Welcome to the eighth 100Kin10 Annual Partner Summit, an annual convening of 250+ leaders committed to solving the challenges underlying the STEM teacher shortage. 

Over the course of the day, our hope is that you’ll spark meaningful connections with peers, exchange perspectives and stories, glean insights, and get energized about new possibilities for your work and for the field.
Tuesday, March 26 • 2:00pm - 3:15pm
Teacher Preparation

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How might we ensure teachers enter the classroom well-prepared to teach STEM?

Grand Challenge Theme:
Teacher Preparation

Barrington 220 School District
Becky McDowell  Twitter: @bethechnge

As a Teacher Forum member, here's how I'm tackling this challenge:
“During my four years leading our elementary STEM pilot, I have interviewed and hired new STEM teachers, held listening sessions for educators across Illinois, and hosted STEM showcases for area educators and administrators. I learned a lot about preparing STEM teachers, the obstacles in school structures, and what types of mentorship worked for us.

Choosing and supporting mentors wisely is of vast importance. Based on their prep experience, each teacher comes into the district with different strengths and weaknesses. One of the challenges I’ve experienced and observed is that in some districts only tenured teachers are able to mentor new teachers. My approach to remedying these and other issues with STEM teacher preparation is to create shared experiences where the whole team plays a role in mentoring and supporting new teachers.”

University of California, Santa Barbara
Karin Lohwasser  Twitter: @ucsantabarbara

How our organization is tackling this challenge:
"Supporting a productive partnership between science teacher candidates and their mentor teachers with resources, tools, and a suggested 'opportunities to learn' trajectory."

In a previous research study, we tracked clinical experiences from 68 teacher candidates from four preparation programs. This study indicated that mentor/cooperating teachers are not supported in ways that allow them to extend their knowledge and experience effectively to novices who are learning the profession. The study helped us identify the kinds of tools and resources that would likely assist these dyads to learn together, and to more consistently open up necessary opportunities for candidates to engage in teaching. We have developed a website that introduces mentoring practices, tools for collaboration, and suggested trajectories for giving increasing responsibilities over to the novice. This presentation will share these resources and their intended use and discuss challenges of implementation.

Urban Teachers
Lou Matthews and Dionn Brown  Twitter:  @drloumatthews | @DionnBrown

How our organization is tackling this challenge:
"Enhancing math teacher preparation through the use of a Culturally Responsive Teaching model comprised of redesigning math tasks, enacting authentic lessons, and engaging in critical conversations."

One key question identified in the 100Kin10 Grand Challenges asks, “How might we ensure teachers enter the classroom well-prepared to teach STEM?” As there is a demonstrated need to engage students more effectively for all learners, Culturally Responsive Teaching enhances teacher preparation by building capacity for engaging and empowering students from different backgrounds and communities. At Urban Teachers, our three-fold approach in our preparation work includes:
1. Using a rubric for creating culturally relevant mathematics tasks.
2. Using enactment as opportunities for teacher educators and novice teachers to experience Culturally Responsive Teaching.
3. Using a guide for critical coaching conversations around Culturally Responsive Teaching.

New Jersey Center for Teaching and Learning (NJCTL)
Robert Goodman and Melissa Axelsson  Twitter: @NJCTL

How our organization is tackling this challenge:
"Empowering teachers of every academic and cultural background to effectively teach physics, chemistry, or mathematics."

NJCTL, the #1 producer of physics teachers in the nation, is a 501(c)(3) nonprofit charitable organization providing simple, scalable solutions for our nation's shortage of science and mathematics teachers. NJCTL strives to address the social injustice that comes from depriving underserved students access to STEM education and careers. Through online teacher training and our free editable standards aligned curricula, NJCTL empowers teachers of every academic and cultural background to effectively teach physics, chemistry, or mathematics. Additionally, NJCTL courses can be used to earn graduate credits and prepare teachers to pass the necessary content exams to meet the certification requirements of their state.

avatar for Becky McDowell

Becky McDowell

K-5 STEM Teacher/Team Leader/Coach, Barrington 220 School District
I am a passionate STEM educator that finds joy in preparing kids for our ever-changing world through development of problem solving skills. Currently I teach K-5 STEM and regularly use 1:1 iPads to program LEGO robotics to complete engineering challenges with students. I have a BA... Read More →
avatar for Karin Lohwasser

Karin Lohwasser

Lecturer Science Education, University of California, Santa Barbara
avatar for Lou Matthews

Lou Matthews

Director of Mathematics and Science, Urban Teachers
I'm a mathematics education leader with an awesome set of international experiences. After several years of teaching, researching and leading in education, I'm currently serving as the Director of Mathematics and Science at Urban Teachers, a national organization with approx. 1000... Read More →

Dionn Brown

Director of Coaching, Urban Teachers

Robert Goodman

Executive Director, New Jersey Center for Teaching and Learning (NJCTL)

Melissa Axelsson

Director, New Jersey Center for Teaching and Learning (NJCTL)

Tuesday March 26, 2019 2:00pm - 3:15pm

Attendees (32)