Webinar:Building a State Coalition for NGSS-

ESS

Organizers:Susan Sullivan, CIRES, CU Boulder & NAGT Past PresidentAida Awad, Maine East H.S. & NAGT Past PresidentEd Robeck, AGIJohn McDaris, SERC/NAGT

Webinar overview:➢ Welcome and introductions➢ Presenter

Edward Geary Western Washington University

Discussion and Q&A➢ Future Events

Upcoming Events: Webinars: 2nd Thursdays, 1p PT/4p ET

Fall 2016Introducing Teachers to the NGSS-ESSNSTA Support Tools for NGSS-ESS

7/18-22/16 Earth Educators Rendezvous GSA and AGU abstract deadlines

GSA July 12AGU August 5

Email list and archived webinars: http://nagt.org/nagt/profdev/workshops/ngss_summit/index.html

Ed Geary Western Washington University

NAGT Webinar: May 12, 2016

BUILDING A STATE COALITION TO SUPPORT THE NGSS-ESS AND CCSS

(WITH A FOCUS ON CREATING “NEXT GEN” STEM TEACHER PREPARATION PROGRAMS)

WEBINAR OVERVIEW• Explore a Next Generation Vision of K-12 STEM

Teacher Preparation

• Learn about the Washington State’s collaborative model for preservice STEM education reform

• Discuss the Nuts and Bolts of building a statewide coalition

• Discuss how the Earth and Space Sciences fit into and benefit from this model

How will science education change with the NGSS?

SCIENCE EDUCATION WILL INVOLVE LESS: SCIENCE EDUCATION WILL INVOLVE MORE:Rote memorization of facts and terminology Facts and terminology learned as needed while

developing explanations and designing solutions supported by evidence-based arguments and reasoning.

Learning of ideas disconnected from questions about phenomena

Systems thinking and modeling to explain phenomena and to give a context for the ideas to be learned

Teachers providing information to the whole class Students conducting investigations, solving problems, and engaging in discussions with teachers’ guidance

Teachers posing questions with only one right answer

Students discussing open-ended questions that focus on the strength of the evidence used to generate claims

Students reading textbooks and answering questions at the end of the chapter

Students reading multiple sources, including science-related magazine and journal articles and web-based resources; students developing summaries of information.

Pre-planned outcome for “cookbook” laboratories or hands-on activities

Multiple investigations driven by students’ questions with a range of possible outcomes that collectively lead to a deep understanding of established core scientific ideas

Worksheets Student writing of journals, reports, posters, and media presentations that explain and argue

Oversimplification of activities for students who are perceived to be less able to do science and engineering

Provision of supports so that all students can engage in sophisticated science and engineering practices

Source: National Research Council. (2015). Guide to Implementing the Next Generation Science Standards (pp. 8-9). Washington, DC: National Academies Press. http://www.nap.edu/catalog/18802/guide-to- implementing-the-next-generation-science-standards

THE WORLD OF 2030

Environment

Economy Society

TWO “VISIONING” QUESTIONS TO PONDER----

• What are the Characteristics: (Knowledge, Skills, and Dispositions) needed by:

• Elementary (STEM) Teachers and Students in 2030?

• Secondary (STEM) Teachers and Students in 2030?

• What do Teacher Preparation Programs need to do (differently) to produce these Next Generation teachers (and students)?

(STEM) TEACHERS IN 2030• Elementary Teachers

• Generalists with strong understanding of STEM, project-based learning, and real world STEM experience

• Middle and High School Teachers

• Strong content and pedagogical content knowledge in the subject(s) they teach on a regular basis

• Research and/or Work Experiences in one or more aspects of STEM

• All Teachers

• Effective collaborators, able to co-teach and promote learning across disciplines

• 3-D teachers, able to effectively integrate NGSS and CCSS Core Ideas, Practices, and Cross-cutting Concepts in their classrooms for all students

• Able to understand and connect with diverse families and communities

SUMMARY OF “NEXT GENERATION” TEACHER PREPARATION PROGRAM COMPONENTS:• 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

• 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, synergistic recruitment efforts. STEM teaching is promoted as an exciting and fulfilling career opportunity, rather than a good back up plan.

STEM TEACHER PREPARATION PROGRAM COMPONENTS (CONT.)

• Future teachers' experience of undergraduate STEM courses models experiences they are expected to re-create (particularly important for 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)

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

BUILDING A STATEWIDE COALITION: A COLLECTIVE IMPACT IMPROVEMENT MODEL

OVERARCHING GOAL• Improve science learning and Earth literacy

for all Washington State students by creating a collaborative, collective impact model for STEM teacher preparation in Washington State aligned with the Next Generation Science Standards (NGSS), the Common Core State Standards, and utilizing InTeGrate materials.

Exploring Geoscience Methods

Soils, Systems, and Society

InTeGrate

WHO WE ARE• 12* Four-Year Colleges & Universities--

producing >90% of STEM teacher graduates in Washington State

• Two-Year College STEM Faculty

• Western Governors University*

• K-12 Educators---Teachers, Principals, District Administrators

• Businesses---Goggle, Code.org

• Govt. Orgs---OSPI, PESB, ESDs, PNNL

• NGO’s—MESA, Pacific Science Center, Washington LASER, WA-STEM, WA-ToToS, WA-ToToM, Compass 2 Campus

WHAT WE’VE DONE SO FAR:• Held Three Workshops (Jan., May, and Oct. 2015)

• Conducted an NGSS STEM Teacher Preparation Course(s) Gap Analysis

• Developed Working Groups to collaboratively improve six aspects of STEM Teacher Preparation programs including:

• Integration of Computer Science, Engineering, and Sustainability concepts and practices into courses and curricula, and

• Strengthening Clinical Practice, Induction, and Pedagogical Content Knowledge

• Identified three foundational components that need to be addressed:

• Organizational Change, Increasing Diversity and Building Collaborations

NGSS SURVEY RESULTS

How well do our TP classes prepare preservice teachers for the NGSS?

WHAT THE SURVEY

Did Do

• Measured 5 latent variables (Science & Engineering Practices, Crosscutting Concepts, Teaching Disciplinary Core Ideas, Integration of the Three Dimensions, and Best Practices in Science Education) found to express the key constructs of the NGSS framework

• Measured our level of confidence in how well our primary STEM TP course prepares preservice teachers for the NGSS

Did Not Do

• Measure how our STEM TP courses prepare preservice teachers for the CCSS

• Measure the totality of STEM TP needs

WHAT DID THE SURVEY TELL US?

• Strong in Teaching Disciplinary Core Ideas – overall we feel pretty good about how well our courses are preparing preservice educators to teach the Disciplinary Core Ideas

• Weak in Crosscutting Concepts – overall we feel the least confidence with the Crosscutting Concepts

• Correlation between Familiarity & Application – there appears to be a relationship between how strongly we rate our personal understanding of the NGSS with how strongly we believe our classes prepare preservice educators to teach from them

WHAT WE PLAN TO DO IN THE NEXT 4 YEARS

• Agree on a Shared “Next Generation” Vision for STEM Teacher Preparation in Washington State

• Develop and pilot a set of Professional Development workshops to improve six key areas of STEM Teacher Preparation

• Have IHE/Regional Teams develop and implement Action Plans to achieve this vision at their institutions

• Create NGSS and CCSS aligned and accredited programs

• Create new Endorsements in Computer Science and Engineering

• Continue to share resources, models, and ideas for improving STEM Teacher Preparation--- at our own institutions---Statewide--- and Nationally

• Evaluate and continually improve our Next Generation STEM Teacher Preparation model through feedback from our graduates and partners

COALITION BUILDING: NUTS AND BOLTS• Get Numerous, Diverse, Stakeholders Engaged

• Identify Common Areas of Need, Interest, and Motivation for Individuals and Organizations

• Collect Baseline Data

• Develop a Common (shared) Vision and Agenda

• Move from a Model of Competition to a Model of Collaboration

• Create Trust

• Be Inclusive

• Leverage and Share Existing Resources, Models, and Tools

• Be Flexible… one size does not fit all

• Communicate, Communicate, Communicate

• Have Early “Wins” and Make Steady Forward Progress

• Use Common Measurements to Measure Progress and Impacts

• Create a Backbone Support Organization (to support/sustain efforts)

EARTH AND SPACE SCIENCE CONSIDERATIONS• Earth and Space Science is only a part of STEM Education…. To enhance this

component we need to collaborate with others and think beyond promoting just Earth and Space science (Think WIN-WIN)

• Earth and Space science DCI’s are a core part of the NGSS, as they were in the first set of Science Standards developed by the NRC in 1996…. BUT that still doesn’t mean that High Schools will adopt and teach them.

• Blueprint for Change (2002)– remember the Earth and Space Science Revolution?

• NGSS---Appendix K: Model Course Mapping in Middle and High School

• Conceptual Progressions model (Concept focused, integration across disciplines)

• Science Domains Model (Physical, Life, and Earth and Space Science)

• Modified Science Domains Model (Biology, Chemistry, Physics) (business as usual)

• With Earth and Space science integrate into these courses

• Engineering and Computer Science also need to be part of the K-12 curriculum

• Advocate, Communicate, Support…NGSS implementation…. or accept the Status Quo

A FEW PARTING THOUGHTS:

• Opportunity… what the NGSS and CCSS have given the Earth and Space Science Education community

• Shared Vision… what we need to create to take advantage of this Opportunity

• Systems Thinking and Planning… a necessary approach to achieving our Vision

• Collaborations… within and across institutions and disciplines to turn Systems Thinking and Planning into concrete actions that support the Next Generation of STEM Teachers and Students

• Commitment… a long-term requirement for sustaining Collaborations and continually improving STEM Education

QUESTIONS

TEACHER PREPARATION NEEDS IN WASHINGTON STATE:

• More STEM Teachers… statewide shortage

• And declining enrollment in Secondary Science and Math Education majors

• More Diverse STEM Teacher Workforce

• Teachers Endorsed in Computer Science and Engineering

• Performance/Competence Based Assessments

• Flexible, Responsive, and Collaborative Teacher Preparation Programs

• STEM Research and Work experiences for K-12 teachers with business, community, and government organizations

Upcoming Events: Webinars: 2nd Thursdays, 1p PT/4p ET

Fall 2016Introducing Teachers to the NGSS-ESSNSTA Support Tools for NGSS-ESS

7/18-22/16 Earth Educators Rendezvous GSA and AGU abstract deadlines

GSA July 12AGU August 5

Email list and archived webinars: http://nagt.org/nagt/profdev/workshops/ngss_summit/index.html

Thank you!

Contact information:Susan Sullivan susan.sullivan@Colorado.edu, 303-492-5657Aida Awadaawad@maine207.orgEdward Robeckecrobeck@agiweb.org