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STEM Can Lead The Way: Rethinking Teacher Preparation and Policy


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2014 California STEM Summit

Published in: Education, Technology
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STEM Can Lead The Way: Rethinking Teacher Preparation and Policy

  1. 1. Tory Read, Founder & Principal Tory Read Studio
  2. 2. • Topic: How to produce and support great K-12 STEM teachers, so we create STEMliterate citizens and STEM-capable workers • Data: 30 interviews Teachers, superintendents, faculty, deans, p rofessional development providers, ELL experts, test designers, policy experts, CCTC • Year: 2012 • Objective: To catalyze vision, planning and
  3. 3. Education in math or science, using engineering design approaches and technology tools, delivered through a combination of handson, student-centered, inquiry-based projects and direct instruction.
  4. 4. Teacher Preparation –undergraduate + 1 year Induction – first 2 years on the job Professional Learning – ongoing over course of career
  5. 5. • Use reason and inquiry to solve problems. • Gather and analyze evidence. • Construct arguments, engage in debate and critique the reasoning of others. • Use appropriate tools strategically. • Collaborate and communicate. • Adhere to a rigorous set of practices.
  6. 6. • STEM jobs grew 3x as fast as non-STEM jobs from 2001-2011. • STEM occupations are projected to grow 17% from 2008-2018, compared to 8% for non-STEM jobs. • Wages in STEM fields are 27-60% higher than in non-STEM fields, depending on education level attained. • Workers in STEM fields have significantly lower unemployment rates than workers in non-STEM
  7. 7. • US 15-year-olds ranked 36th in mathematics, 28th in science and 24th in reading behind other nations on the 2012 PISA. • Only 35% of US 8th graders are proficient in mathematics and just 36% are proficient in reading, according to the 2012 NAEP. • Math literacy at age 4 is predictive of both math and reading proficiency in third grade, but most children birth-4 are in a chaotic hodge-podge of child care and early education settings.
  8. 8. • We have an inadequate supply of math and science teachers across all of K-12. • Most K-8 teachers are underprepared in math and science, and many of them fear these two subjects. • It is difficult to attract math and science majors to teach in K-8 because they can make better money elsewhere. • Few early childhood educators are comfortable teaching numeracy and math.
  9. 9. • Is coherent, progressive and follows a teacher from college through career. • Features close, sleeves-rolled-up partnerships between districts and teacher training programs. Faculty and K-12 teachers collaborate to design the teacher training experience. • Integrates content, pedagogy and clinical practice, so teachers learn what to teach and how to teach it by teaching real students in real classrooms. • Features faculty that use technology fluently. • Explicitly includes STEM subjects all along the
  10. 10. • Starts early, during undergraduate coursework. • Features faculty working directly with classroom teachers to co-design the clinical practice experience. • Supports specially trained mentor teachers to oversee and co-teach with teachers-in-training. • Occurs in schools where principals and host teachers explicitly agree to allow teachers-in-training to practice what they are learning in their courses. • Includes reflective practice, in which teachers-in-training learn to use data to evaluate themselves and their peers. • Trains and deploys teachers-in-training in cohorts to enable peer-to-peer learning and communities of
  11. 11. • Teacher training experiences are typically discreet, disconnected and repetitive. • K-8 teachers need more math and science training – more content, more practice. • Clinical practice experiences are often too short, inadequately supervised and have little time for reflection. • Faculty members control what they teach, so faculty who teach teachers need to drink the koolaid and change what they teach and how they teach it. • Many faculty members are disconnected from K-12 realities, and tenure evaluation systems privilege academic research over fieldwork, which discourages faculty from spending more time in K-
  12. 12. • Transform a chaotic system of discreet training experiences into a coherent, aligned and logical system of continuous and progressive training. • Increase capacity of teacher training institutions, school districts and county offices of education in math and science. • Increase the depth of math and science courses for teachersin-training. • Organize teachers into professional learning teams and communities. • Create a career ladder with associated pay increases, and build a system that awards and renews teachers credentials based on demonstrated competencies. • Train faculty and teachers to be fluent in technology and use it
  13. 13. • The CTC recently changed the structure of teacher training to allow more integration of content and pedagogy. • The new K-12 content standards in math, ELA and science create space and demand for great STEM teachers. • Planning and implementing the Local Control Funding Formula creates opportunities to inject STEM into district culture and practice. • CTC is starting to revise teacher preparation and induction program standards.
  14. 14. • Revise teacher preparation and induction program standards to include strong partnerships between teacher preparation programs and districts. • Strengthen math and science for all multi-subject credential candidates. • Award and renew teacher credentials based on demonstrated competencies. • Streamline the paperwork for accreditation renewal and sanction and close programs that are not doing a good job. • Require teacher training programs to track and report on how their graduates perform in the classroom, including
  15. 15. • Establish a P-3 teaching credential with a strong early math component. • Create a ladder of credentials for teachers, awarded as they reach increased competency levels over time. • Link each step on the credential ladder to increases in compensation.
  16. 16. • Enlist interested teacher prep faculty and K-12 math and science teachers to lead the transformation. • Reward faculty for making changes in their courses. • Encourage teacher prep faculty to spend time in K-12 schools. • Train teacher prep faculty to fluently incorporate technology into their teaching practice. • Expand the range of clinical practice settings to
  17. 17. • Revamp staffing structures to accommodate and compensate mentor teachers, master teachers and math and science specialists. • Increase the amount of time for science in elementary grades. • Allocate time for teachers to work and learn in teams. • Allow students to use technology in the classroom. • Require that elementary school principals
  18. 18. • Pay for experts to analyze funding streams se we can re-allocate existing resources to revamped teacher training. • Build the evidence base. Pay for evaluations and case studies, and convene workshops to gather the evidence on what works in what contexts. • Support best-practice partnerships between teacher training programs and districts. • Support efforts to develop systems for measuring teacher quality and tying it back to teacher training programs, so programs can engage in continuous improvement based on data. • Provide teacher candidates in math and science with opportunities for hands-on experience in real laboratories and industry settings.
  19. 19. In your group, discuss the following questions. • Which recommendations are most important? • What is your role? • What can you do to improve teacher training?