theory </li></ul></ul><ul><li>Problem solving experience </li></ul><ul><li>Experience with units and calculations </li></ul><ul><li>Inquiry Experience </li></ul>
    37. 37. Chemistry <ul><li>Supports AP Chemistry </li></ul><ul><ul><li>All objectives drawn from AP Chemistry </li></ul></ul><ul><ul><li>about half of AP Chemistry completed </li></ul></ul><ul><li>Supports AP Physics B </li></ul><ul><ul><li>all AP B students also in chemistry </li></ul></ul><ul><ul><li>shared objectives taught in chemistry first (gas laws, atomic energy levels, etc.) </li></ul></ul><ul><ul><li>Saves time in AP Physics and eliminates redundancy </li></ul></ul><ul><li>Supports Biology </li></ul><ul><ul><li>Much of biology based on physics and chemistry </li></ul></ul>
    38. 38. Biology <ul><li>Supports AP Biology </li></ul><ul><ul><li>All objectives drawn from AP Biology </li></ul></ul><ul><ul><li>about half of AP Biology taught in this course </li></ul></ul><ul><li>Supports Anatomy and Physiology </li></ul><ul><li>Supports AP Chemistry </li></ul><ul><ul><li>Reviews chemistry, so AP Chemistry doesn’t need to </li></ul></ul>
    39. 39. The Teachers @ Bergen Tech - Teterboro <ul><li>All ten current teachers were hired and trained during the program’s development </li></ul><ul><li>None had previously taught an AP course </li></ul><ul><li>Seven of the ten are currently teaching an AP science course </li></ul><ul><li>Zero turnover: no teacher has left the school in more than 5 years </li></ul>
    40. 40. Teacher Collaboration @ Bergen Tech - Teterboro <ul><li>Weekly meeting of all teachers to develop shared materials by consensus </li></ul><ul><ul><li>Unit Plan, assessments, worksheets, labs, etc. </li></ul></ul><ul><ul><li>Major tests given on same dates </li></ul></ul><ul><ul><li>All classes take same tests, etc. </li></ul></ul><ul><ul><li>All content must come from AP B objectives </li></ul></ul><ul><li>Raises teacher and student morale through coherence and focus </li></ul>
    41. 41. Teacher Collaboration @ Bergen Tech - Teterboro <ul><li>Common schoolwide assessments: structures the work of teachers who are new, or new to a course </li></ul><ul><li>Maximize the number of teachers for each course rather than minimizing “preps”: more teachers for a course increases support and cooperation </li></ul><ul><li>Frequent (at least weekly) meetings between all teachers for a course </li></ul>
    42. 42. Teacher Collaboration @ Bergen Tech - Teterboro <ul><li>New teachers given time to “take” course with students before teaching it the next year </li></ul><ul><li>All materials (tests, quizzes, notes, HW assignments, etc.) shared between all teachers </li></ul><ul><li>After school tutoring for all students, regardless of teacher </li></ul><ul><li>Moving to shared use of Smart materials </li></ul>
    43. 43. Great teachers: a cause and a result of a successful program <ul><li>A coherent program with clear goals and strong teacher support attracts both strong teachers and strong prospective teachers </li></ul><ul><li>It honors the expertise of experienced teachers while supporting new teachers: it offers continuous professional growth </li></ul><ul><li>Successful recruitment, training, induction and retention are the causes and the results of an excellent program </li></ul>
    44. 44. Expanding PSI www.njctl.org Click on “PSI”
    45. 45. Progressive Science Initiative <ul><li>Research shows that PSI raises the science achievement of average US students to international levels </li></ul><ul><li>A solution to raising national student achievement is to spread PSI to more schools (it’s not clear there are other solutions) </li></ul><ul><li>That requires more PSI teachers, but PSI provides the method to train/certify new science teachers </li></ul>
    46. 46. Progressive Science Initiative <ul><li>Traditional “Alternate Route” programs seek to get current science professionals to become teachers. The problem is: </li></ul><ul><ul><li>We have a shortage of science professionals; that’s why we need to improve US science education </li></ul></ul><ul><ul><li>It’s not clear they want to leave their jobs </li></ul></ul><ul><ul><li>It’s not clear that they will be good teachers </li></ul></ul><ul><li>We question the assumption that: </li></ul><ul><li>“ Science is hard: teaching is easy” </li></ul>
    47. 47. Progressive Science Initiative <ul><li>PSI has shown “all students can learn science”. </li></ul><ul><li>We extend that to “all teachers can learn science” </li></ul><ul><li>We propose to use PSI to teach science to highly skilled teachers. </li></ul><ul><li>Our goals is to get the best teachers to become science teachers: our assumption is: </li></ul><ul><li>“ Teaching is hard; science is easy” </li></ul>
    48. 48. PSI & SMART Technology <ul><li>PSI instructional materials have been collaboratively developed using Smart/Senteo technology; improving educational efficiency </li></ul><ul><li>This has also increased teacher collaboration through Smart “lesson study” approach </li></ul><ul><li>Extending this to a virtual interschool PLC will enable scaling up PSI to new schools and teachers </li></ul>
    49. 49. PSI Provisional Certification <ul><li>Teachers will learn the science content, and how to teach the science content, in PSI classes </li></ul><ul><li>Teachers will be certified to teach a first level PSI course, after completing it successfully </li></ul><ul><li>Teachers will continue taking PSI courses while teaching their first PSI course. </li></ul><ul><li>Teachers will be mentored on site and meet twice weekly with their cohort to take subsequent PSI courses and discuss their field experience </li></ul>
    50. 50. Full Certification <ul><li>After completing a PSI sequence, and the field experience, teachers will be able to teach any standard course in their content area </li></ul><ul><li>Teachers will need to pass the appropriate Praxis </li></ul><ul><li>Teachers will then be fully certified and will be able to teach both PSI and non-PSI courses in their content area </li></ul>
    51. 51. Courses and Certifications PSI Program LAUNCH Summer 2009 Fall 2009 Spring 2010 Summer 2010 Fall 2010 Spring 2011 Summer 2011 Fall 2011 Spring 2012 Summer 2012 Fall 2011 Spring 2012 Physics Teacher Courses & Certifications Physics I & Physics 9 Certification Physics II Physics III & Physics Certification                   Physics High School Courses   9th Grade Physics   9th Grade Physics & 10th Grade Physics AP B         Chemistry Teacher Courses & Certifications   Physics I   Chemistry I & Chemistry 10 Certification Chemistry II Chemistry III & Chemistry Certification             Chemistry High School Courses         10th Grade Chemistry   10th Grade Chemistry & 11th Grade AP Chemistry     Biology Teacher Courses & Certifications     Physics I     Chemistry I Biology I & Biology 11 Certification   Biology II Biology III & Biology Certification       Biology High School Courses               11th Grade Biology   11th Grade Biology & 12th Grade AP Biology
    52. 52. www.njpsi.org <ul><li>All the materials developed to teach PSI courses are being posted on this site </li></ul><ul><li>Teachers will be able to access all of them </li></ul><ul><li>Students will be able to access all but assessments </li></ul>
    53. 53. www.njpsi.org <ul><li>A discussion board, open to all teachers and students, is part of the site: </li></ul><ul><li>Teachers and students will be able to upload their improved versions of materials </li></ul><ul><li>The site is the backbone of a virtual Professional Learning Community </li></ul>
    54. 57. District Requirements <ul><li>Adopt the PSI Approach in participating schools </li></ul><ul><ul><li>Course sequence </li></ul></ul><ul><ul><li>Curriculum </li></ul></ul><ul><ul><li>Pedagogy </li></ul></ul><ul><li>Create PSI Classrooms </li></ul><ul><ul><li>Up to date Computer </li></ul></ul><ul><ul><li>Projector </li></ul></ul><ul><ul><li>Smart board </li></ul></ul><ul><ul><li>Smart Response System </li></ul></ul><ul><ul><li>Round Tables </li></ul></ul>
    55. 58. District Requirements <ul><li>Provide certified teachers (for any subject) who are interested in learning and teaching science </li></ul><ul><li>Pay the graduate school tuition for the PSI coursework for those teachers </li></ul><ul><li>Teachers receive training and graduate credits at no cost, except their time </li></ul>
    56. 59. First PSI Physics Teacher Cohort Physics - June 29, 2009 <ul><li>42 teachers </li></ul><ul><li>4 school Districts </li></ul><ul><li>21 Schools </li></ul><ul><li>1200 students </li></ul><ul><li>Taught by Teterboro faculty as Kean University Adjunct Faculty </li></ul>
    57. 60. AP Physics B Requests High School Students Surveyed on 12/9
    58. 61. Second PSI Physics Cohort January 2010 through June 2011 <ul><li>Algebra-based Physics classes every Tuesday night and third Saturday through June </li></ul><ul><li>No Summer Classes </li></ul><ul><li>Teachers begin teaching Physics in Fall 2010 </li></ul><ul><li>AP Physics B from September through June every Tuesday night and third Saturday </li></ul>
    59. 62. First PSI Chemistry Cohort January 2010 through mid-May 2011 <ul><li>Algebra-based Physics classes every Tuesday night and third Saturday through June </li></ul><ul><li>Chemistry classes for July (alternate Fridays off) </li></ul><ul><li>Teachers begin teaching Chemistry in Fall 2010 </li></ul><ul><li>AP Chemistry from September through mid May every Tuesday night and third Saturday </li></ul>
    60. 63. PSI Partners <ul><li>New Jersey Center for Teaching and Learning </li></ul><ul><li>New Jersey Department of Education </li></ul><ul><li>New Jersey Educational Association </li></ul><ul><li>Kean University </li></ul><ul><li>Bergen County Vocational Technical Schools </li></ul><ul><li>Jersey City Public Schools </li></ul><ul><li>Newark Public Schools </li></ul><ul><li>Paterson Public Schools </li></ul><ul><li>SMART Technology, Inc. </li></ul>
    61. 64. Progressive Science Initiative Bob Goodman NJ Center for Teaching and Learning [email_address]

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