CSU's Commitment To Preparing & Developing World-Class STEM Teachers

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2014 California STEM Summit

Text of CSU's Commitment To Preparing & Developing World-Class STEM Teachers

  • 1.The California STEM Summit 2014 CSUs Commitment to Preparing and Developing WorldClass 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

2. Dr. Beverly Young Assistant Vice Chancellor for Teacher Education and Public School Programs California State University 3. Urban Teaching Academy STEM Professional Growth TrainingCalifornia State University, Long Beach Lisa Isbell, Ed.D. Multiple Subject Credential Program Coordinator 4. 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 prearranged, 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. 5. STEM Program GoalFunded by the S.J. Bechtel Jr. Foundation, the goal of the Science, Technology, PreEngineering and Mathematics professional development program is to prepare elementary teachers in a model, scalable, STEM-rich clinical setting. 6. Program Infrastructure CSULB UTEACH STEM PD PLANNIG COMMITTEE (7)CSULB, WESTED, & LBUSD PD PROVIDERSUTEACH STUDENT TEACHERS (58)UTEACH STEM PD LBUSD SCHOOL PRINCIPALS (6)LBUSD MASTER TEACHERS (35)CSULB EDD STUDENT RESEARCHERS (3) 7. Program Objectives 1.The overarching goal of this project is to change the culture of STEM (Science, Technology, PreEngineering & 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. 8. Preparing Elementary Teachers in a Model, Scalable, STEM-Rich Clinical Setting Over a period of two years, the program has worked to accomplish the following: 1)2)3) 4) 5)6)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 employ a co-teaching model involving current and future teachers together in teaching STEM subjects integrate STEM content across the teacherpreparation curriculum provide opportunities for elementary teachers to attend state STEM conferences involve four CSULB doctoral students in studying, evaluating and disseminating the model through dissertation work creating a handbook to serve as a resource for establishing similar school/university STEM education programs across California. 9. 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 CSULBs Colleges of Education and Natural Sciences & Mathematics and the WestEd/K12 Alliance. The model integrates curriculum from The Boston Museum of Sciences, 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 10. 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. 11. Program Accomplishments Recruit and screen master teachers and UTEACH candidates for the programConduct Summer/Fall InstitutesSupply classrooms and teachers with STEM equipment and materialsConduct continuing faculty professional development throughout the school year with 6 full days of professional development in STEM content and pedagogyAttend and present at state conferencesHold Family STEM NightImplement doctoral program researchHold STEM Education Celebration at CSULBDevelop Preparing elementary Teachers in a STEM-Rich Clinical Setting handbook 12. Summer Institute The Summer/Fall Institutes for Master Teachers and Student Teachers included the following features: 4 full days of professional developmentco-developed and facilitated by CSULB STEM faculty and WestEdFocus on engineering and its connection to K-5 science, with attention to needed mathematical content and appropriate technologyUtilized the, Engineering is Elementary (EiE) curriculum, developed by the Boston Museum of Science 13. Institute Goals Knowledge (Know about): What engineering and technology are and what engineers do Various fields of engineering Nearly everything in the human world has been touched by engineering Engineering problems have multiple solutions How society influences and is influenced by engineering How technology affects the world (both positively and negatively) Engineers are from all races, ethnicities, and gendersSkills/Experience (Be able to do): Apply the engineering design process Apply science and math in engineering Employ creativity and careful thinking to solve problems Envision one's own abilities as an engineer Troubleshoot and learn from failure Understand the central role of materials and their properties in engineering solutions 14. Institute Program Day 1 Pre-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 BagDay 2 What is Engineering? Engineering is Elementary: Designing SubmersiblesDay 3 Engineering is Elementary: Engineering Design Process Designing SubmersiblesDay 4 Engineering is Elementary: Tower Building Designing Submersibles Consumer Product TestingPost-Survey 15. Institute Strands Content 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. 16. Continuing Professional Development October 2 2012November 6 2012December 4 2012What is Science?Next Generation Science StandardsConsumer Product TestingFebruary 5 2013Unit planning for scienceMarch 7 2013May 7 2013Engineering, earth science, and physical sciencePhysical science and life science Post-Survey 17. Family Science Night The 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 magicFamilies 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 highl

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