2015 03-11 Lach at NSELA

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

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

Michael Lach

March 11, 2015

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…

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…

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

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!


Curriculum

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.


Supports

Change

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

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

I used to think…

And now I think…

Just blow it up.


Change

Leadership

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.


Leadership

Community

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…

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


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

146


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…

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.


Our Future

TeachingCurriculum SupportsChange

LeadershipCommunityOur Future

Content matters.





We need each other to push.


Thank [email protected]

2015 03-11 Lach at NSELA

Education

Transcript of 2015 03-11 Lach at NSELA