Joan Bissell, CSU Elaine Guarnieri-Nunn, EnCorps Jeremy Roschelle, SRI Steve Schneider, WestEd

1. 100Kin10 Partners Respond Collaboratively: Bold Initiatives Preparing Teachers for The New Standards Joan Bissell, CSU Elaine Guarnieri-Nunn, EnCorps Jeremy Roschelle, SRI Steve Schneider, WestEd Chris Roe, CSLNet

2. California State University Initiatives Joan Bissell Director, Teacher Education and Public School Programs

3. A New Generation of Teachers…Prepared for the CCSS and NGSS • Five year project that will prepare new teachers for the standards • A partnership design featuring university/K-12 collaboration • Emphasizes clinical preparation with partner schools/districts • Is to be guided through leadership of faculty with K-12 input • Addresses all disciplines with significant attention to STEM • Features grants to CSU campuses for reforms with K-12 partners

4. Emphasis on Faculty Co-Professional Development with K-12 Partners • Collaborative CCSS and NGSS professional development • Support for K-16 Professional Learning Communities Purposes: • Build on knowledge both on campuses and in K-12 schools • Align pre-service with Districts’ CCSS/NGSS approaches • Establish ongoing PD opportunities for CSU faculty and K-12 teachers

5. CSU Reforms Preparing K-6 Teachers for NGSS • In 2012, CSU began an NGSS reform initiative focused on strengthening undergraduate preparation of future elementary teachers • Reforms focus on cross-cutting concepts, integration of science and engineering, and the NGSS scientific and engineering practices • They addresses commonalities between the NGSS, CCSS-M, and CCSS-E/LA—e.g., read, write, speak, engage in argument from evidence. http://teachingcommons.cdl.edu/ngss/

6. CSU Campus NGSS Reform Models • Seven campuses were selected to develop NGSS reform models: • CSU Bakersfield: Cross-disciplinary capstone science course • CSU Chico: Innovative labs that address crosscutting concepts • CSU Fresno: Integrated STEM Teacher Preparation • CSU Fullerton: Engineering within biology, earth, physical science • CSU Sacto: Connect Life, Physical, Earth/Space Science & CCSS-M • San Diego State: Physics and Everyday Thinking and EiE • Cal Poly SLO: Challenging, engaging Engineering labs http://teachingcommons.cdl.edu/ngss/csu_projects

7. Additional Campus Approachesto Develop Understanding of CCSS-M & NGSS • Faculty engage in Lesson Study, analyzing one another’s teaching • After-school practicums: candidates deploy CCSS-M, NGSS practices • Studio classrooms in which content knowledge, lab are fully integrated • Cross-disciplinary faculty learning communities, overcoming silos • Summer curriculum development institutes with K-12 partners • Engineering initiatives: Integration with science content; new labs; EiE http://teachingcommons.cdl.edu/ngss/engineering_design

8. CSU Faculty Priorities and Concerns • Fostering content & pedagogical knowledge for CCSS, NGSS teaching • Advancing conceptual teaching and learning of mathematics • Integrating CCSS-M, NGSS, and CCSS-E/LA standards • Helping to plan high quality NGSS assessments • Opportunities to plan together with K-12 districts and schools • Recognition of need for significant time to achieve implementation

9. Lesson Study and K-6 CCSS-M • 100Kin10 Research Design Competition—Gold standard research in partnership with University of Chicago Urban Education Lab (UEL) • 2. Examines Impact of Lesson Study on K-6 Teachers’ CCSS-M Knowledge and Practices within LA high need school district • 3. We have learned of the deep struggles of elementary teachers in understanding and teaching mathematics with conceptual emphasis • 4. We have seen the impact of Lesson Study in advancing CCSS-M and in creating a community of practice that teachers value and learn with

10. Impacts of NGSS Reforms On Elementary Teacher Candidates • This course allowed me to witness the power and excitement of science, and the numerous ways in which science can positively impact the lives of our students. • Working in the after-school program was an incredible experience in which I learned how to implement science activities in a fun and exciting manner. • Without this experience, I am not sure I would have considered working with middle school students. I now plan to add a math or science authorization. This is an excellent hands-on experience. • Because of the encouragement and inspiring teaching approaches of our science teacher and supervisor, I have decided not only to strive to be an amazing elementary teacher, but also to add a science credential.

11. Impacts of CCSS-M Lesson Study On Current Elementary Teachers • I have a better understanding of how to ask students questions to help them to master or improve their conceptual knowledge. • I am becoming more aware of how my students are thinking and how their thought process is working by asking “why” questions. • I am now encouraging my students to talk and reason with one another and explain their thinking instead of just looking for the correct answer. • I am creating lessons involving problem-solving, discussions, and writing for a more complete analysis/understanding by the children. • I am giving my students more opportunities to explore on their own and to explain their thinking in an effort to increase understanding.

12. EnCorps STEM Teachers Program Recruits and transitions experienced STEM professionals into second careers in education to help ensure that every child in a disadvantaged community receives an excellent math and science education. Elaine Guarnieri-Nunn Executive Director

14. EnCorps’ Model Alignment with NGSS & CCMS Teacher Candidates have opportunities to see new standards being implemented by master teachers in partners schools & begin to put experience into practice EnCorps PD includes: Overviews, deep dives and implementation models in new standards Emphasis on ways EnCorps participants can leverage their STEM experience to help students make connections between engineering practice and content Emphasis on project-based learning 30% of EnCorps participants are engineers – well suited to help teach and cultivate engineering practice and content. Long-Term: EnCorps Community of STEM practice • Pre-Service Placement: • Opportunities to tutor in partner schools and community-based organizations • Work with math and science content area teachers as a “guest teacher” • Experience teaching and learning in preservice • Professional Development: • Boot Camp (3-days in summer);Fall and Spring Institutes • Individual Coaching and Cohort Support throughout the year: • Professional networking with other STEM professionals and/or veterans who are also transitioning to teaching • CSET Test support materials • Partnering with partner teacher credentialing programs for a streamlined, credential process

17. Recruitment & Selection • Digital Advertising • Print Ads & Collatoral • Partnering w/corporate funders • Google Ad-words for nonprofits • Referral Campaigns • Social Media Campaign • Informational sessions – webinars • Informational sessions for AAA (Already assembled audiences) – connecting with professional associations (IEEE, SWE, etc.) • Educators as Ambassadors

18. Center for Technology in Learning Jeremy Roschelle, Co-Director Supporting Teachers in Learning Argumentation for the CCSS-M and NGSS For Faculty and Pre-service Candidates in both Regular and Special Education

19. Campus instruction + clinical practice to advance complex CCSSM / NGSS skills like fostering argumentation? Campus In a School Field Experience Content Mentoring Methods PD Theory

20. Campus instruction + progressive approximations + clinical practice to advance complex CCSSM / NGSS skills like fostering argumentation Campus In a School Field Experience simulation role play Content Mentoring Methods exemplars feedback PD Theory

21. = dynamic dialogue Dynalogue: a tool for expressing what deeper learning looks like DynaLogue allows preservice candidates to quickly and easily author animated dialogs between two characters. Their characters speak according to your script while expressing their ideas on a whiteboard.

22. Dynalogue Status • Developed through NSF project, ended 2012 • In active use at SFSU and SDSU since 2012 • Available as OER at http://dynabook.sri.com/dynalogue/ • More importantly, part of a suite of resources and activities called “DynaBook” then enable instructors to create compelling preservice activities that are approximations to practice of complex pedagogical skills required by CCSS-M and NGSS • And SRI’s “Bridging” program of in-service TPD, which has strong preliminary research results

23. U-Teach STEM Steve Schneider Senior Program Director Science, Technology, Engineering, & Mathematics

24. U-Teach STEM • Three Strands: • Science and Engineering Content • Pedagogy • Leadership

25. Science & Engineering Content • Engineering is Elementary (EiE) provided a model for understanding engineering design process and 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.

26. Pedagogy Sessions • How People Learn (Bransford et al., 2000) provided research on how students learn. All other sessions were designed to align with this compendium of research. • 5E Instructional Cycle (Bybee) provided a common instructional model for NGSS aligned science. • Note booking featured scientists’ notebooks and the rationale for note booking in science and engineering. • Conceptual Flow provided a planning format for identifying the important science content to be taught at each grade level.

27. Leadership Sessions • CA Common Core Standards (CACCS), Next Generation Science Standard (NGSS), 21st Century Skills gave participants a preview into how to integrate CACCSS and the NGSS. • Myers-Briggs helped participants with understanding their temperament types as they work in teams.

28. STEM Education Policy Agendafor California • Quality STEM Learning Experiences • Great STEM Educators • Innovative STEM Networks Chris Roe, President and CEO

29. CA Teacher Enrollment Plummets Source: Annual Report Card on California Teacher Preparation Programs for the Academic Year 2009-2010, Oct 2011 Commission on Teacher Credentialing

30. 2014 STEM Education Agenda: Great STEM Educators California’s teacher preparation programs, credentialing policies and professional learning practices must be redesigned to attract, prepare and retain more educators who are ready and well-supported to deliver rigorous and engaging STEM education.

31. Barriers to Improving Students Learning in STEM Subjects • Preparation, induction and professional learning programs for teachers of all subjects are in general discreet, disconnected and repetitive. • Most of our K-8 teachers have inadequate math and science content knowledge, and they are confused about how to teach these subjects • Current practices and priorities of higher education institutions get in the way of improving student learning in STEM subjects. • The values and practices of the sciences and mathematics professions de-incentivize high quality teaching. • Lack of communication and alignment between the systems that serve children ages birth-to-5 and the K-12 system.

32. What Has to Change? • Transform a chaotic system of discreet preparation and training experiences into a coherent, aligned and logical system of continuous and progressive training • Content knowledge, pedagogical training and clinical practice should be integrated in teacher preparation programs. • Two-and-four-year colleges and graduate schools of education should collaborate with school districts & county offices of education • Teachers should be organized into professional learning communities and learn to work in teams and they need to be treated as the professionals they are

33. What Has to Change? (cont) • Teacher-candidates and higher education faculty should ramp up their efforts to learn to use technology appropriately as a tool to accomplish multiple objectives • We should ask teachers to demonstrate new and deeper competencies as they progress though each phase of their teaching careers, and we should recognize and reward them accordingly. • Hold all teacher preparation and induction programs accountable for each teacher’s effectiveness in the classroom using multiple measures

34. All Stakeholders Must… • Own their roles in the problem • Craft a common vision • Define their roles in the solution • Complete the process of “backwards designing” a new roadmap.

35. 100Kin10 Partners and Our Contact Information Joan Bissell: jbissell@calstate.edu Elaine Guarnieri-Nunn: elaine@encorps.org Jeremy Roschelle: jeremy.roschelle@sri.com Steve Schneider: sschnei@wested.org Chris Roe: croe@cslnet.org