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The California STEM Summit 2014

CSU’s Commitment to Preparing and Developing World-Class STEM Teachers: A Model of Collaboration and Excellence in Long Beach

Dr. Beverly Young, The California State University

Dr. Lisa Isbell, CSU Long Beach

Dr. Jared R. Stallones, CSU Long Beach

Dr. Laura Henriques, CSU Long Beach

Lori Grace, Long Beach Unified School District

Dr. Marquita Grenot-Scheyer, CSU Long Beach

Dr. Beverly Young

Assistant Vice Chancellor for Teacher Education and Public School Programs

California State University

Urban Teaching AcademySTEM Professional Growth Training

California State University, Long Beach

Lisa Isbell, Ed.D.Multiple Subject Credential Program Coordinator

UTEACH Program(Urban Teaching Academy)

The UTEACH (Urban Teaching Academy) pathway is a unique opportunity for students to combine pedagogy and practice in a personalized credential program designed to fully prepare future teachers in a hands-on supportive school setting. Program features include the following:

• UTEACH is a yearlong school/university residency program.

• UTEACH teaching methods courses are held at school sites working with children in real classroom settings.

• UTEACH offers personalized attention from University faculty and school based personnel.

• UTEACH course work and student teaching are pre-arranged, and linked to real teaching in a real classroom.

• UTEACH faculty support, instruct and advise students on site in a school based, personalized setting.

• UTEACH future teachers are taught to teach by teaching children in a guided clinical classroom setting.

STEM Program Goal

Funded by the S.J. Bechtel Jr. Foundation, the goal of the Science, Technology, Pre-

Engineering and Mathematics professional development

program is to prepare elementary teachers in a model, scalable,

STEM-rich clinical setting.

Program Infrastructure

UTEACH STEM PD

CSULB UTEACH STEM PD PLANNIG COMMITTEE

(7)

UTEACH STUDENT

TEACHERS (58)

LBUSD MASTER

TEACHERS (35)

CSULB EDD STUDENT RESEARCHER

S (3)

LBUSD SCHOOL

PRINCIPALS (6)

CSULB, WESTED, & LBUSD PD

PROVIDERS

Program Objectives

1. The overarching goal of this project is to change the culture of STEM (Science, Technology, Pre-Engineering & Mathematics) teaching in elementary schools from the ground up. The program focuses on The Next Generation Science Standards and the Common Core State Standards for Mathematics with technology and engineering providing context.

2. Create a direct pipeline of highly qualified elementary STEM instructors who will be able to address the deep concern about not having enough scientists, engineers, and mathematicians to keep the United States in the forefront of research, innovation, and technology.

3. Our approach is to train elementary teachers (prospective and practicing) to teach the STEM disciplines in an integrated, inquiry-focused way so students understand science and mathematics in a real-world context.

Preparing Elementary Teachers in a Model, Scalable,

STEM-Rich Clinical SettingOver a period of two years, the program has worked to accomplish the following:

1) intensively train and hope to inspire 150 highly effective pre-service and in-service elementary STEM teachers in a residency setting in four elementary schools in LBUSD

2) employ a “co-teaching” model involving current and future teachers together in teaching STEM subjects

3) integrate STEM content across the teacher-preparation curriculum

4) provide opportunities for elementary teachers to attend state STEM conferences

5) involve four CSULB doctoral students in studying, evaluating and disseminating the model through dissertation work

6) creating a handbook to serve as a resource for establishing similar school/university STEM education programs across California.

STEM Education PD Curriculum

This project provides professional development and support to 30 master teachers, grades K-5, and their 60 student teachers each year. The Professional Development was collaboratively developed and facilitated by CSULB’s Colleges of Education and Natural Sciences & Mathematics and the WestEd/K-12 Alliance. The model integrates curriculum from The Boston Museum of Science’s, Engineering is Elementary program and specific topics addressed include:

• The Engineering Design Process• Common Core and Next Generation Science

Standards• Notebooking in STEM Content Areas• Nature of Science and Science Processes• Developing and Sequencing STEM Units• Inquiry-based Lesson Format for Science• Engineering-based STEM Lessons• Effective Practices for Teacher Mentoring and

Collaboration

Licensure and After-school Programs

Over a period of two years 120 pre-service and in-service K-5 teachers are being

provided with the opportunity to extend their STEM education and work towards

added licensure that will allow these teachers to expand their teaching across

the K-8 grade levels, as well as gain experience designing STEM activities and implementing them with K-8 students in

urban, after-school settings. Thus far about half of the first cohort of participants have

taken this opportunity. This added credential will allow these new and practicing teachers to expand their

teaching to the middle school level and will also significantly strengthen their K-6

teaching of STEM subjects.

Program Accomplishments• Recruit and screen master teachers and

UTEACH candidates for the program

• Conduct Summer/Fall Institutes

• Supply classrooms and teachers with STEM equipment and materials

• Conduct continuing faculty professional development throughout the school year with 6 full days of professional development in STEM content and pedagogy

• Attend and present at state conferences

• Hold Family STEM Night

• Implement doctoral program research

• Hold STEM Education Celebration at CSULB

• Develop “Preparing elementary Teachers in a STEM-Rich Clinical Setting” handbook

Summer Institute

The Summer/Fall Institutes for Master Teachers and Student Teachers included the following features:

• 4 full days of professional development

• co-developed and facilitated by CSULB STEM faculty and WestEd

• Focus on engineering and its connection to K-5 science, with attention to needed mathematical content and appropriate technology

• Utilized the, Engineering is Elementary (EiE) curriculum, developed by the Boston Museum of Science

Institute Goals

Knowledge (Know about):What engineering and technology are and what engineers doVarious fields of engineeringNearly everything in the human world has been touched by engineeringEngineering problems have multiple solutionsHow society influences and is influenced by engineeringHow technology affects the world (both positively and negatively)Engineers are from all races, ethnicities, and genders

Skills/Experience (Be able to do):Apply the engineering design processApply science and math in engineeringEmploy creativity and careful thinking to solve problemsEnvision one's own abilities as an engineerTroubleshoot and learn from failureUnderstand the central role of materials and their properties in engineering solutions

Institute Program

Day 1 Day 2 Day 3 Day 4Pre-Survey(STEBI Mathematics & Science Content Knowledge & Efficacy) CA Common Core Standards (CACCS), Next Generation Science Standard (NGSS), 21st Century Skills Engineering is Elementary: What is Technology?Tech in a Bag

What is Engineering? Engineering is Elementary: Designing Submersibles

Engineering is Elementary: Engineering Design Process Designing Submersibles

Engineering is Elementary: Tower Building Designing SubmersiblesConsumer Product Testing Post-Survey

Institute StrandsContent Sessions: •Engineering is Elementary (EiE): Designing Submersibles provided participants with a model for understanding 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.

Pedagogy Sessions: •How People Learn (Bransford et al., 2000) provided participants with research on how students learn. All other sessions were designed to align with this compendium of research. •5E Instructional Cycle (Bybee) provided participants with a common instructional model for inquiry-based science.•Notebooking (follow-up session) featured scientists’ notebooks and the rationale for notebooking in science. •Conceptual Flow (follow-up session) gave participants a planning format for identifying the important science content to be taught at their grade level.

Leadership Sessions:• CA Common Core Standards, Next Generation Science Standard (NGSS), 21st Century Skills gave participants a preview into how they are going to integrate new standards in STEM disciplines.• Myers-Briggs (follow-up session) helped participants with understanding their temperament types.

Continuing Professional Development

October 22012

November 62012

December 42012

February 52013

March 72013

May 72013

What is Science?

Next Generation Science Standards

Consumer Product Testing

Unit planning for science

Engineering, earth science, and physical science

Physical science and life science Post-Survey

Family Science NightThe goal of the Family Science Night program is to provide opportunities for pre-service teachers to develop leadership skills in planning and implementing STEM focused curriculum, while engaging students and their families. Program components included:

• Keynote speaker (female engineers)• Resource packet about science centered

venues and descriptions for family outings• 2 Hands-on activities led by student teachers

selected from the following: taste buds, roller coaster, disco raisins, mystery containers, balloon flickers, wind powered vehicles, singing straws, balloon magic

“Families were totally engaged and worked side by side with their children. The families shared their appreciation for the planning, diversity of topics and high levels of engagement during the evening event. They spoke highly of the UTEACH program and how it had made a difference for their children and their instructional program in the classroom.” Dr. Joan Wilkes

Family Science Night

Program Outcomes

A two-part survey was given to each of the Master Teachers (MT) and Student Teachers (ST) before the Summer Institute and again after the Institute to assess the MT’s and ST’s learning from participating in the Institute:

Science Teaching Efficacy & Beliefs Instrument (Enochs and Riggs, 1990), which included science teaching and efficacy beliefs (STEB) and science teaching outcome & expectations (STOE).

Program Outcomes

Pre v. Post Summer Institute Engineering

2.67

2.89

2.692.58

4.54 4.54 4.564.44

0.00

0.50

1.00

1.50

2.00

2.50

3.00

3.50

4.00

4.50

5.00

ST Comfort TeachingEngineering

ST Competency TeachingEngineering

MT Comfort TeachingEngineering

MT Competency TeachingEngineering

Avera

ge S

co

re

Pre

Post

Average Pre v. Post Summer Institute Teacher Comfort and Perception of Competency Level in Teaching Engineering

Program Outcomes

Average Pre v. Post Summer Institute Teacher Comfort and Perception of Competency Level in Teaching Technology.

Pre v. Post Summer Institute Technology

3.59

3.79

4.08

3.81

4.63 4.63 4.654.48

0.00

0.50

1.00

1.50

2.00

2.50

3.00

3.50

4.00

4.50

5.00

ST Comfort TeachingTechnology

ST Competency TeachingTechnology

MT Comfort TeachingTechnology

MT Competency TeachingTechnology

Ave

rag

e S

co

re

Pre

Post

Program Outcomes

Average Pre v. Post Summer Institute Teacher Comfort and Perception of Competency Level in Teaching Mathematics.

Pre v. Post Summer Institute Math

4.98

5.03

5.655.69

5.04

5.27

5.65

5.58

4.60

4.80

5.00

5.20

5.40

5.60

5.80

ST Comfort Teaching Math ST Competency Teaching Math MT Comfort Teaching Math MT Competency TeachingMath

Avera

ge S

co

re

Pre

Post

Dr. Jared R. Stallones

Professor of Education

University Coordinator-Single Subject Credential Program


Linked Learning as a Vehicle for STEM Teacher Preparation

Linked Learning is:

Interdisciplinary

Authentic (WBL)

Project-based

http://linkedlearning.org/

Onsite Courses

Millikan High School

GREEN Academy (Agriculture & Natural Resources)

COMPASS Academy (Arts, Media, & Entertainment)

Global Technology Academy (Engineering & Design;

Information Technology)

More Onsite Courses

Cabrillo High School

SACMAA (Arts, Media, and Entertainment)

CED (Engineering and Design)

CHOC Academy (Health Science and Medical Technology)

Still More Onsite Classes

Jordan High School

ETA and JMAC (Arts, Media, & Entertainment)

ACE Academy (Building Trades & Construction; Engineering & Design)

AIMS (Health Science & Medical Technology)

JTECH (Transportation)

Clinical Practice

Linked Learning and Co-Teaching at:

Millikan High School

Cabrillo High School

Other Long Beach USD schools

The Future

Partnerships with:

McBride High School (Engineering & Design; Health Science & Medical Technology)

Bellflower USD

STEM/Public Service Academy

Dr. Laura Henriques

Professor of Science Education


STEM-Intensive Undergraduate and Credential Preparation

• We strive to provide a common professional learning experience that increases educator effectiveness and results for all students in science, technology and engineering.

By the end of 12th grade all students will

• have some appreciation of the beauty and wonder of science; •possess sufficient knowledge of science and engineering to

engage in public discussions on related issues; • be careful consumers of scientific and technological

information related to their everyday lives; •be able to continue to learn about science outside school; and • have the skills to enter careers of their choice, including

(but not limited to) careers in science, engineering, and technology

Science Methods & Content Course Design Guided by A Framework for K-12 Science Education (2012)

Emphasis on How People Learn (Bransford)5E Instructional Sequence (Bybee)

• Access prior knowledge• Use schema• Metacognate

• Both elementary and secondary science methods courses emphasize the 5E instructional sequence (Bybee, 1997). This is a modified learning cycle which works very well with inquiry-based science instruction.

Next Generation Science Standards (2013)

Emphasizing New Opportunities for All Learners

www.piedmont.k12.ca.us/wp-content/uploads/2013/10/venn-diagram-of-ccss-relationships.pdf

California Common Core State Standards (ELA and Math)


Engineering is Elementary Program • Increase technological literacy, a basic 21st century

literacy• Make math and science relevant

• Build and reinforce skills of critical thinking, creativity, collaboration, and communication

• Increase students’ awareness of and access to engineering and science careers

Multiple Opportunities to Apply and Gain New Skills and Knowledge Outside the Classroom• Elementary science methods students

– STEM Rich Clinical Teacher Prep program – Partnering with local elementary school for science teaching/lesson-

study model• Secondary science candidates

– Attendance at CSTA conferences– Teaching STEM lessons in after-school settings– Monthly Physics Demo Days with preservice and inservice teachers

• All science teaching candidates– Summer science camp teaching opportunities– Summer STEM research opportunities– Future science teacher club– Multiple PD opportunities on campus– Robust listserv to share science and STEM PD opportunities

Acknowledgements

• S.D. Bechtel, Jr. Foundation• CSU Math/Science Teacher Initiative• CSULB ASI Instructionally Related

Activities fund• Miller Foundation, Verizon Foundation and

individual donors (science camp support)

Long Beach Unified School District

BTSA Induction ProgramLori Grace, Program Coordinator

1399 E. 32nd Street, Signal Hill, Ca. 90755562.997.8000 x2901

From Pre-Service to Induction

The LBUSD Induction Experience

3 major components that work together…

Support

Prof

essi

onal

Dev

elop

men

t Formative A

ssessment

California Standards for the Teaching Profession (CSTP)

California Induction Standards: Part B Academic Content Standards STEM Linked Learning Transition and Implementation to

Common Core State Standards Content and Instructional shifts

Transitional Kinder curriculum & instructional strategies


Creating an Induction Program with embedded focus areas in…

Language specified directly in California Induction Program Standards

Added focus areas for LBUSD Induction Program

• Full-time release Support Providers (SP) • SP supports 20+ beginning teachers• Each SP brings a unique area of expertise

to the group• Monthly Collaborative SP Meetings with

Coordinator for SP professional development

• Additional opportunities available for specific group or individual professional development needs

Support Model

• PT has participates in various types of PD throughout the Induction experience which include: – PD trainings/seminars– Book/article Studies– Online discussion forums through Moodle– Video/webinar opportunities– Teacher observation/co-teaching/demonstration lessons

• All PD is designed to meet the Induction Requirements and district focus areas which include:– California Standards for the Teaching Profession (CSTP)– Induction Standards (Pedagogy, Equity, English Learners, Advanced

Learners, and students with disabilities)– Connections to the academic content standards of the PT assignment– District PD Focus Areas: CCSS, STEM, Linked Learning, NGSS,

Transitional Kinder

Professional Development

Spring PD Night Menu of OptionsCCSS: Reading & Writing Grounded in Evidence from TextParticipants will learn how to utilize their textbooks to facilitate the use of text dependent questions and discussions.Presenter: Shelley Gustafson Audience: Secondary

Elementary PEParticipants will learn new strategies to bring PE to life. PE standards will be discussed as well as what equipment is needed to fulfill PE requirements. Audience: K - 5

“App”-lying Technology in the ClassroomParticipants will utilize smart devices to discover and analyze apps to be used in planning and/or delivering instruction. If you have a smart device, bring it! Presenter: Sharon Schreiber Audience: K-12

College and Career Readiness through Project Based InstructionParticipants learn a dynamic approach to teaching in which students explore real-world problems and challenges. Authentic industry theme-based experiences require students to integrate academic and technical content, as well as 21st Century skills, while creating high-quality, authentic products and presentations. Ronnie Evans & Carrie Wiley Audience: Secondary

Assessment Participants will learn how both formative and summative assessments are used to guide instruction and meet the diverse needs of learners. The five keys of quality assessment will also be introduced as a means to evaluate and develop quality classroom assessment. Presenter: Corinne Blackmore Audience: K-12

Math Talk and the Common CoreParticipants will learn about the Common Core Math shifts and look at the standards across the grade levels. The purpose of “Talk Moves” will be discussed along with strategies for student conversations with the content areas. Presenter: Kyoko Weber-Sickler Audience: K-12

Cross Curricular Planning for the STEM ClassroomParticipants will explore thematic ideas for integrating all curricular components to increase student engagement. Presenter: Kristal Cheek Audience: K-5

Writing Differentiated LessonsParticipants will learn how to utilize Kaplan’s differentiation formula to modify core curriculum to make it more appropriate for advanced learners. Presenter: Pam Lovett Audience: K-12

Common Core – Text Dependent Quest. Part 2Participants will learn about the types of text dependent questions and how to utilize the BAP text dependent questions and plan for a text dependent lesson. Presenter: Teresa Suzuki Audience: 3-8

Common Core – Text Dependent Questions Part 2Participants will learn about types of text dependent questions and how to utilize the BAP text dependent questions and plan for a text dependent lesson. Presenter: Teresa Suzuki Audience: K -2

STEM in the TK, K and Grade 1 ClassroomUse your current curriculum resources to develop integrated Science, Technology, Engineering and Math in the TK, K-1 classroom. Presenter: Kris Damon Audience: TK, K & Gr. 1

Elementary Science Lessons An expert district Science teacher will show elementary teachers how to creatively incorporate Science into their lesson plans. Presenter: Debbie Drab Audience: 2 - 6

Response to Intervention (RTI)Participants will learn about the tiered structure for student intervention and the importance of providing interventions in the least restrictive environment.Presenter: Stacie AlexanderAudience: K-12 teachers

Digital Tools for Assessment Learn to use digital tools to create formative and summative assessments to align with the Common Core and collect data on student behavior Presenter: Vanitha Chandrasekhar Audience: K-12

STEM Online Discussion Forum Sample Task

For this moodle discussion forum, there are two parts:

1. You will choose an article to read from the Education Week "Spotline on STEM" resource (provided for you on the moodle resource link). Once you have read the article, briefly summarize your findings.

2. Now discuss the implications for your instructional practice:What further questions did the article raise? How might you apply the information in your classroom? Many of you teach one of the four "STEM" components, such as science or math. How do you integrate across the STEM disciplines? If you do not teach one of the 4 core STEM disciplines, how do you incorporate STEM education into your content area?

• LBUSD utilizes the Formative Assessment System for California Teachers (FACT). The FACT system includes components in:– Context for Teaching – PT analyzes the classroom and students

by looking at information for student profiles, site and district resources, and the community

– Initial Assessment of Teaching Practice – PT self-assesses his/her own teaching by using the CSTP Continuum and reflecting on professional strengths and areas of growth with their SP

– Inquiry – PT chooses areas of focus for three separate action research projects that span the 2-year induction program. The Inquiry topics relate to the Induction Standards and the PT designs corresponding units of study in which to implement the research.

– Summary of Teaching Practice – PT and SP reflect upon instructional practices in the areas of the CSTP, Induction Standards, and academic content standards in order to determine next steps.

Formative Assessment

Incorporating STEM, CCSS, and Linked Learning into Formative AssessmentC-1 Individual Induction Plan

With additional focus areas included to address STEM and Linked LearningParticipating Teacher Support

Provider District/ School Grade/

Content

FOCUS OF THE INQUIRY: Determining what I need to know and be able to do

Induction Program Standards Addressed: Pedagogy (5) Universal Access for All Learners (6) English Learners (6a) Special Populations (6b)

PLAN

1. Based on findings from the various self-assessment tools (CSTP Continuum and E2.5, E2.6, E2.6a, or E.26b), list ideas for an area of focus:

2. Narrow your list in question #1 and develop a focus question for this inquiry.

2a. Now, think about STEM. You must include at least one STEM (Science, Technology, Engineering, Math) research component within your inquiry project. What elements of STEM will you include in your research based on your focus question?

2b. Next, think about Linked Learning. You must include at least one component of research based on making connections to college and career readiness within your inquiry project. What elements of Linked Learning will you include in your research based on your focus question?

3. Which CSTP element(s) will be addressed?

4. What are the anticipated, measurable outcomes for student learning?

C-2 Lesson Series Template7. How might key understandings from the Action Plan (IIP, Cells 5-8) be applied to this lesson series?

8. What supplemental materials will be needed for this lesson series?

9. How will students use technology to advance their learning? What technology will be used to enhance instruction?

10. To ensure student engagement and opportunities to check for understanding, what active participation strategies will you use in your lessons?

11. Differentiation: What instructional strategies will be used in this lesson series to meet the needs of all learners? 12. What accommodations or modifications are required during this lesson series for students on an IEP, 504 or other learning plan? (Consider students in addition to your focus students)

13. List the strategies you will incorporate to meet the needs of your English Learners (i.e. language objectives, opportunities for receptive and productive language skills, attention to long-term ELLs).

14. How will you incorporate STEM (Science, Technology, Engineering, and Math) concepts into this unit of study?15. How will you incorporate project-based instruction that links to real-world application into this unit of study? (LINKED LEARNING)

16. How have the Common Core standards impacted your plan for instruction? In what ways can you incorporate CCSS into your unit of study?

Dr. Marquita Grenot-Scheyer

Dean, College of Education
