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Interdisciplinary Learning and DLCS Integration

Interdisciplinary Learning and DLCS Integration. Ken Klau, Director of Instructional Policy 2018 MassTEC Annual Conference. 01. The Need. 02. The Landscape. 03. Student Learning Experience. CONTENTS. 04. Licensure. 05. Resources. The Need. 01. STEM World. Parents and Schools.

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Interdisciplinary Learning and DLCS Integration

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  1. Interdisciplinary Learning and DLCS Integration Ken Klau, Director of Instructional Policy 2018 MassTEC Annual Conference

  2. 01 The Need 02 The Landscape 03 Student Learning Experience CONTENTS 04 Licensure 05 Resources

  3. The Need 01

  4. STEMWorld

  5. Parents and Schools http://services.google.com/fh/files/misc/trends-in-the-state-of-computer-science-report.pdf

  6. Students enjoy computer science and the arts most http://changetheequation.org/blog/new-data-computer-science-fun-and-profit

  7. The Demand in MA http://burning-glass.com/new-report-shows-higher-demand-for-technology-skills-in-massachusetts-than-in-u-s-overall/

  8. The Need in Massachusetts “It is impossible to explore the importance of growth in the pipeline of graduates in computer science and information technology disciplines without understanding the critical need to build our K-12 pipeline. We know that it is imperative to expose young people in elementary and secondary grades to technology in a way that inspires them to pursue computing and IT fields at a post-secondary level.” Source: Technology Talent Initiative Workforce Plan, report by MA DHE 2014 http://www.mass.edu/bhe/lib/reports/2014-05-05DHETechnologyWorkforcePlan.pdf

  9. The Landscape 02

  10. DLCS Offering by Regional Type, 2016-2017

  11. DLCS Offering by Regional Type, 2016-2017

  12. High School Course Enrollment by Race & Ethnicity Differences in High School Course Enrollment by Race & Ethnicity DLCS Female 49% 35.4% -13.6

  13. Massachusetts Public Higher Education Lack of Diversity in Computer Science and Information Technology Source: The Degree Gap, report by MA DHE, 2016 http://www.mass.edu/visionproject/_documents/2016%20The%20Degree%20Gap%20-%20Vision%20Project%20Annual%20Report.pdf.

  14. Student Learning Experience 03

  15. Next-Generation Learning Continuum • Full Virtual Learning • Personal Learning Pathways • Deep Connections • Learner Profiles Structures that allow for a student to advance to new content based upon mastery, not seat time or Carnegie units Online tools (teacher- & student-facing) used to improve, facilitate, & extend learning within & beyond school walls & time. Systems & routines to continuously monitor progress to inform tailoring of instruction to need & choice Instructional interaction between teachers & students within a school environment Student-centered instructional approach that individualizes learning for each student based on specific strengths & needs, student interests, and/or individualized goals. Credit: The Learning Accelerator

  16. DLCS Student Learning Experience Continuum Guidance counselors, educators, & families Who DLCS teachers Instructional technology specialists Classroom educators When 9-12 K-8 Integrating DLCS into the curriculum Supplementing the curriculum with DLCS Stand-alone DLCS coursework Rigorous, standards-aligned aligned CS courses What Accelerated courses Credential-bearing courses Capstones or senior projects Dual enrollment courses Online courses Work-based learning Part-time employment Service learning Clubs, organizations, and competitions Culminating project

  17. What is competency-based education? In 2011, one hundred innovators in competency education came together for the first time. At that meeting, participants fine-tuned a working definition of high quality competency education. The five-part working definition of competency-based education is: Students advance upon demonstrated mastery. Competencies include explicit, measurable, transferable learning objectives that empower students. Assessment is meaningful and a positive learning experience for students. Students receive timely, differentiated support based on their individual learning needs. Learning outcomes emphasize competencies that include application and creation of knowledge, along with the development of important skills and dispositions.

  18. How do competencies relate to standards? • Educators develop competencies from the standards • Competencies are assessed or shown through complex tasks or projects, either educator-created or real world • Digital learning is often focused on lower levels of recall and comprehension, not competencies (knowledge in action)

  19. Characteristics of Well-Designed Competencies • A competency describes knowledge and skills that can be applied to novel, complex situations. • The skills described in a competency will be valuable ten years from now even if the content knowledge has changed. • Learning objectives are accompanied by clear performance criteria that help students identify their performance level(s) and what they need to do to improve. • Learning objectives are accompanied by effective rubrics that help students understand themselves better as learners. • The competency and the learning objectives allow for personalization and opportunities for deeper learning.

  20. Licensure 04

  21. ITS License Reform – Policy Background • Prior to June 2016 - Subject matter knowledge for the ITS license embedded in the Instructional Technology and 2008 Technological Literacy standards • ITS began as a specialist license and then reverted to a teachers license • June 2016 - Board adopts the 2016 Digital Literacy and Computer Science (DLCS) Standards • Instructional Technology and Technological Literacy standards retired • February 2017 - Board proposes amendments to licensure regulations out for public comment • Moves subject matter knowledge requirements from regulations into guidance • Adopts a new DLCS license with a focus on computer science in grades 5-12 • Convert the ITS license from a teachers license to a specialist license • June 2017 - Board adopts proposed changes • Considered input from public comment, DLCS and ITS Panels

  22. Licensure Changes • New Grade 5-12 DLCS Teacher License • Instructional technology (IT) Specialist License • DLCS and ITS Subject Matter Knowledge (SMK) • Revised Competency Review Process • SMK Guide • DLCS Crosscutting SMK for all Initial teacher licenses • DLCS 5-12 MTEL, Development to start in November

  23. ITS License Reform – Difference between DLCS & ITS Licenses DLCS is a teachers license ITS is a specialist license • Addresses digital literacy & computer science in grades 5-12 • Geared toward teachers seeking to teach computer science >20% of the time • Addresses digital literacy at all levels, & computer science in grades K-4 • Geared toward leadership & coaching at all levels: classroom, school, district Both licenses acknowledge that digital literacy and computer science are closely linked. Topics from the DLCS standards will also be included in approved programs for elementary school teachers.

  24. Impact of ITS License Reform on Current License-Holders • If licensed as an ITS when it was a specialist license, you continue in that role and can advance, renew, and extend that license throughout the rest of your career • You can also go for the DLCS license • If licensed as an ITS when it was a teachers license, you continue in that role and can advance, renew, and extend that license throughout the rest of your career • You can also go for the ITS specialist license provided you qualify for the new requirements • You can also go for the DLCS license • If not currently licensed as an ITS license, you must qualify for the new requirements (when adopted)

  25. ITS – Key Competencies Beyond the DL Standards • Appropriate uses of technology resources to support school/district improvement plans • Coaching, modeling, observation, and feedback for teachers • Strategies for achieving equitable access to digital resources outside the classroom and connecting educators, students, and parents/guardians • Coaching of teachers and instruction to students in the safe, healthy, legal, and ethical uses of digital information and technologies in people's lives, commerce, and society. • The impact of technology on instructional practice, student learning, and resource allocation at the school and district level. • The selection, support, and evaluation of the use of assistive and adaptive technology and accessible educational materials for students and adults.

  26. DLCS License How? • Educator Preparation Programs • Competency Review Process • Coursework • Seminar/Workshop • School Based Mentored Employment • Approved National Test • Successful School-based Teaching Experience • Structured Guidance Support • Massachusetts Tests for Educator Licensure (MTEL)

  27. Resources 05

  28. Free K-12 Courses & Activities for Students

  29. Implementation Resources and Initiatives • Curriculum Guide from MassCAN • Curriculum Alignment Crosswalks • Digital Learning Links • Broadening Participation of Elementary Students and Teachers in Computer Science • M.A.S.S. Programming the Acceleration of Computing and Equity (PACE) Initiative • Expanding Computing Education Pathways (ECEP) Alliance • MA Exploring Computer Science Partnership • Other NSF Grants • BATEC - Broadening Advanced Technological Education Connections • Code.org: Elementary, Middle and High School Curriculum List • MassCUE Resources • CSforAll

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