The document summarizes a STEM teacher preparation program between CSU Long Beach and Long Beach Unified School District. The program provides intensive training to 150 pre-service and in-service elementary teachers through a year-long residency program. It aims to change the culture of STEM teaching from the ground up by training teachers to teach integrated STEM disciplines through inquiry. The program involves collaboration between university faculty, school leaders, and partner organizations to provide research-based professional development and support to both new and experienced teachers.

1. The California STEM Summit 2014
CSU’s Commitment to Preparing and Developing WorldClass STEM Teachers: A Model of Collaboration and
Excellence in Long Beach
Dr. Beverly Young, The California State University
Dr. Lisa Isbell, CSU Long Beach
Dr. Jared R. Stallones, CSU Long Beach
Dr. Laura Henriques, CSU Long Beach
Lori Grace, Long Beach Unified School District
Dr. Marquita Grenot-Scheyer, CSU Long Beach

2. Dr. Beverly Young
Assistant Vice Chancellor for Teacher
Education and Public School Programs
California State University

3. Urban Teaching Academy
STEM Professional Growth Training
California State University, Long Beach
Lisa Isbell, Ed.D.
Multiple Subject Credential Program Coordinator

4. UTEACH Program
(Urban Teaching Academy)
The UTEACH (Urban Teaching Academy) pathway is a unique
opportunity for students to combine pedagogy and practice in
a personalized credential program designed to fully prepare
future teachers in a hands-on supportive school
setting. Program features include the following:
•
•
•
•
•
•
UTEACH is a yearlong school/university residency program.
UTEACH teaching methods courses are held at school sites
working with children in real classroom settings.
UTEACH offers personalized attention from University faculty
and school based personnel.
UTEACH course work and student teaching are prearranged, and linked to real teaching in a real classroom.
UTEACH faculty support, instruct and advise students on
site in a school based, personalized setting.
UTEACH future teachers are taught to teach by teaching
children in a guided clinical classroom setting.

5. STEM Program Goal
Funded by the S.J. Bechtel Jr.
Foundation, the goal of the
Science, Technology, PreEngineering and Mathematics
professional development program
is to prepare elementary teachers
in a model, scalable, STEM-rich
clinical setting.

6. Program Infrastructure
CSULB UTEACH
STEM PD
PLANNIG
COMMITTEE
(7)
CSULB, WESTED,
& LBUSD PD
PROVIDERS
UTEACH
STUDENT
TEACHERS (58)
UTEACH
STEM
PD
LBUSD SCHOOL
PRINCIPALS (6)
LBUSD MASTER
TEACHERS (35)
CSULB
EDD STUDENT
RESEARCHERS
(3)

7. Program Objectives
1.
The overarching goal of this project is to change
the culture of STEM (Science, Technology, PreEngineering & Mathematics) teaching in
elementary schools from the ground up. The
program focuses on The Next Generation
Science Standards and the Common Core State
Standards for Mathematics with technology and
engineering providing context.
2.
Create a direct pipeline of highly qualified
elementary STEM instructors who will be able to
address the deep concern about not having
enough scientists, engineers, and
mathematicians to keep the United States in the
forefront of research, innovation, and
technology.
3.
Our approach is to train elementary teachers
(prospective and practicing) to teach the STEM
disciplines in an integrated, inquiry-focused way
so students understand science and
mathematics in a real-world context.

8. Preparing Elementary Teachers in a Model, Scalable,
STEM-Rich Clinical Setting
Over a period of two years, the program has worked
to accomplish the following:
1)
2)
3)
4)
5)
6)
intensively train and hope to inspire 150 highly
effective pre-service and in-service elementary
STEM teachers in a residency setting in four
elementary schools in LBUSD
employ a “co-teaching” model involving current
and future teachers together in teaching STEM
subjects
integrate STEM content across the teacherpreparation curriculum
provide opportunities for elementary teachers to
attend state STEM conferences
involve four CSULB doctoral students in studying,
evaluating and disseminating the model
through dissertation work
creating a handbook to serve as a resource for
establishing similar school/university STEM
education programs across California.

9. STEM Education PD Curriculum
This project provides professional development and
support to 30 master teachers, grades K-5, and their
60 student teachers each year. The Professional
Development was collaboratively developed and
facilitated by CSULB’s Colleges of Education and
Natural Sciences & Mathematics and the WestEd/K12 Alliance. The model integrates curriculum from The
Boston Museum of Science’s, Engineering is
Elementary program and specific topics addressed
include:
•
•
•
•
•
•
•
•
The Engineering Design Process
Common Core and Next Generation Science
Standards
Notebooking in STEM Content Areas
Nature of Science and Science Processes
Developing and Sequencing STEM Units
Inquiry-based Lesson Format for Science
Engineering-based STEM Lessons
Effective Practices for Teacher Mentoring and
Collaboration

10. Licensure and After-school
Programs
Over a period of two years 120 pre-service
and in-service K-5 teachers are being
provided with the opportunity to extend their
STEM education and work towards added
licensure that will allow these teachers to
expand their teaching across the K-8 grade
levels, as well as gain experience designing
STEM activities and implementing them with
K-8 students in urban, after-school settings.
Thus far about half of the first cohort of
participants have taken this opportunity. This
added credential will allow these new and
practicing teachers to expand their teaching
to the middle school level and will also
significantly strengthen their K-6 teaching of
STEM subjects.

11. Program Accomplishments
•
Recruit and screen master teachers and
UTEACH candidates for the program
•
Conduct Summer/Fall Institutes
•
Supply classrooms and teachers with STEM
equipment and materials
•
Conduct continuing faculty professional
development throughout the school year with 6
full days of professional development in STEM
content and pedagogy
•
Attend and present at state conferences
•
Hold Family STEM Night
•
Implement doctoral program research
•
Hold STEM Education Celebration at CSULB
•
Develop “Preparing elementary Teachers in a
STEM-Rich Clinical Setting” handbook

12. Summer Institute
The Summer/Fall Institutes for Master Teachers
and Student Teachers included the following
features:
•
4 full days of professional development
•
co-developed and facilitated by CSULB
STEM faculty and WestEd
•
Focus on engineering and its connection
to K-5 science, with attention to needed
mathematical content and appropriate
technology
•
Utilized the, Engineering is Elementary
(EiE) curriculum, developed by the Boston
Museum of Science

13. Institute Goals
Knowledge (Know about):
What engineering and technology are and what engineers
do
Various fields of engineering
Nearly everything in the human world has been touched by
engineering
Engineering problems have multiple solutions
How society influences and is influenced by engineering
How technology affects the world (both positively and
negatively)
Engineers are from all races, ethnicities, and genders
Skills/Experience (Be able to do):
Apply the engineering design process
Apply science and math in engineering
Employ creativity and careful thinking to solve problems
Envision one's own abilities as an engineer
Troubleshoot and learn from failure
Understand the central role of materials and their properties
in engineering solutions

14. Institute Program
Day 1
Pre-Survey
(STEBI Mathematics
& Science Content
Knowledge &
Efficacy)
CA Common Core
Standards (CACCS),
Next Generation
Science Standard
(NGSS), 21st Century
Skills
Engineering is
Elementary: What is
Technology?
Tech in a Bag
Day 2
What is
Engineering?
Engineering is
Elementary:
Designing
Submersibles
Day 3
Engineering is
Elementary:
Engineering
Design Process
Designing
Submersibles
Day 4
Engineering is
Elementary:
Tower Building
Designing
Submersibles
Consumer Product
Testing
Post-Survey

15. Institute Strands
Content Sessions:
•Engineering is Elementary (EiE): Designing Submersibles provided
participants with a model for understanding engineering practices.
•Consumer Product Testing allowed participants to think like scientists
as they made claims about their products based on experimental
evidence.
•Nature of Science assisted participants with learning to think like
scientists.
Pedagogy Sessions:
•How People Learn (Bransford et al., 2000) provided participants with
research on how students learn. All other sessions were designed to
align with this compendium of research.
•5E Instructional Cycle (Bybee) provided participants with a common
instructional model for inquiry-based science.
•Notebooking (follow-up session) featured scientists’ notebooks and
the rationale for notebooking in science.
•Conceptual Flow (follow-up session) gave participants a planning
format for identifying the important science content to be taught at
their grade level.
Leadership Sessions:
• CA Common Core Standards, Next Generation Science Standard
(NGSS), 21st Century Skills gave participants a preview into how they
are going to integrate new standards in STEM disciplines.
• Myers-Briggs (follow-up session) helped participants with
understanding their temperament types.

16. Continuing Professional
Development
October 2
2012
November 6
2012
December 4
2012
What is
Science?
Next
Generation
Science
Standards
Consumer
Product
Testing
February 5
2013
Unit planning
for science
March 7
2013
May 7
2013
Engineering,
earth
science, and
physical
science
Physical science
and life science
Post-Survey

17. Family Science Night
The goal of the Family Science Night program is to
provide opportunities for pre-service teachers to
develop leadership skills in planning and
implementing STEM focused curriculum, while
engaging students and their families. Program
components included:
•
•
•
Keynote speaker (female engineers)
Resource packet about science centered
venues and descriptions for family outings
2 Hands-on activities led by student teachers
selected from the following: taste buds, roller
coaster, disco raisins, mystery containers,
balloon flickers, wind powered vehicles, singing
straws, balloon magic
“Families were totally engaged and worked side by
side with their children. The families shared their
appreciation for the planning, diversity of topics and
high levels of engagement during the evening
event. They spoke highly of the UTEACH program and
how it had made a difference for their children and
their instructional program in the classroom.” Dr.
Joan Wilkes

18. Family Science Night

19. Program Outcomes
A two-part survey was given to each of the Master
Teachers (MT) and Student Teachers (ST) before the
Summer Institute and again after the Institute to assess the
MT’s and ST’s learning from participating in the Institute:
Science Teaching Efficacy & Beliefs Instrument
(Enochs and Riggs, 1990), which included science
teaching and efficacy beliefs (STEB) and science
teaching outcome & expectations (STOE).

20. Program Outcomes
Average Pre v. Post Summer Institute Teacher Comfort and
Perception of Competency Level in Teaching Engineering
Pre v. Post Summer Institute Engineering
5.00
4.56
4.54
4.54
4.44
4.50
4.00
Average Score
3.50
2.89
3.00
2.69
2.67
2.58
2.50
2.00
1.50
1.00
0.50
0.00
ST Comfort Teaching
Engineering
ST Competency Teaching
Engineering
MT Comfort Teaching
Engineering
MT Competency Teaching
Engineering
Pre
Post

21. Program Outcomes
Average Pre v. Post Summer Institute Teacher Comfort
and Perception of Competency Level in Teaching
Technology.
Pre v. Post Summer Institute Technology
5.00
4.63
4.65
4.63
4.48
4.50
4.08
4.00
3.81
3.79
3.59
Average Score
3.50
3.00
Pre
Post
2.50
2.00
1.50
1.00
0.50
0.00
ST Comfort Teaching
Technology
ST Competency Teaching
Technology
MT Comfort Teaching
Technology
MT Competency Teaching
Technology

22. Program Outcomes
Average Pre v. Post Summer Institute Teacher Comfort
and Perception of Competency Level in Teaching
Mathematics.
Pre v. Post Summer Institute Math
5.80
5.69
5.65
5.65
5.58
5.60
Average Score
5.40
5.27
Pre
Post
5.20
5.04
5.00
5.03
4.98
4.80
4.60
ST Comfort Teaching Math
ST Competency Teaching Math
MT Comfort Teaching Math
MT Competency Teaching
Math

23. Dr. Jared R. Stallones
Professor of Education
University Coordinator-Single Subject
Credential Program
California State University, Long Beach

24. Linked Learning as a Vehicle for
STEM Teacher Preparation
Linked Learning is:
Interdisciplinary
Authentic (WBL)
Project-based
http://linkedlearning.org/

25. Onsite Courses
Millikan High School
GREEN Academy (Agriculture & Natural Resources)
COMPASS Academy (Arts, Media, & Entertainment)
Global Technology Academy (Engineering & Design;
Information Technology)

26. More Onsite Courses
Cabrillo High School
SACMAA (Arts, Media, and Entertainment)
CED (Engineering and Design)
CHOC Academy (Health Science and Medical Technology)

27. Still More Onsite Classes
Jordan High School
ETA and JMAC (Arts, Media, & Entertainment)
ACE Academy (Building Trades & Construction;
Engineering & Design)
AIMS (Health Science & Medical Technology)
JTECH (Transportation)

28. Clinical Practice
Linked Learning and Co-Teaching at:
Millikan High School
Cabrillo High School
Other Long Beach USD schools

29. The Future
Partnerships with:
McBride High School (Engineering & Design;
Health Science & Medical Technology)
Bellflower USD
STEM/Public Service Academy

30. Dr. Laura Henriques
Professor of Science Education
California State University, Long Beach

31. STEM-Intensive Undergraduate and Credential Preparation
• We strive to provide a common professional learning
experience that increases educator effectiveness and
results for all students in science, technology and
engineering.

32. Science Methods & Content Course Design Guided by A
Framework for K-12 Science Education (2012)
By the end of 12th grade all students will
• have some appreciation of the beauty and wonder of science;
•possess sufficient knowledge of science and engineering to engage
in public discussions on related issues;
• be careful consumers of scientific and technological information
related to their everyday lives;
•be able to continue to learn about science outside school; and
• have the skills to enter careers of their choice, including (but not
limited to) careers in science, engineering, and technology

33. Emphasis on How People Learn (Bransford)
5E Instructional Sequence (Bybee)
• Access prior knowledge
• Use schema
• Metacognate
• Both elementary and secondary science
methods courses emphasize the 5E
instructional sequence (Bybee, 1997). This
is a modified learning cycle which works
very well with inquiry-based science
instruction.

34. Next Generation Science Standards (2013)

35. Emphasizing
New Opportunities for All Learners
Next
Generation
Science
Standards
California
Common Core
State Standards
(ELA and Math)
www.piedmont.k12.ca.us/wp-content/uploads/2013/10/venn-diagram-of-ccssrelationships.pdf

36. Engineering is Elementary Program
• Increase technological literacy, a basic 21st
century literacy
• Make math and science relevant
• Build and reinforce skills
of critical thinking,
creativity, collaboration,
and communication
• Increase students’
awareness of and access
to engineering and
science careers

37. Multiple Opportunities to Apply and Gain New
Skills and Knowledge Outside the Classroom
• Elementary science methods students
– STEM Rich Clinical Teacher Prep program
– Partnering with local elementary school for science teaching/lessonstudy model
• Secondary science candidates
– Attendance at CSTA conferences
– Teaching STEM lessons in after-school settings
– Monthly Physics Demo Days with preservice and inservice teachers
• All science teaching candidates
–
–
–
–
–
Summer science camp teaching opportunities
Summer STEM research opportunities
Future science teacher club
Multiple PD opportunities on campus
Robust listserv to share science and STEM PD opportunities

38. Acknowledgements
• S.D. Bechtel, Jr. Foundation
• CSU Math/Science Teacher Initiative
• CSULB ASI Instructionally Related
Activities fund
• Miller Foundation, Verizon Foundation and
individual donors (science camp support)

39. Long Beach Unified School District
BTSA Induction Program
Lori Grace, Program Coordinator
1399 E. 32nd Street, Signal Hill, Ca. 90755
562.997.8000 x2901

40. From Pre-Service to Induction

41. The LBUSD Induction
Experience
3 major components that work together…

42. Creating an Induction Program with embedded
focus areas in…
 California Standards for the Teaching
Profession (CSTP)
 California Induction Standards: Part B
 Academic Content Standards
 STEM
 Linked Learning
 Transition and Implementation to
Common Core State Standards
Content and Instructional shifts
 Transitional Kinder curriculum &
instructional strategies
 Next Generation Science Standards
Language
specified
directly in
California
Induction
Program
Standards
Added
focus
areas for
LBUSD
Induction
Program

43. • Full-time release Support Providers (SP)
• SP supports 20+ beginning teachers
• Each SP brings a unique area of expertise
to the group
• Monthly Collaborative SP Meetings with
Coordinator for SP professional
development
• Additional opportunities available for
specific group or individual professional
development needs

44. •
•
PT has participates in various types of PD throughout the Induction
experience which include:
– PD trainings/seminars
– Book/article Studies
– Online discussion forums through Moodle
– Video/webinar opportunities
– Teacher observation/co-teaching/demonstration lessons
All PD is designed to meet the Induction Requirements and district focus
areas which include:
– California Standards for the Teaching Profession (CSTP)
– Induction Standards (Pedagogy, Equity, English Learners, Advanced
Learners, and students with disabilities)
– Connections to the academic content standards of the PT assignment
– District PD Focus Areas: CCSS, STEM, Linked Learning, NGSS,
Transitional Kinder

45. Spring PD Night Menu of Options
CCSS: Reading & Writing Grounded in Evidence from Text
Participants will learn how to utilize their textbooks to facilitate the use
of text dependent questions and discussions.
Presenter: Shelley Gustafson Audience: Secondary
“App”-lying Technology in the Classroom
Participants will utilize smart devices to discover and analyze apps to
be used in planning and/or delivering instruction. If you have a smart
device, bring it!
Presenter: Sharon Schreiber
Audience: K-12
Assessment
Participants will learn how both formative and summative assessments
are used to guide instruction and meet the diverse needs of learners.
The five keys of quality assessment will also be introduced as a means
to evaluate and develop quality classroom assessment.
Presenter: Corinne Blackmore
Audience: K-12
Cross Curricular Planning for the STEM Classroom
Participants will explore thematic ideas for integrating all curricular
components to increase student engagement.
Presenter: Kristal Cheek
Audience: K-5
Common Core – Text Dependent Quest. Part 2
Participants will learn about the types of text dependent questions and
how to utilize the BAP text dependent questions and plan for a text
dependent lesson.
Presenter: Teresa Suzuki
Audience: 3-8
STEM in the TK, K and Grade 1 Classroom
Use your current curriculum resources to develop integrated Science,
Technology, Engineering and Math in the TK, K-1 classroom.
Presenter: Kris Damon
Audience: TK, K & Gr. 1
Response to Intervention (RTI)
Participants will learn about the tiered structure for student
intervention and the importance of providing interventions in
the least restrictive environment.
Presenter: Stacie Alexander
Audience: K-12 teachers
Elementary PE
Participants will learn new strategies to bring PE to life. PE standards will be
discussed as well as what equipment is needed to fulfill PE requirements.
Audience: K - 5
College and Career Readiness through Project Based Instruction
Participants learn a dynamic approach to teaching in which students explore
real-world problems and challenges. Authentic industry themebased experiences require students to integrate academic and technical
content, as well as 21st Century skills, while creating high-quality, authentic
products and presentations.
Ronnie Evans & Carrie Wiley
Audience: Secondary
Math Talk and the Common Core
Participants will learn about the Common Core Math shifts and look at the
standards across the grade levels. The purpose of “Talk Moves” will be
discussed along with strategies for student conversations with the content
areas.
Presenter: Kyoko Weber-Sickler
Audience: K-12
Writing Differentiated Lessons
Participants will learn how to utilize Kaplan’s differentiation formula to
modify core curriculum to make it more appropriate for advanced learners.
Presenter: Pam Lovett
Audience: K-12
Common Core – Text Dependent Questions Part 2
Participants will learn about types of text dependent questions and how to
utilize the BAP text dependent questions and plan for a text dependent
lesson.
Presenter: Teresa Suzuki
Audience: K -2
Elementary Science Lessons
An expert district Science teacher will show elementary teachers how to
creatively incorporate Science into their lesson plans.
Presenter: Debbie Drab
Audience: 2 - 6
Digital Tools for Assessment
Learn to use digital tools to create formative and summative assessments
to align with the Common Core and collect data on student behavior
Presenter: Vanitha Chandrasekhar
Audience: K-12

46. STEM Online Discussion Forum
Sample Task
For this moodle discussion forum, there are two parts:
1. You will choose an article to read from the Education Week
"Spotline on STEM" resource (provided for you on the moodle
resource link). Once you have read the article, briefly summarize your
findings.
2. Now discuss the implications for your instructional practice:
What further questions did the article raise? How might you apply the
information in your classroom? Many of you teach one of the four
"STEM" components, such as science or math. How do you integrate
across the STEM disciplines? If you do not teach one of the 4 core
STEM disciplines, how do you incorporate STEM education into your
content area?

47. •
LBUSD utilizes the Formative Assessment System for California
Teachers (FACT). The FACT system includes components in:
– Context for Teaching – PT analyzes the classroom and students
by looking at information for student profiles, site and district
resources, and the community
– Initial Assessment of Teaching Practice – PT self-assesses
his/her own teaching by using the CSTP Continuum and reflecting
on professional strengths and areas of growth with their SP
– Inquiry – PT chooses areas of focus for three separate action
research projects that span the 2-year induction program. The
Inquiry topics relate to the Induction Standards and the PT
designs corresponding units of study in which to implement the
research.
– Summary of Teaching Practice – PT and SP reflect upon
instructional practices in the areas of the CSTP, Induction
Standards, and academic content standards in order to determine
next steps.

48. Incorporating STEM, CCSS, and Linked Learning into Formative Assessment
C-1 Individual Induction Plan
With additional focus areas included to address STEM and Linked Learning
Participating
Teacher
Support
Provider
District/
School
Grade/Cont
ent
FOCUS OF THE INQUIRY: Determining what I need to know and be able to do
Induction Program Standards Addressed:
Pedagogy (5)
Universal Access for All Learners (6)
Populations (6b)
English Learners (6a)
Special
2. Narrow your list in question #1 and develop a focus question for this
inquiry.
2a. Now, think about STEM.
You must include at least one
STEM (Science, Technology,
Engineering, Math) research
component within your inquiry
project. What elements of STEM
will you include in your research
based on your focus question?
2b. Next, think about Linked
Learning. You must include at
least one component of research
based on making connections to
college and career readiness
within your inquiry project. What
elements of Linked Learning will
you include in your research
based on your focus question?
3. Which CSTP element(s) will be addressed?
4. What are the anticipated, measurable outcomes for student learning?
PLAN
1. Based on findings from the various self-assessment tools (CSTP
Continuum and E2.5, E2.6, E2.6a, or E.26b), list ideas for an area of
focus:

49. C-2 Lesson Series Template
7. How might key understandings from the Action Plan (IIP,
Cells 5-8) be applied to this lesson series?
9. How will students use technology to advance their
learning? What technology will be used to enhance
instruction?
8. What supplemental materials will be needed for
this lesson series?
10. To ensure student engagement and
opportunities to check for understanding, what
active participation strategies will you use in your
lessons?
11. Differentiation: What instructional strategies will be used in this lesson series to meet the needs of all learners?
12. What accommodations or modifications are required
13. List the strategies you will incorporate to meet
during this lesson series for students on an IEP, 504 or other
the needs of your English Learners (i.e. language
objectives, opportunities for receptive and
learning plan?
productive language skills, attention to long-term
(Consider students in addition to your focus students)
ELLs).
14. How will you incorporate STEM (Science, Technology, Engineering, and Math)
concepts into this unit of study?
15. How will you incorporate project-based 16. How have the Common Core
instruction that links to real-world
standards impacted your plan for
application into this unit of study? (LINKED instruction? In what ways can you
incorporate CCSS into your unit of
LEARNING)
study?

50. Dr. Marquita Grenot-Scheyer
Dean, College of Education
California State University, Long Beach