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Building Science and Math Proficiency for
Elementary Educators within Diverse Classroom
Settings: Clinical Practice Models in Action at
San Francisco State University
Presenters:
Dr. Judith Munter, Dean, Graduate College of Education, SFSUDr. Stephanie Sisk-Hilton, Associate Professor, Elementary Education
Tuesday, November 15, 2016
1:00-2:00 p.m., EDT
www.aacte.org
Amanda Lester, AACTE Moderator
Welcome to the third webinar inAACTE’s clinical practice series!
www.aacte.org
Welcome
Update on the AACTE Clinical Practice Commission
Today’s Presentation:Building Science and Math Proficiency for Elementary Educators
within Diverse Classroom Settings: Clinical Practice Models in Action at San Francisco State University
Q & A with Presenters
www.aacte.org
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Presenters
Dr. Judith Munter
Dean, Graduate College of
Education, SFSU
Dr. Stephanie Sisk-Hilton
Associate Professor,
Elementary Education
Clinical Practice Models in Action at
San Francisco State University
Building Science and Math Proficiency
for Elementary Educators within
Diverse Classroom Settings:
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Contributors
Dr. Isabel Quita, Professor,
Elementary Education
Dr. Maria Zavala, Assistant
Professor, Elementary Education
Dr. Marguerite Conrad, Assistant
Professor, Elementary Education Dr. Timothy Weekes, Postdoctoral
Researcher, Graduate College of
Education
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San Francisco State University
San Francisco State University was founded in 1899
as a Teacher’s College. Today, we continue our
commitment to excellence in preparing outstanding
educators and leaders who transform lives in schools
and communities.
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SFSU’s Graduate College of Education
• Programs offered include an undergraduate major
in communicative disorders and minors in
education and special education. Post-bac
Credentials and Master’s Degrees are offered for
teachers and speech-language pathologists.
Opportunities for doctoral study include the Ed.D.
for K-12 and community college leaders, and a
Joint Ph.D. with UC Berkeley in special education.
• The pipeline for students who plan to be
elementary teachers typically is through a B.A. in
Liberal Studies or in Child & Adolescent
Development.
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This Webinar
Will feature 5 instances of innovative and effective
approaches to clinical practice for current and future
elementary teachers with implications for urban
settings. Dr. Sisk-Hilton will provide an overview of
practices that are embedded throughout the
continuum of professional preparation, beginning
pre-admission (undergraduate years), throughout the
credential preparation program, and into the ongoing
professional development of both novice and
experienced teachers.
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The Problems of Clinical Practice in
Elementary School STEM
• Most elementary teachers (including master
teachers) feel underprepared to teach STEM
• Time spent on science at k-5 level tends to be very
low (16% of CA teachers report teaching none)
• Models that student teachers experience often
don’t match current understanding of how children
learn/ move toward NGSS and CCSS aligned
practices
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Goals of SFSU’s Multi-Tiered Supports for
Clinical Practice in Elementary STEM Education
• Provide ongoing opportunities for adult learners to
engage in and reflect on NGSS and CCSS aligned
practices of math, science and engineering
• Create continuum from tightly supervised to
collaboratively designed models of clinical supervision to
match pre-service and in-service teachers’ needs
• Build partnerships with schools and districts to increase
coherence between teacher training and school
expectations and needs
• Focus efforts on increasing rich, ambitious engagement
in STEM content for linguistically, culturally, and racially
diverse classrooms
Improved STEM
Learning for Clinical Practice
Undergraduate (pre-admission to teacher
ed.): STEM House Partnership (on campus, tightly supervised clinical
model)
Credential (Pre-Service):
“Intensives” to model strong practice and build
PCK
Credential (Pre-Service): Methods class
instruction embedded in model classroom
MA Level: Integration of Science and Literacy
Practices in Supported Clinical Experience for
novice and experienced teachers
In-Service/ Master Teacher: Development of
context-rich science practices for expert
teachers
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Goals of Undergraduate Clinical Experience
in Elementary STEM Education
• Increase interest in elementary teaching among STEM prepared undergrads
• Increase interest in STEM among pre-service elementary teachers
• Provide early clinical experience that allows students to engage in NGSS aligned practices
• Strengthen university/ school partnerships
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STEM HOUSE
• Innovative clinical experience/ school partners
come to campus
• Upper Level undergraduate students:
intentional mix of STEM majors + traditional
pipeline majors (Liberal Studies, Child &
Adolescent Development)
• Class sessions alternate learning about STEM
education and putting ideas into practice
• Teach small groups of children under direct
supervision on campus
• Chance to reflect and re-teach
• Partner schools visit SFSU on field trips
• Content rich pedagogy: semesters alternate
planetary science and evolutionary biology
“This is the best day of my life!”
– 3rd grader. After putting on lab coat.
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STEM House Results
• 100% positive course evaluations
• Visiting partner school classroom teachers report strong positive impact on children’s ideas about science and about college
• Well over half of participating teachers have returned every semester since inception
• According to student self-reports in year one, all reported increased interest in elementary teaching
• Strengthened ongoing interdisciplinary partnership between SFSU College of Education and College of Science and Engineering as collaborators in the STEM Education Clinical model for future teachers
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Goals of Clinical Experiences in STEM for
Pre-Service Elementary Teachers
• Increase students’ engagement with NGSS and CCSS aligned models of effective pedagogy
• Allow students to experience the teaching and learning environments we hope they build with children
• Increase students’ confidence with the content and practices of effective science teaching and learning
• Make science and math education experiences more salient in a crowded curriculum
• Provide trajectory of clinical practice experiences from high to low direct supervision
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Science Methods “Intensive” Model
• Pre-service teachers engage in 6
consecutive full day sessions that
immerse them in science teaching
and learning
• Complete focus on science (no other
classes or student teaching)
• Students leave intensives with a plan
for (co-) teaching science mini-unit in
their clinical placements
• Planning teams collaborate during
implementation to provide support
• Subsequent clinical practice-based
sessions allow students to analyze
and refine practice with colleagues
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Science Intensives Results
• Average course evaluations well above
departmental mean in every implementation for
past 6 years
• Student comments indicate feeling much more
prepared to teach science as result of course
• At least 4 participants in past 3 years have become
science specialists/ lead science teachers for their
schools (unintended consequence)
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Pre-Service Bilingual Math Education: Real-
Time Practice Under Expert Supervision
• Problem of supporting bilingual teachers in training (aspirantes) to develop culturally responsive mathematics teaching practices in intensive, one year preparation program
• Proposed solutions: Split methods class into two main parts, one involving working with real kids in a Spanish immersion setting – create urgency and opportunity for live coaching
1. Focus on particular teaching practices that cut across lessons: number talks, launching word problems, leading a discussion from student work
2. Align teaching practices with content areas most challenging for Aspirantes: multi-digit multiplication and division, fraction word problems
3. Aspirantes taught some, observed some in partner classroom
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Implementation
November:
• First Contact
with T
• Ongoing
observations
of Aspirantes
Late January:
Class started!
Tues-Wed x 2
weeks
AM: On campus
do math together,
plan activity with
peer/teacher feedback,
opportunities to raise
issues related to CRMT
PM: At School
(1 hr break for lunch and to
get to the school)
Teach children for 1 hr,
Debrief after children gone,
wrap up
Early January:• Met with T
• Selected/desig
ned tasks good
for the kids
• Built up
excitement!
• Logistics
Daily
Schedule
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Reflections from Aspirantes
• “It was a necessary opportunity to figure out how to say many things in Spanish – academic language like vocabulary and also better phrasing of questions”
• “It’s hard to learn how to back off and let students struggle with the math – having a coach there to remind me helped me practice this.”
• “Learning about and then having to do discussions around mathematics very valuable – I am better prepared to listen to students and know what to listen for.”
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Clinical Practice for MA Level Students:
Integrating Science and Literacy
• Reading specialist credential
requires clinical practice
component
• Partnership school
described ongoing needs in
both literacy and science
• Clinical component re-
designed to fit needs of both
MA students and partner
school
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After School Literacy Clinic at
Bayshore Elementary School
• 15 week course/ 11 weeks
have field component
• Practice advanced literacy
assessment and instruction
techniques under direct
faculty supervision
• Use context of science to
build meaning for children
• Coordinate with school site
teachers and administrator
to provide family literacy and
science night
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Support for Inservice Teachers: Refining
and Reflecting on Clinical Practice
• Science teaching and
learning in most
elementary classrooms is
not yet aligned with best
practices and NGSS
• To support teacher
preparation, we must work
directly with in-service
teachers to coordinate
curricular and pedagogical
improvement at all levels
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The California Elementary Mathematics and
Science Professional Learning Initiative (CEMSPLI)
This project is one excellent example of the ways in which the
California Department of Education (CDE) Professional Learning
Support Division funds institutions of higher education, in
partnership with high-need local educational agencies to provide
professional learning opportunities. SF State’s Project, ExCEL
works with teams of elementary teachers and their principals to
strengthen their content, pedagogical, and collective knowledge
and instructional leadership skills for the continued implementation
of the California academic content standards for mathematics
(CACSM) and Next Generation Science Standards (NGSS).
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Project ExCEL: Elementary Science and
Engineering in Local Contexts
Project Goals:
• Increase pedagogical content knowledge to support teaching science
using the NGSS practices of science and engineering
• Modify content and strategies of science curriculum to connect to
local context and students’ lives
• Develop leadership teams to support implementation of NGSS across
the region
• Increase family participation in science through building a STEM
community partnership
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Project ExCEL:
Connections to Clinical Practice
• Increase rich science learning environments in classrooms/ schools that mentor student teachers
• Increase coherence between university and district efforts
• Provide support for professional pathways beyond initial licensure
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English Language and Literacy Integration
into Subject Areas (ELLISA) Project
Project Goals
• Develop a model of EL-focused Elementary
Teacher Preparation based on effective EL
practices that integrate the teaching of language
and literacy into science, mathematics and social
studies
• Develop pre-service teacher education and
professional development materials to support the
implementation of the ELLISA model across
contexts
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ELLISSA Principals for Improving
Teaching and Learning
Integrating subject matter with language and literacy
development improves both
• Integrating science, language, and literacy instruction
increases achievement in language development,
reading, writing and science content.
• Using contextualized language, literacy and context in
mathematics has an impact on achievement.
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ELLISSA Project Model
• Revise Teacher Education Courses: Revise
methods courses in science, math, and social
studies to include practices that support integration
of literacy and academic language development
• Improve University/ Clinical Practice
Connection
O Provide professional development in ELLISSA practices for
master teachers
O Match ELLISSA master teachers with student teachers in
ELLISSA revised methods classes
• 50 master teachers and 200 student teachers have
participated 2011-2016 (SFSU and SJSU)
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Lessons Learned for Supporting Elementary
STEM Education Through Clinical Practice
• Must attend to differing needs along trajectory from pre-
teacher education undergraduates to credential
candidates to novice and expert/ master teachers
• Teachers and teachers in training need rich experiences
learning in NGSS and CCSS aligned ways in
conjunction with supported clinical practice experiences
• Strong university/ school partnerships support
coherence of implementation and supportive learning
environment for students and teachers alike
• Teachers, like all people, are more likely to do things
they enjoy and feel competent doing!
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STEM House: Stephanie Sisk-Hilton ([email protected])
and Isabel Quita ([email protected])
Science Methods Intensive Model: Stephanie Sisk-Hilton
Aspirantes Math Partnership: Maria Zavala
ELLISSA: Isabel Quita
Project ExCEL: Stephanie Sisk-Hilton and Marguerite
Conrad
Bayshore/SFSU Literacy Clinic: Marguerite Conrad
Project Leadership Contact Information
These initiatives are all collaborative efforts with SFSU’s College of Education, partner districts, and other university and community partnerships. PIs and coordinators are listed below for the purposes of seeking further information.
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School District Partners and
Grant Agencies
San Francisco Unified
School District
California Department of
Education (Project ExCEL)
Bayshore Elementary School
District
National Science Foundation
(Ellissa)
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Questions?
www.aacte.org
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