National Science Education Leadership Association 2015 Professional Development Institute

LEADING FOR EQUITY Wednesday, March 11, 2015 Hyatt Regency McCormick Place Hotel – Chicago

7:00-4:30 Registration, Hyatt Conference Center, Hyde Park Foyer (Level 1) Hyde Park 7:30-8:30 Breakfast and Networking, Sponsored by Vernier Software and Technology Prairie B (Level 2) 8:30-9:30 Welcome and Opening Introductions, Craig Gabler Hyde Park

Keynote Presentation

Megan Bang University of Washington, Assistant Professor, Education, Equity, and Society “Towards Equitable Science Teaching and Learning: Seeing and Engaging Students’ Diverse Ways of Knowing”

9:45-11:45 Breakout Sessions (selected during registration, complete information at back of program)

Grant Park A (1) “Coordinating Scientific Argumentation, the Next Generation Science Standards, and the Common Core State Standards through the Argument-Driven Inquiry Instructional Model”

Jonathon Grooms, Victor Sampson

Grant Park B (2) “English Language Development Opportunities for ELL Through Meaningful Integration of NGSS and CCSS” Jerry D. Valadez, Maria Simani, Ana G. Lopez, Dawn O’Connor, Joanna Totino

Grant Park C (3) “Implementing the Vision of the Framework and NGSS: A Professional Development Pathway” Sally Crissman, Sara Lacy

Grant Park D (4) “iHub: A Research-Practice Partnership to Design New NGSS Curriculum”

William R. Penuel, Sam Severance, Heather Leary, Patricia Kincaid, Jeffrey Miller 12:00-1:30 Luncheon, Sponsored by Ergopedia Hyde Park

Keynote Speaker + Award Presentations, Led by Nancy Kellogg Michael Lach University of Chicago Director of STEM Education and Strategic Initiatives “Lessons Learned From Leading Science Education Reforms, and Implications For The Future”

1:45-3:15 Breakout Sessions Continued 3:30-4:30 Sense Making Session + Networking, Led by Keri Randolph Hyde Park

Perm

issi

on g

rant

ed fr

om J.

Cro

cker

.

Lessons  Learned  From  Leading  Science  EducationReforms,  and  Implications  For  The  Future  

Michael  Lach

March  11,  2015

Me

CPS  Improves  More  than  the  Statein  Every  Grade  in  Mathematics    

 2001  to  2006

2027

40

914

24

0

10

20

30

40

3rd 5th 8thIncrease  in  Percent  Meet  /  Exceed  

from  2001  to  2006

Chicago  Public  Schools         Illinois  (without  CPS)

CPS  Improves  More  than  the  Statein  Every  Grade  in  Science    

 2001  to  2006

2017

13

60510152025

4th 7th

Increase  in  Percent  Meet  /  Exceed  

from  2001  to  2006

Chicago  Public  Schools         Illinois  (without  CPS)

Relationship  between  CMSI  Professional  Development  Attendanceand  Student  2005  ISAT  Performance

0.4 0.1

-­‐0.2

1.8

3.5

1.5

-­‐2.0

0.1

-­‐3.3-­‐4.0

-­‐3.0

-­‐2.0

-­‐1.0

0.0

1.0

2.0

3.0

4.0

3rd  Grade 5th  Grade 8th  Grade

1-­‐year  Cha

nge  in  th

e  Pe

rcen

t  of  Stude

nts  M

eetin

g/Exceed

ing  

State  Stan

dards

Low Moderate High

Strategy  Development:  Science,  Technology,  Engineering,  Mathematics  

Strategy  Committee  MeetingFebruary,  2010

DRAFT  AND  DELIBERATIVE

RACE TO THE TOP

Michael LachMarch 22, 2011MATHEMATICS AND SCIENCE PARTNERSHIPS PROGRAM: Regional Conference

Research

Evaluation

Development

Policy

Consulting

School  and  District  Support

http://cemse.uchicago.edu/computerscience/OS4CS

www.c-­‐stemec.org

Science  Teacher

District  Administrator

Political  Appointee

University  Researcher

TeachingCurriculum  SupportsChange

LeadershipCommunityOur  Future

Teaching

I  used  to  think…It’s  all  about  pedagogy.

I  used  to  think…It’s  all  about  pedagogy.

I  used  to  think…

And  now  I  think…

It’s  all  about  pedagogy.

Content  matters.  Disciplines  are  different.

I  used  to  think…

And  now  I  think…

It’s  all  about  pedagogy.

Content  matters.  Disciplines  are  different.

Teaching

Curriculum

I  used  to  think…My  lesson  plans  are  awesome!

I  used  to  think…My  lesson  plans  are  awesome!

I  used  to  think…

And  now  I  think…

My  lesson  plans  are  awesome!

Better  to  enact  than  author.

Intervention Effect  Size

ChartersCharter  schools  in  general 0.00  mathematics

Oversubscribed  NYC  charter  schools 0.09  mathematics

Reconstituting  the  teacher  workforce  

Merit  pay  for  teachers  in  India 0.15  reading  and  mathematics

Teach  for  America 0.15  mathematics

Preschool  programs  

Abecedarian  Preschool 0.45  readingHead  Start 0.24  letter  namingHead  Start 0.00  vocabularyEven  Start 0.00  vocabulary

Nurse  Practitioner  Partnership 0.09  reading  &  math  test  scores

State  Policies State  standards 0.00  mathematics

Curriculum  comparisons

More  effective  math  curricula 0.30  mathematics

Most  effective  preschool  curricula 0.48  vocabulary

Most  effective  dropout  preventions 1.00  progressing  in  schoolMost  effective  early  reading  programs 0.80  alphabetics

Intervention Effect  Size

ChartersCharter  schools  in  general 0.00  mathematics

Oversubscribed  NYC  charter  schools 0.09  mathematics

Reconstituting  the  teacher  workforce  

Merit  pay  for  teachers  in  India 0.15  reading  and  mathematics

Teach  for  America 0.15  mathematics

Preschool  programs  

Abecedarian  Preschool 0.45  readingHead  Start 0.24  letter  namingHead  Start 0.00  vocabularyEven  Start 0.00  vocabulary

Nurse  Practitioner  Partnership 0.09  reading  &  math  test  scores

State  Policies State  standards 0.00  mathematics

Curriculum  comparisons

More  effective  math  curricula 0.30  mathematics

Most  effective  preschool  curricula 0.48  vocabulary

Most  effective  dropout  preventions 1.00  progressing  in  schoolMost  effective  early  reading  programs 0.80  alphabetics

A  Harvard  professor  once  developed  an  interest  in  the  acoustics  of  the  violin.  As  an  experiment,  he  collected  a  range  of  instruments  from  a  cheap  beginner's  model  to  the  finest  Stradivarius.  He  assembled  a  small  audience  in  a  concert  hall  and  hung  a  screen  between  them  and  the  stage.  Then  he  had  virtuoso  Yehudi Menuhin  stand  behind  the  screen  and  play  each  violin  for  the  group.  He  asked  the  audience  to  choose  the  best-­‐sounding  violin  of  the  collection.

The  professor  was  stunned  by  the  result:  Each  violin  received  about  the  same  number  of  votes.  He  expressed  his  surprise  to  Menuhin,  who  compounded  his  shock  by  agreeing  with  the  outcome.  “Yes,  they  sounded  about  the  same,” the  great  musician  said.  “The  difference  was  that  the  Strad played  itself,  while  I  had  to  work  like  hell  to  make  the  cheap  violin  sound  like  anything  at  all.”

Teachers  know  the  feeling:  A  dedicated  teacher  willing  to  commit  enough  energy,  skill,  and  imagination  can  make  a  dusty  chemistry  textbook  seem  like  a  passport  to  a  magic  land-­‐-­‐but  has  to  work  like  hell  to  do  it.  Besides,  it  is  at  best  a  short-­‐term  strategy.  Even  gifted  teachers  have  neither  the  energy  nor  the  stamina  to  work  that  hard  every  day,  year  after  year,  with  every  student  in  every  class.  Instead,  to  make  it  possible  for  all  students  to  learn  effectively  and  consistently,  teachers  have  to  rely  to  a  significant  degree  on  the  quality  of  the  materials  they  use  and  the  learning  experiences  for  students  that  those  materials  structure.  A  dusty  science  book  can  too  easily  alienate  students  and  render  them  apathetic  or  even  hostile  to  a  subject,  regardless  of  what  a  teacher  does  (or  does  not  do).

But  an  effectively  designed  student  learning  experience,  structured  through  the  use  of  the  right  materials,  grabs  students'  attention,  brings  ideas  to  life,  and  fills  a  classroom-­‐-­‐including  the  teacher-­‐-­‐with  new  energy  as  effectively  as  a  great  piece  of  music.

-­‐-­‐Dr.  Herbert  TheirDesigning  Inquiry-­‐Based  Science  Materials

I  used  to  think…

And  now  I  think…

My  lesson  plans  are  awesome!

Better  to  enact  than  author.

Curriculum

Supports

I  used  to  think…Bring  on  the  external  supports.

I  used  to  think…Bring  on  the  external  supports.

I  used  to  think…

And  now  I  think…

Bring  on  the  external  supports.

Bring  on  the  external  supports,  with  schools  in  the  first  position.

Science  K-­‐12  Strategy  Alignment

98

High  Quality  Materials Teacher  Capacity Timely  DataIn-­school  Supports

Tier  II  Supports

Tier  III  Intervention Enrichment

K

CMSI  Materials(one  scope  

and  sequence)

Science  Kit  

Lending  Program

Materials-­Aligned  Workshop  

PD

Explore  new    credentials  for  content  

specific  teachers.

NoneCMSI  ISIC,Area  

CoachesNone None

IB  Primary  Years

1

2

345

6 Middle  grades  

specialization.

IB  Middle  Years

Science  Clubs

7

89

3  Science  IDSsIDS  

Workshop  PD

Hiring  and  assignm

ent  process  im

provements.

IDS  Quarterlies,  IDS  Summatives

IDS  Coaching Credit  

Recovery

Achievement  Academies

IB  Diploma,honors  courses,College  Bridge,AP

10

11None

12 None None None None

Red: no  strategy,  inadequate  strategy

Yellow: pilot,  experimental,  hard-­‐to-­‐scale,  incomplete,  little  evaluation  data

Green: robust,  evaluation  data  support

I  used  to  think…

And  now  I  think…

Bring  on  the  external  supports.

Bring  on  the  external  supports,  with  schools  in  the  first  position.

Supports

Change

I  used  to  think…Just  blow  it  up.

I  used  to  think…Just  blow  it  up.

I  used  to  think…

And  now  I  think…

Just  blow  it  up.

Change  is  a  process  that  must  be  managed.

Prior  to  2002,  over  87  different  K-­‐8  mathematics  programs  were  used  in  CPS.

At  the  start  of  2006,  over  50%  of  CPS  K-­‐8  schools  were  using  CMSI  mathematics  instructional  materials.

K-­‐5  CMSI  Mathematics  Implementation

34114

18826

63

81

435

318226

0

100

200

300

400

500

2003 2004 2005

Year

Number  Of  Schools

Everyday  Mathematics Math  Trailblazers Neither

6-­‐8  CMSI  Mathematics  Implementation

30 70135

25

78

97

440347

263

0

100

200

300

400

500

2003 2004 2005

Year

Number  Of  Schools

Math  Thematics Connected  Mathematics Neither

Data  is  based  on  preliminary  2006  ISAT  results.  Results  are  subject  to  change  pending  final  2006  ISAT  data  from  ISBE.

2.3

4.6

1.1 1.3

0.2

3.8

-­‐2.3

-­‐1.0

-­‐3.0

-­‐2.0

-­‐1.0

0.0

1.0

2.0

3.0

4.0

5.0

Composite Reading Math Science

Year-­‐to-­‐year  cha

nge  in  %  m

eets/exceeds  on

PSAE

,  200

8  to  200

9

Wave  1  IDS  Schools Comparable  Non-­‐IDS  Schools

Change  is  a  process  that  must  be  managed.

Bates,  Ken

Roberts,  DarrelMatthews,  Sylvia

Bates,  Ken

Roberts,  DarrelMatthews,  Sylvia

14 080812 Workshop deck FINAL.ppt

High School Teaching & Learning (Main) – Proposed organizational structure

Anna Pavichevich Coaching

(Sr Mgr, no.)

John Loehr Science Coach

Naeem Kareem Science Coach

Stephanie Glover-Douglas

Science Coach

VACANT Science Coach

(test prep)

Robby Singer Math Coach Lead

Lori Raffanti Mathematics Coach

Sabrina Walker Mathematics Coach

VACANT Mathematics Coach

(test prep)

VACANT English Coach

(test prep)

VACANT English Coach Lead

Elizabeth Rolander English Coach

VACANT English Coach

(test prep)

Noreen Abdullah PSAE Coach Lead

Lorraine Anderson English Coach

(250132, 250095)

Cheryl Brooks PSAE Math

(Prof V, 248270)

Martin Moe SS Manager

Tim Sheldon SS Team Lead

Monica Swope SS Coach

Charlotte Boyd SS Coach

(Gary McNaney) Chicago History

Matters

Angel Campbell Social Studies

Roxanne Cooley Social Studies

Jacquelin McCord Social Studies

Gamila Williams Social Studies

(Ian Needham) CME/CCT/Chase

VACANT AP Director

Larry Waites Sr AP Specialist (Prof V, 243410)

Michael Lach Officer

Kari Benson Admin Assist

Nyvia Crespo Exec Assist

= Layer 2

= Layer 3

= Layer 4

= Layer 5

Rukiya Curvey- Johnson IDS Ops

Mike Smith IDS Data Manager

D. Williamson Ops Team Lead

VACANT Ops Team Lead

Karen Boran IDS Instruction

Manager

VACANT English Specialist

Sendhil Revuluri Math Specialist

VACANT Science Specialist

VACANT SpecEd Specialist

(new)

Jane Crane IDS Instruction

Team Lead

M Tallent-Bennis IDS Instruction

Team Lead

Kathleen Hayes IDS Instruciton

Team Lead

Bonnie Dickerson IDS English Lead America's Choice

Kelly Heinike IDS English Lead

Kaplan K12

Desmond Jones IDS Math Lead

Agile Mind

Rickey Murff IDS Math Lead

Carnegie

(Terri Townes) IDS MathLead

Maria Santiago IDS Science Lead

IIT

Patrick Daubenmire IDS Science Lead

Loyola/UIC

Steven McGee IDS Science Lead

MSC

See details on following pages—

managed via contracts

Teaching & Learning

R Kestenbaum Algebra

Gertie Brogsdale 6–9 Literacy

M. Beatty-Sevier Special Projects

Director

VACANT Special Populations

Summary of open issues: •  Decide if Service Learning Manager

(Jon Schmidt) should report to Teaching & Learning

•  Decide if Terri Gerrata/Special Initiatives Manager should oversee Gertie, Melanie, Rachel

•  Decide if OSS special ed. coaches should be added to Coaching

•  Follow-up discussion with Office of Academic Enhancement to determine if there are dedicated AB/IB resources

•  Follow-up discussion with e-learning (currently in IT) to determine if resources should be relocation to OSHP

Change  is  a  process  that  must  be  managed.

I  used  to  think…

And  now  I  think…

Just  blow  it  up.

Change  is  a  process  that  must  be  managed.

Change

Leadership

I  used  to  think…Science  needs  advocates.

I  used  to  think…Science  needs  advocates.

I  used  to  think…

And  now  I  think…

Science  needs  advocates.

Science  needs  advocates  who  can  lead  schools.

Source:  Education  Insights  Reality  Check  2006  

“Despite  forceful  calls  from  business  leaders  and  policymakers  to  upgrade  math  and  science  education,  most  superintendents  (59%)  and  principals  (66%)  say  this  is  not  a  serious  problem  in  their  local  schools.”  

School  Leaders ≠ Science  

Leaders

I  used  to  think…

And  now  I  think…

Science  needs  advocates.

Science  needs  advocates  who  can  lead  schools.

Leadership

Community

I  used  to  think…I  can  do  it  on  my  own.

I  used  to  think…I  can  do  it  on  my  own.

I  used  to  think…I  can  do  it  on  my  own.We  need  each  other.

I  used  to  think…I  can  do  it  on  my  own.We  need  each  other.

I  used  to  think…

And  now  I  think…

I  can  do  it  on  my  own.We  need  each  other.

We  need  each  other  to  push  and  compare.

http://www.rtt-­apr.us/

Task  Force

Learning  

Network

New

 Teacher  

Prep

AP CTE

Region

al  

coordina

tors

Conten

t  PD

Develop  

Materials

Science  

accoun

tability

New

 Schoo

ls

New

 Cou

rses

Blen

ded  

Learning  

DC ✔ ✔

DE ✔ ✔

FL ✔ ✔ ✔ ✔

GA ✔ ✔ ✔ ✔ ✔

HI ✔ ✔ ✔

MA ✔ ✔ ✔ ✔ ✔

MD ✔ ✔

NC ✔ ✔ ✔ ✔

OH ✔ ✔ ✔

RI ✔ ✔

TN ✔ ✔ ✔

NY ✔ ✔

In  Alabama,  The  AMSTI  network  of  STEM  training  centers  and  materials  management  provides  equipment  and  PD  to  teachers  statewide.

Practices  Worthy  Of  Attention

2002 2003 20082000 20011999 2004 2005 2006 2007

Project  DirectorHired

Blue  RibbonCommittee

Initial    Program  

Development

Major  State  Funding

2nd NASA  Grant

Continuous  Program

Improvement

1st NASA  Grant

Site  #1 Site  #2 Site  #3 Sites#4-­‐6

Sites#7-­‐10

Site  #11

20  Schools

41  Schools

74  Schools

104  Schools

196  Schools

365  Schools

574  Schools

628  Schools

2009

In  North  Carolina,  10  of  35  turnaround  schools  have  focused  on  STEM,  and  are  being  deployed  to  drive  further  changes  throughout  the  state.

145

Practices  Worthy  Of  Attention

In  Illinois,  STEM  education  reforms  sit  squarely  within  the  career  and  technical  education  sphere.

146

Practices  Worthy  Of  Attention

I  used  to  think…

And  now  I  think…

I  can  do  it  on  my  own.We  need  each  other.

We  need  each  other  to  push  and  compare.

Community

Our  Future

I  used  to  think…Help  is  on  the  way.

I  used  to  think…Help  is  on  the  way.

I  used  to  think…

And  now  I  think…

Help  is  on  the  way.

Help  is  on  the  way,  and  it  is  coming  from  us.

Most  K-­‐12  public  education  funding  comes  from  state  and  local  revenue.  

Federal7%

State48%

Local45%

1996-­‐97

Federal10.5%($57B)

State43.3%

Local36.9%

2009-­‐10

In  general,  state  governments  generate  the  revenue  necessary  for  educational  expenditures  from  income  taxes,  corporate  taxes  and  sales  taxes,  while  local  school  districts  rely  heavily  on  property  taxes.  

US  GDP

11%K-­‐12(60%)

highereducation  (40%)

Total  Education  Spend=  $1.1T

11%  of  US  GDP  is  spent  on  education,  $1.1T/year…

…of  which  60%  goes  to  K-­‐12… …and  which  mostly  comes  from  state  and  local  sources.

158

I  used  to  think…

And  now  I  think…

Help  is  on  the  way.

Help  is  on  the  way,  and  it  is  coming  from  us.

Our  Future

TeachingCurriculum  SupportsChange

LeadershipCommunityOur  Future

Content  matters.

Better  to  enact  than  author.

Bring  on  the  external  supports,  with  schools  in  the  first  position.

Change  is  a  process  that  must  be  managed.

Science  needs  advocates  who  can  lead  schools.

We  need  each  other  to  push.

Help  is  on  the  way,  and  it  is  coming  from  us.

Thank  you!mlach@uchicago.edu