May 30, 2015

Central Washington University

THE NEXT GENERATION OF STEM TEACHER PREPARATION

IN WASHINGTON STATE

Issues Relating to Collaboration/Culture/

Communication (Knowledge of students' cultures,

community resources, collaborating within and across

institutions)

Issues relating to Teaching

(Pedagogy, and Pedagogical Content Knowledge, Teaching

Diverse Learners, Integration across

disciplines, Assessment)

Issues Relating to Subject Matter and Curriculum Goals(Knowledge of NGSS,

CCSS---DCIs, Practices, Cross-cutting Concepts,

including computer science, engineering)

WELCOME

OVERARCHING GOAL• Improve science learning and Earth literacy for all

Washington State students by creating an improved model for STEM teacher preparation in Washington State aligned with the Next Generation Science Standards (NGSS) and utilizing InTeGrate materials.

• Year 1 (2015) Activities:

• Three Workshops (Jan, May, and Oct)

• NGSS Gap Analysis (Feb.-April)

• HEI Action Plan development (May-Oct.)

• Write and submit a Collaborative Proposal to NSF-IUSE to support Action Plan Implementation (June-Dec.)

GOALS FOR TODAY

• Continue the process of creating a common vision for the Next Generation of STEM Teacher Preparation in Washington State

• Learn about innovative STEM Teacher Preparation programs, courses, and resources

• Begin the creation of a next generation Framework for STEM Teacher Preparation aligned with NGSS and CCSS

CLINICAL PRACTICE DISCUSSION

• In Mixed Groups

• Discuss what Clinical Practice means, and create a concept map of Clinical Practice in STEM Teacher Preparation

• Based on your collective understanding of and experience with Clinical Practice in Teacher Preparation what would a more robust clinical experience for teachers look like?

• Report Out

INNOVATIVE PROGRAMS, COURSES, AND CURRICULA• Session I

• Elementary Educatiion Ginny Erion and Susan Connelly (CWU)

• Uteach Michael Marder (UT Austin) - joining by Skype

• Education for Sustainability Kathryn Picanco (Whitworth)

• Preparing Mentor Teachers Dan Hanley (WWU) and Susan Kagel (WWU)

• Session II

• Student-centered Elementary Science Courses Sue DeBari (WWU) and Sara Julin (Whatcom CC)

• Innovative Physics Education Eugenia Etkina (Rutgers University) - joining by Skype

• InTeGrate Education and Sustainability Modules Anne Egger (CWU), Jenny Dechaine (CWU), and Kathy Baldwin (EWU)

• Early Exposure to Teaching: Compass to Campus Cyndie Shepard (WWU)

REPORT OUT FROM MORNING SESSIONS

• 8 groups--- 1 minute each

BACK TO THE FUTURE

Large-scale Themes Relating to Strong Content Knowledge, Subject Matter and Curriculum Goals: • Teachers understand and use the Next Generation

of Science Standards and Common Core State Standards to guide instructiona) DCIs, Practices, Cross-cutting themesb) and how to integrate these components

• Teachers are knowledgeable about Engineering and Computer Science and how to integrate these subjects with other STEM subjects.

Large-scale Themes Relating to Teaching: • Teachers have strong pedagogical content

knowledge• Teachers are able to facilitate learning across

disciplines• Teachers are able to create inclusive learning

environments

Large-Scale Themes Relating to Culture/Communication/Collaboration: • Teachers are knowledgeable about how schools

work• Teachers are able to work effectively with diverse

students, colleagues, families, and community organizations.

• Teachers are active participants in Professional Learning Communities

Potential Teacher Preparation Program Components:• Teacher preparation programs have a strong induction component including placement

with expert mentors, training for mentors, and initiation into professional learning communities

• Disciplinary departments and Teacher Prep. Programs have strong recruitment efforts. STEM teaching is promoted as an exciting and fulfilling career opportunity, rather than a good back up plan.

• Teacher prep. programs have extensive clinical (field-based) components and are collaborative, working with in-service teachers and schools that practice in ways we want to reproduce

• Future teachers' experience of introductory STEM courses models experiences they are expected to re-create (secondary ed. STEM teachers).

• Programs are structured to foster continuous improvement via feedback and collaboration with inductees, schools, industry, government, and other community stakeholders

• Courses, curricula, pedagogy are evidence-based and tightly connected (STEM, not science, math and engineering in different silos)