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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.

Sign up or log in to bookmark your favorites and sync them to your phone or calendar.

Monday, March 25
 

4:00pm

Welcome Happy Hour
Enjoy drinks and appetizers with other attendees at our day-before-Summit happy hour.

Monday March 25, 2019 4:00pm - 6:00pm
Marriott Mission Valley 8757 Rio San Diego Drive, San Diego, CA 92108
 
Tuesday, March 26
 

7:30am

Breakfast + Registration
Fuel up for the day by meeting and mingling with other Summit attendees over a hearty breakfast.

Tuesday March 26, 2019 7:30am - 8:30am
Zoofari Party Area

7:40am

Teacher Forum Meet-Up
Teacher Forum members are invited to start their day together! Connect with fellow members and 100Kin10 staff over breakfast and get tips on how to “show up” and make the most of your Summit experience.

* Note: Teacher Forum members should plan to depart on the 7:15am shuttle from the hotel (Marriott Mission Valley), and we recommend arriving early to the hotel lobby. This shuttle will get you to the Zoo on time for the Meet-Up! 


Presenters
avatar for Pomai Verzon

Pomai Verzon

Strategic Initiatives Manager, 100Kin10
Talk to me about the 100Kin10 Teacher Forum or how we mapped the Grand Challenges!
avatar for Brian Hoff

Brian Hoff

Strategy Associate, 100Kin10
Talk to me about the Trends Report.
avatar for Grace Clawater Doramus

Grace Clawater Doramus

Director of Strategic Initiatives, 100Kin10
Ask me about anything about the Grand Challenges and how we’re addressing them.


Tuesday March 26, 2019 7:40am - 8:25am
Zoofari Party Area - Tent

8:45am

Welcome
We'll kick off Summit together in our opening plenary! Join us for a special welcome from the San Diego Zoo and 100Kin10's Co-Founder and Executive Director, Talia Milgrom-Elcott. Celebrate progress against our shared goals, learn about our network's approach to tackling systemic change, and orient yourself to the day ahead.

Presenters
avatar for Talia Milgrom-Elcott

Talia Milgrom-Elcott

Co-Founder and Executive Director, 100Kin10


Tuesday March 26, 2019 8:45am - 9:35am
Wegeforth

9:55am

Summit Group Conversations
Connect with others around our shared work through small group conversations. You'll chat with new and familiar allies, share resources and expertise, and get to know each other a little bit better. We believe that making time to build strong, trusting relationships strengthens our impact and collaborative work!

* Note: Sit with your Summit Group, indicated on your nametag

Tuesday March 26, 2019 9:55am - 10:55am
Zoofari Party Area - Tent

11:15am

Active Early STEM
How might we support teachers to create active STEM learning environments for early learners?

Grand Challenge Themes:
Professional Growth
Elementary STEM

Denver Public Schools
Maggie Waldner

As a Teacher Forum member, here's how I'm tackling this challenge:
"Highlighting and building on early learners’ innate curiosity, questioning, and exploration through student-led conjecturing in math and beyond."

Through creating systems and routines that support student-led mathematical discourse, early learners are able to create and test out their own mathematical conjectures. This approach can be applied across subject areas, particularly in interdisciplinary STEM curriculum. This student-centered approach completely changed the way I think about teaching math and the ways in which I support student-driven, exploratory curriculum as a kindergarten teacher.

Loyola Marymount University School of Education + California Science Center
Kelly Keeler and Philip Molebash  Twitter: @LoyolaMarymount
Elena Lopez  Twitter: @casciencecenter

How our organizations are tackling this challenge:
"Developing NGSS-aligned, age-appropriate, hands-on instructional tools to help kindergarteners save the world!"

Kindergarten is a time when curiosity, discovery, creativity, and play define a child's day  and, when they develop conceptions, or misconceptions, about how the world works. Unfortunately, misconceptions can be carried with them for a long time, and most efforts focusing on increasing STEM readiness happen in middle or high school, which is too late. To tackle the root causes of limited STEM supports and professional development for elementary teachers, Loyola Marymount University, Auburn University, and the California Science Center took pre-existing STEM teaching kits that were originally aligned to middle school standards and reframed them for use in a kindergarten classroom. All instructional materials underwent field testing and iterations to create an age-appropriate way for kindergarteners to solve problems using their STEM knowledge. Along with the materials, we provided professional development for teachers to help facilitate the process of empowering kindergarteners to save the world!

American Museum of Natural History + Bank Street College of Education
Jenny Ingber and Jacqueline Horgan Twitter: @jingber | @AMNH
Peggy McNamara  Twitter: @bankstreetedu

How our organizations are tackling this challenge:
"Enhancing early STEM learning through active STEM learning experiences for preK-1st grade teachers through partnerships with schools and leveraging the assets of informal science institutions."

The American Museum of Natural History (AMNH), Bank Street, and New York Hall of Science (NYSCI), piloted year-long partnerships with schools and community-based organizations that offer preK-1st grade. In both cases, teachers engaged in active STEM learning using new materials and observing natural phenomena in a variety of environments; teachers implemented new strategies of STEM teaching with young children; and teachers became enthusiastic about STEM through the use of Museum assets. At AMNH, teachers, children, and families learned STEM together during class visits and Family Fun Nights complementing the teachers’ professional learning. In the Bank Street and NYSCI pilot, teachers learned how close observation of children’s STEM processes coupled with instructional conversations with colleagues fostered learning. Lessons learned are informing future directions for all of the institutions in early STEM. Michaela Labriole, Director of Strategic Initiatives at NYSCI, was an additional contributor to this work.

DC Public Schools
Lauren Allen  Twitter: @AllnSTEM  @dcpublicschools

How our organization is tackling this challenge:
"State-supported STEM early learning through standards revision, professional development, and community collaboration."

 The Office of the State Superintendent of Education (OSSE) and the community of the District of Columbia (DC) is working to support early implementation of STEM and encourage early STEM learning and inquiry by aligning DC early science standards to the NGSS. Using community connections, we have developed a content-rich development series that is open to all public educators in DC to support their implementation of the revised three-dimensional standards. Thanks to 100Kin10, DCPS, and the National Air and Space Museum, we have a solid foundation for STEM development. Our challenges focus on securing sustainable funding to provide materials and bandwidth for facilitation support. Community collaborators have reviewed and updated the science inquiry standards, which are awaiting review and approval by the State Board of Education.

Presenters
avatar for Maggie Waldner

Maggie Waldner

Kindergarten Teacher, Harvard Graduate School of Education
KK

Kelly Keeler

STEM Curriculum Developer, Loyola Marymount University School of Education
PM

Philip Molebash

Director, Center for Math and Science Teaching, Loyola Marymount University School of Education
EL

Elena Lopez

Professional Learning Manager, California Science Center
avatar for Jenny Ingber

Jenny Ingber

Director of Children and Family Learning, American Museum of Natural History
JH

Jacqueline Horgan

Children and Family Learning Coordinator, American Museum of Natural History
PM

Peggy McNamara

Chair, General Teacher Education Department, Bank Street College of Education
avatar for Lauren  Allen

Lauren Allen

STEM Management Analyst, STEM Integration, DC Office of the State Superintendent of Education (OSSE)
Follow me on twitter @AllnSTEM


Tuesday March 26, 2019 11:15am - 12:30pm
Dickinson Classroom 1

11:15am

Centering Local Context in Teacher Prep
How might we prepare teachers for the specific needs and context of a local district?

Grand Challenge Theme:
Teacher Preparation

ExpandED Schools + New Teacher Center
Emma Banay Twitter: @expand_school
Emily Welch  Twitter: @EmilyWelch @NewTeacherCtr

How our organizations are tackling this challenge:
"ExpandED Schools and New Teacher Center are preparing aspiring STEM teachers of color for careers in NYC schools by leveraging the after-school space, instructional mentoring, and community partners."

ExpandED Pathways: Engineering connects education-interested apprentice teachers with a school-day seasoned teacher mentor trained by New Teacher Center, preparing these apprentices to teach engineering in the after-school space as they pursue next steps towards a career in education.  We will highlight successes in curricular adaptation and connections to local standards, career development supports, and mentoring aligned to district-level evaluation measures, as well as challenges in implementation (recruitment, logistics, and role strain). Participants will leave with tangible takeaways about how to leverage the after-school space to build a robust teacher pipeline for candidates of color in their own contexts.

University of Texas at Dallas, Department of Science/Mathematics Education
Katie Donaldson and Kate York  Twitter: @UT_Dallas

How our organization is tackling this challenge:
"Preparing pre-service teachers for Project Based Learning (PBL) by offering a capstone course with active field experience, providing opportunities to explore partnerships with informal and local education partners."

Districts are embracing Project Based Learning for its student engagement and emphasis on 21st century skills. Making sure your pre-service teachers are ready to facilitate PBL can be daunting. UTeach Dallas and UCCSTeach recently participated in a 100Kin10 Collaboration Grant to help outline best practices for a field-based PBL course. Topics to be discussed during this presentation include creating strategic partnerships with local districts and exploring informal education partnerships.

University of California, Berkeley
Sara Harmon  Twitter: @UCBerkeley

How our organization is tackling this challenge:
"Evolving and strengthening university-school district partnerships to meet both district and teacher preparation program needs by cultivating innovative connections with multiple stakeholders."

School district partnerships are critical for all teacher education programs. While we have had limited success in recruiting individual teachers from one particular large, unique, and varied local district to mentor our pre-service teachers, we have not yet been able to engage effectively on the district level. This presentation will discuss our multi-pronged approach to establishing a meaningful relationship that is of value to all campus partnerships with this district. The approach includes innovative planning among multiple stakeholders for meeting district leadership, sharing rigorous analysis of annual program data, encouraging staff to engage directly with mentoring K-12 students in math and science classrooms alongside program participants, and creating fundraising opportunities.

Presenters
EB

Emma Banay

Director of STEM Programs, ExpandED Schools
avatar for Emily Welch

Emily Welch

Associate Program Consultant, New Teacher Center
avatar for Katie Donaldson

Katie Donaldson

Master Teacher/ Assistant Director, University of Texas at Dallas, Department of Science/Mathematics Education
At the UTeach Program at UTD, we train math and science majors to be great middle school and high school teachers. Let me know if you need a recommendation for an open position or you would like to be a mentor teacher in our program.
avatar for Kate York

Kate York

Assistant Clinical Professor/Master Teacher UTeach Dallas, The University of Texas at Dallas
Ask me about preservice STEM teacher preparation, project-based learning, and global collaboration.
avatar for Sara Harmon

Sara Harmon

Program Manager, University of California, Berkeley


Tuesday March 26, 2019 11:15am - 12:30pm
Dickinson Classroom 2

11:15am

Cross-Sector Collaboration
How do business, education, and community partners work together to collaboratively solve challenges facing STEM education?

Grand Challenge Theme:
Value of S, T, E

Washington STEM
Megan Nadan and Danny Gross  Twitter: @washingtonstem

How our organization is tackling this challenge:
“How do we communicate the value of systems-level work connecting business, education, and community partners to advance STEM education?”

Washington STEM is an organization that works across sectors—business, education, community, government, and philanthropy—to find key points of leverage and common ground in order to solve challenges effectively. This systems-level work has been able to take on and tackle many key challenges that 100Kin10 grapples with—including connecting educators with STEM industry leaders, increasing community support for STEM education, and investing administrators in STEM education. The systems-level work involves sharing data, engaging in advocacy, building bridges, and identifying common goals. We've found the work to be crucial to the success of STEM education in Washington. However, as a connecting agency, the work is often “invisible” and hard to explain to potential collaborators, communications outlets, and funders without taking either too much or too little credit. We want to learn how others are tackling this challenge in order to get our work done more effectively.

CDE Foundation
Jessica Howard Twitter: @CDEfoundation

How our organization is tackling this challenge:
"Now entering its 7th year, the California STEAM Symposium brings together 3,000 PK-20 teachers, administrators, students, program providers, and philanthropic and industry partners to collaboratively improve inclusive STEAM teaching in schools, alongside the business sector, and throughout communities...but how do we do it?"

Co-hosted by the California Department of Education, the CDE Foundation, and the California Commission on the Status of Women and Girls, the California STEAM Symposium embraces practitioner expertise, collective impact, and continuous improvement for the benefit of all students. We believe in the power of peer-led professional learning, that innovation can emerge from anywhere at any budget, and in leading by listening to voices from the field. Along the way we have evolved our approach to better address practical needs and state policy shifts, as well as connect players big and small in the education landscape from over 30 states and international provinces. Join s for lessons learned and tips to bring the model to your context, no matter the scale.

Dell + Conrad Foundation
Kim Boutwell  Twitter: @Dell
Nancy Conrad  Twitter: @ConradChallenge

How our organizations are tackling this challenge:
"The best way to learn is often to do; therefore, Dell and Conrad Foundation have partnered together to create an opportunity for students to gain emotional intelligence and technical expertise via a student-led help desk initiative."

 Dell and Conrad Foundation are developing an opportunity for students to gain vocational skills and emotional intelligence via a student-led help desk. There are two resources that have been created/incorporated to share with schools: an Implementation Guide which includes technical training, hands-on break/fix exercises, and details on how to create this opportunity at your school from A to Z; and the "No Box Tool Box" which guides teachers and students through a global solutions-based learning opportunity to gain the emotional intelligence that is necessary to succeed in all aspects of their future careers.


Presenters
avatar for Megan Nadan

Megan Nadan

Special Events Manager, Washington STEM
Megan Nadan serves as Washington STEM’s Events Manager. She is primarily responsible for the logistics of all organization events. Working in close coordination with Washington STEM team members and partners, she supports the growth and effectiveness of the organization through... Read More →
DG

Danny Gross

Communications and Digital Media Manager, Washington STEM
avatar for Jessica Howard

Jessica Howard

CEO, CDE Foundation
Ask me about this year's CA STEAM Symposium in Anaheim, December 9-10, 2019! www.steamcalifornia.org
KB

Kim Boutwell

Dell Giving, Dell
I was in education for a couple of decades. i would have only left to do more good for kids! Dell Giving has given me the ability to do that through strategic donations and partnerships globally.
NC

Nancy Conrad

Conrad Foundation


Tuesday March 26, 2019 11:15am - 12:30pm
Dickinson Auditorium B

11:15am

Implementing the Next Generation Science Standards (NGSS)
How might we support teachers in implementing the Next Generation Science Standards, including through instructional materials and curricula?

Grand Challenge Themes:
Professional Growth
Instructional Materials

Boyd County High School
Carly Baldwin Twitter: @gingeraffebald1

 As a Teacher Forum member, here's how I'm tackling this challenge:
"Implementing NGSS with fidelity is difficult for many teachers, but I think it is extremely challenging in the elementary school classroom.

I have used the Kentucky teacher-created resource bank of Through Course Tasks (TCTs) with great success for implementing NGSS in K-12 classrooms. TCTs are formative assessment lessons designed to assess mainly the Science and Engineering Practices and the Crosscutting Concepts, which are often the weak areas of NGSS implementation.

Without proper support for educators, students are not going to get the full benefit that a strong NGSS-based education would offer. Most students get turned off from science careers because in their education experience, science has never been a hands-on process. Making sure our current students have a rich and diverse science education is an important step in recruiting the next generation of STEM educators.”

Academy for Urban School Leadership
Alissa Berg  Twitter: @alissabberg | @AUSLChicago

How our organization is tackling this challenge:
“Supporting teachers to effectively translate NGSS into instruction through Model-Based Inquiry, PLCs, and Lesson Study.”

There are a number of frameworks that support teachers to teach science in NGSS-aligned ways (e.g., 5E, project-based science). However, Model-Based Inquiry (MBI) stands out among the rest. MBI led to a principal reporting, “science instruction has completely transformed” at her school and a student stating that he was so “fascinated” by the phenomenon they were investigating that he couldn’t sleep and felt compelled to write a 4-page letter to his teacher with his theory. This teaching transformation occurred through our PLC model which involves starting with a team of teachers who explore MBI through discussing articles, coaching them as they experiment with new strategies, and arranging for them to get into each other’s classrooms.

The Institute for School Partnership, Washington University
Jeanne Norris and Rachel Ruggirello  Twitter: @JMNorrisISP @RRuggirello

How our organization is tackling this challenge:
“mySci K-8 is a program developed by university researchers and classroom teachers that provides local districts with the materials, lesson plans, and professional development they need to successfully implement NGSS.”

What would be possible for a child who has an amazing science experience starting from kindergarten? At mySci, this is the vision that drives us. The challenges are numerous, from the volume of content that needs to be covered, to districts that can't prioritize science, to lack of teacher preparation in science. By encouraging partnership with a fee-for-service nonprofit, being responsive to feedback from teachers and students, and including professional development and materials with our curriculum, we have transformed K-8 science in St. Louis. We have seen positive results in test scores and received anecdotal feedback from teachers and students who say that for the first time, they feel confident and engaged during science instruction. 

Digital Promise
Anthony Baker Twitter: @anthbake @DigitalPromise

How our organization is tackling this challenge:
“Building equitable, student-driven NGSS instruction by using Challenge Based Learning, a framework for identifying, investigating, and solving challenges.”

Using a Challenge Collaborative model with the League of Innovative Schools, Digital Promise has undertaken a project with funding from the Hewlett Foundation to make connections between the Next Generation Science Standards, Challenge Based Learning, and Open Educational Resources. The outputs of this project will be 6-8 units of instruction aligned to the NGSS that focus on solving student-identified challenges, as well as resources like frameworks, white papers, and guidance for districts and teachers. This project brought together three diverse school districts to participate in the development of the units, and this presentation will share key lessons from our first in-person convening.


Presenters
avatar for Carly Baldwin

Carly Baldwin

Effectiveness Coach, Boyd County High School
avatar for Alissa Berg

Alissa Berg

Associate Director, Science Curriculum & Instruction, Academy for Urban School Leadership
avatar for Jeanne Norris

Jeanne Norris

K-8 Curriculum Coordinator, Washington University in St. Louis/ Inst. for School Partnership
Jeanne Norris is a Curriculum Coordinator at the Institute for School Partnership at Washington University- St. Louis. She writes and edits mySci curriculum, and has served on Achieve's national EQuIP Science Peer Review Panel. Before working at the ISP, Jeanne taught high school... Read More →
avatar for Rachel Ruggirello

Rachel Ruggirello

Associate Director, Washington University in St. Louis, Inst. for School Partnership
As associate director I provide strategic direction for the programs of the ISP and oversees the curriculum and professional development initiatives of the organization. I lead teams of instructional leaders in the organization to take what we know as best practices in teaching and... Read More →
avatar for Anthony Baker

Anthony Baker

Project Director, Next Generation Science, Digital Promise
Anthony joins Digital Promise from the Center for Education Initiatives at Illinois State University and the Illinois State Board of Education. As the Science Content Specialist for the State of Illinois, he partnered with school districts to facilitate science standards implementation... Read More →


Tuesday March 26, 2019 11:15am - 12:30pm
Treetops A

11:15am

Instructional Materials
How might we ensure teachers have access to quality STEM instructional materials?

Grand Challenge Theme:
Instructional Materials 

University of North Carolina/North Carolina School of Science and Mathematics (NCSSM)
Amanda Martyn and Melissa Thibault Twitter: @NCSSM | @melissathibault

How our organization is tackling this challenge:
"Creating a digital virtual learning tour to support teachers at rural schools by providing them with STEM lessons, best practices, and a community with which to support and share ideas."

At NCSSM, we hope to help spark enthusiasm and interest for teachers who struggle with biology content by providing a one-stop shop that contains a digital forum of ideas, video demonstrations of real classroom experiences, and examples of how to use inexpensive activities and resources. There are many teachers and schools who are known for their best practices and who would like to share their ideas, provide a recorded demonstration, or offer a testimony about their lesson or classroom experiences. However, identifying who they are is not always a simple task, and it takes time to work with these teachers and schools to create digital tours. The digital forum supports teachers to affordably meet their learning objectives while encouraging experimentation and supporting the spirit of innovation. 

Teach for America + American Modeling Teachers Association
Ruthie Ousley  Twitter: @TeachForAmerica
Wendy Hehemann  Twitter: @AMTAteachers

How our organizations are tackling this challenge:
"Lowering the barriers for novice and early career STEM teachers to access high-quality instructional materials and support for effective implementation."

Teach For America wants our novice and early career STEM teachers to have equitable access to high-quality instructional materials and to feel supported to use these materials regularly. In fall 2018, we launched a scrappy curation of high-quality instructional materials that are either a unit-level or full-course set of materials, all available free or for a nominal cost.
We worked with the American Modeling Teachers Association (whose instructional materials were included in our curation, but behind a membership paywall) to test ways to improve equitable access, addressing cost as a barrier as well as the initial orientation to the materials. In the first month, we reached 20% of our 6-month participation goals. We are continuing to study impact on teacher practice and leadership. 

Charles A. Dana Center
Katey Arrington  Twitter: @utdckatey | @utdanacenter
 
How our organization is tackling this challenge:
"In order for mathematics instructional materials to be of the highest quality, they must support students' academic growth as well as their social and emotional development, as both areas contribute to success."

The Dana Center believes that support for building Social Emotional Learning (SEL) competencies, both through suggested teacher moves and through what students are asked to do, should be considered in the process of evaluating instructional materials. While there are several good instructional materials analysis tools out there to help educators identify strengths and weaknesses in their math instruction materials, we had not seen a tool that assesses how materials support students and teachers in integrating social and emotional learning strategies with math content instruction. We developed a user-friendly tool that helps teachers assess their instructional materials for their ability to promote student engagement in the SEL competencies and to actively employ strong SEL strategies in student activities.



Presenters
avatar for Amanda Martyn

Amanda Martyn

Instructor of Science, North Carolina School of Science and Mathematics
A Canadian native, I grew up in Ontario, just north of Toronto. I have a Ph.D. from the University of Guelph, specializing in the stress response and molecular neuropsychology, and spent several years as a coordinator for a multiple molecular biology courses, teaching upcoming scientists... Read More →
avatar for Melissa Thibault

Melissa Thibault

Vice Chancellor for Distance Education and Extended Programs, University of North Carolina/North Carolina School of Science and Mathematics (NCSSM)
Digital and distance education. Open content. Equity of access.
avatar for Ruthie Ousley

Ruthie Ousley

Managing Director, STEM, Teach For America
WH

Wendy Hehemann

American Modeling Teachers Association
avatar for Katey Arrington

Katey Arrington

Manager, K-12 Services, Charles A. Dana Center


Tuesday March 26, 2019 11:15am - 12:30pm
Treetops B

11:15am

Professional Growth That Works For Teachers’ Schedules
How might we redesign professional growth opportunities that are not limited by the constraints of the school day?

Grand Challenge Theme:
Professional Growth

Pennsylvania State University - Center for Science and the Schools
Amanda Smith  Twitter: @ajsmith1983 | @pennstateCSATS

We’re seeking solutions, approaches, and responses on how to tackle this challenge:
“We lead many professional development programs with STEM researchers that bring science and engineering practices into the classroom.  Although we have support for teachers to implement the activities that they learn from their experiences, we often deal with the lack of substitutes available for teachers to attend. I would like to explore how other organizations, higher education institutions, and foundations have developed models to scale programs—possibly true “train the trainer programs” or mentor networks—and how they’ve helped teachers set up collaborative networks in order to learn from each other when they cannot all be out of the classroom for professional development.”

The Institute for School Partnership, Washington University
Jaime Gilligan  Twitter: @jmgilligan | @wustlisp

How our organization is tackling this challenge:
"Providing professional growth opportunities for teachers to strengthen their STEM expertise and classroom integration with low-residency advanced degree program."

One of the successful programs in our organization is called MS in Bio, which combines a three-week in-person summer institute with online learning throughout the academic year. Through this program, in-service teachers earn their graduate degree with a specialized focus on teaching biology. The structure of the program allows teachers to learn content from experts in the field during the summer and focus on pedagogy during the academic year so that they may immediately implement their new skills within their classrooms. Due to the success of this program, we are now developing a similar option for teachers to earn their M.Ed in STEM.

KQED
Andrea Aust  Twitter: @KQEDaust

How our organization is tackling this challenge:
"Providing flexible professional learning opportunities for teachers, grounded in their interests, that they can participate in at their convenience."

KQED Teach is a free, online learning platform that helps STEM teachers learn and practice 21st century digital media literacy and production skills. We launched KQED Teach with short courses that teachers could complete on their own time, at their own pace. Based on teacher feedback, this past year we began offering facilitated, time-bound online “bootcamps” and blended (online and in-person) learning experiences. This approach has been successful in providing a more collaborative setting where teachers can learn from and share their expertise with each other. However, we are still learning how to better guide participants to course completion and support them in bringing what they have learned to their classrooms.

STEM Center, UT Austin
Carol Fletcher and Ellie Goldberg  Twitter: @drfletcher88 | @utstemcenter

How our organization is tackling this challenge:
"Blended learning models are uniquely suited to the challenge of scaling computer science teacher professional development to effectively prepare and increase the number of certified teachers."

In 2014, WeTeach_CS set a goal of substantially increasing the number of certified computer science (CS) teachers across Texas. Given challenges of geography and limited CS expertise in the existing teaching profession, it was critical to develop innovative models for serving teachers across a wide range of districts. With support from 100Kin10, WeTeach_CS developed a blended model of online and in-person professional development, combined with financial and social incentives through CS collaboratives. Since September 2015, we have certified 500 teachers in CS. To address challenges of supporting teachers when struggling to learn online, our collective impact model combined localized support and connection to a larger, statewide network to build teacher capacity.

Tennessee Department of Education
Deborah Knoll  Twitter: @DeborahKnoll

How our organization is tackling this challenge:
"Tennessee has established innovative professional growth opportunities as a way to recognize educators’ commitment to continued STEM learning by creating a personalized professional learning pathway utilizing micro-credentials."

The STEM micro-credentials are organized around four focus areas: infrastructure; curriculum, instruction, and achievement; professional development; and community and post-secondary partnerships. We are currently in our pilot phase with over 225 educators participating. The pilot goes through June 30, 2019 and then these micro-credentials will be released by BloomBoard nationally. They are rigorous, yet comprehensive in their STEM focus, allowing teachers an opportunity to be recognized for the skills they have learned throughout their careers in order to craft powerful STEM learning experiences for their students.


Presenters
avatar for Amanda Smith

Amanda Smith

STEM Outreach & Engagement Liaison, Pennsylvania State University - Center for Science and the Schools
CSATS works collaboratively with scientists and engineers at Penn State and with industries to design, develop, and implement many outreach programs and workshops for K-16 education.  Operating since 2004, our experience in STEM education programs and strong collaborations with... Read More →
avatar for Jaime Gilligan

Jaime Gilligan

Curriculum and Instructional Specialist, The Institute for School Partnership, Washington University in St. Louis
avatar for Andrea Aust

Andrea Aust

Senior Manager, Science Education, KQED
I love working with educators to bring media and technology into classrooms in fun and exciting ways for students. I taught environmental science and marine biology for 10 years before landing at KQED. Ask me about KQED Teach and KQED Learn!
avatar for Carol Fletcher

Carol Fletcher

Director, Expanding Pathways in Computing (EPIC), The University of Texas at Austin
carol.fletcher@utexas.eduDr. Carol Fletcher is the Deputy Director of the Center for STEM Education at UT Austin. In that capacity, she directs several statewide professional development programs for STEM teachers such as the TRC and WeTeach_CS, serving over 10,000 educators annually... Read More →
avatar for Ellie Goldberg

Ellie Goldberg

Project Manager, STEM Center, UT Austin
ellie.goldberg@utexas.edu
DK

Deborah Knoll

Director of Student Success, Tennessee Department of Education


Tuesday March 26, 2019 11:15am - 12:30pm
Rondavel

11:15am

Diversifying the STEM Teacher Pipeline
Grand Challenge Themes:
Teacher Preparation
Prestige

About this Project Team:
The diversity gap that exists in K-12 classrooms has no signs of diminishing unless we do something very different, at scale. Without this change, we are reinforcing an education structure that is not serving all students, which has huge impacts on the diversity of all other sectors of our workforce.

This Project Team is exploring recruitment and support strategies to increase the diversity of the STEM teacher pipeline that are scalable and sustainable.

Key words:
Diversity/Underrepresented Minorities, Recruitment, Education Program Retention

Feedback especially helpful from those working in: Policy, Program Development, Program Delivery, Recruitment, Research, Program Evaluation, Teacher Development, Classrooms (Teachers)

Presenters
avatar for Allison Little

Allison Little

Assistant Commissioner, P16 Alignment and Outreach, Massachusetts Department of Higher Education
Teacher diversity, P16 alignment, scale, statewide policy initatives
CT

Cherry Thompson

Engagement Manager, Teaching Channel


Tuesday March 26, 2019 11:15am - 12:30pm
Price Upper

11:15am

Integrating Professional Growth into the School Day
Grand Challenge Themes: 
Professional Growth
Teacher Leadership

About this Project Team:
One of the biggest needs we hear from STEM teachers is for high-quality professional development. But finding relevant opportunities that are integrated into the school day continues to be challenging, if not impossible. 100Kin10’s Grand Challenges points to this work-environment issue – how to get teachers quality PD during the school day – as one of the areas with the greatest potential for impact across the system.  
This Project Team is exploring how to integrate professional growth opportunities during the school day with a focus on how professional development offerings can be modified to occur as a part of regular school-day operations, as well as investigating how innovative school schedules and progressive teacher leadership roles can evolve to accommodate and enable these offerings.

Key words: Professional Growth Reimagined, Teacher Efficacy


Presenters
JS

Jason Sullivan

Program Director and Montgomery HS Science Supervisor, STEMteachersNYC
avatar for Michael Odell

Michael Odell

Professor, The Ingenuity Center - UT Tyler
I am a Professor of STEM Education. I also oversee STEM Charter Schools and secondary STEM Preservice Teachers. I am interested in STEM policy and STEM teacher preparation both pre- and in-service.


Tuesday March 26, 2019 11:15am - 12:30pm
Price Lower

11:15am

Supporting High School Teachers to Eliminate the Need for Remedial Math
Grand Challenge Themes:
Teacher Preparation
Professional Growth
Value of S, T, E

About this Project Team:
This Project Team is exploring how to support pre-service and in-service high school math teachers to prepare college-ready students, as well as reimagining what it means to be “college-ready” when this notion fails a large number of students. Instead, what does it mean for a college or university to be “student-ready?” The team is seeking feedback on information and best practices they’ve collected and what they may have missed.

Key words: College Readiness, Remedial Math, Professional Learning


Presenters
avatar for Frederick Uy

Frederick Uy

Director, California State University, Office of the Chancellor
LM

Lilian Metlitzky

Cal Poly Pomona


Tuesday March 26, 2019 11:15am - 12:30pm
Boardroom

12:45pm

Learn More: Network Growth + Commitment Refresh
Stop by the 100Kin10 table to learn more about how you can refresh your organization's commitment, and about how you can help the network add new partners by nominating organizations and serving as a partner vetter in our upcoming growth process!

Presenters
avatar for Julie Paturzo

Julie Paturzo

Partner Engagement Manager, 100Kin10
How to get involved in 100Kin10 and connect with other partners!


Tuesday March 26, 2019 12:45pm - 1:45pm
Zoofari Party Area

12:45pm

Lunch + Open Networking
Grab a Bite, Recharge, and Connect!
Pick up lunch, recharge and relax, connect with new and old allies from across the network, and stop by the Resource Exchange Table.


Tuesday March 26, 2019 12:45pm - 1:45pm
Zoofari Party Area

12:45pm

Rural STEM Micro-Network Lunch
Enjoy lunch and guided conversations with others interested in supporting the delivery of rural STEM education. This is the launch of the Rural STEM Micro-Network, a group for 100Kin10 partners to share resources, find collaboration partners, and seek advice on challenges they face while working to support rural STEM.

* Note: This lunch required advance registration. To learn more about the network, please email adeline@100Kin10.org.

Presenters
avatar for Rebecca Theobald

Rebecca Theobald

Assistant Reserach Professor, Colorado Geographic Alliance Moving GIS Into the Classroom
Geospatial technology, spatial thinking, and the Giant Map of Colorado
avatar for Amanda Smith

Amanda Smith

STEM Outreach & Engagement Liaison, Pennsylvania State University - Center for Science and the Schools
CSATS works collaboratively with scientists and engineers at Penn State and with industries to design, develop, and implement many outreach programs and workshops for K-16 education.  Operating since 2004, our experience in STEM education programs and strong collaborations with... Read More →
avatar for Yasmin Fodil

Yasmin Fodil

National Director of Community, 100Kin10
Talk to me about how to deepen your engagement in 100Kin10
avatar for Adeline Medeiros

Adeline Medeiros

Associate Director of Community, 100Kin10
IK

Isis Krause

100Kin10


Tuesday March 26, 2019 12:45pm - 1:45pm
Rondavel

12:45pm

Teacher Forum Listening Session
Teacher Forum members are invited to join a Listening Session led by 100Kin10 and share their experiences and perspectives as a STEM teacher. This session will include time for Teacher Forum members to reflect on holding their own Listening Session in their local STEM teaching community.

* Note: Teacher Forum members attending this session should plan to pick up lunch in Zoofari Party Area before making their way to Dickinson Classroom 1.​​​

Presenters
avatar for Pomai Verzon

Pomai Verzon

Strategic Initiatives Manager, 100Kin10
Talk to me about the 100Kin10 Teacher Forum or how we mapped the Grand Challenges!
avatar for Brian Hoff

Brian Hoff

Strategy Associate, 100Kin10
Talk to me about the Trends Report.
avatar for Grace Clawater Doramus

Grace Clawater Doramus

Director of Strategic Initiatives, 100Kin10
Ask me about anything about the Grand Challenges and how we’re addressing them.


Tuesday March 26, 2019 12:45pm - 1:45pm
Dickinson Classroom 1

2:00pm

Implementing the Next Generation Science Standards (NGSS)
How might we support teachers in implementing the Next Generation Science Standards, including through instructional materials and curricula?

Grand Challenge Themes:
Professional Growth
Instructional Materials

High Tech High
Lesley Anderson

As a Teacher Forum member, here's how I'm tackling this challenge:
"Using common language across all science disciplines can help students become enriched in the cross-cutting concepts and see science in everyday life. It is important for students to understand that all disciplines of science overlap with each other and are not isolated courses.

Many teachers in my school are resistant to adopting the NGSS. There is a fear that this is just another swing of the pendulum, when in reality NGSS is an evolution of teaching, not a revolution. Teaching aligned to the NGSS should not seem like an impossible obstacle to overcome.

 I use NGSS in my project-based learning curriculum to enhance the academic rigor of student work. I have also been working with our STEM team to develop small strategies to implement NGSS into curriculum."

Pennsylvania State University - Center for Science and the Schools
Kathleen Hill and Amanda Smith  Twitter: @csatsKathyHill |  @ajsmith1983 |  @pennstateCSATS

How our organization is tackling this challenge:
"We use the Modeling Authentic STEM Research (MASTER) Model as an intervention to support teachers in integrating the science and engineering practices into classroom research projects."

Next Generation Science Standards expect teachers to teach disciplinary ideas using the practices of experts. To use this approach, teachers must have sufficient understanding of the practices of scientists and engineers. Teachers often lack experience in research. As a result, they often hold a view of research through the lens of the traditional scientific method. We offer professional development (PD) that immerses teachers in the practices of researchers. Our programs use the MASTER model as an intervention to help teachers conceptualize research as a system with interconnected and interdependent activities. With this approach, the teachers incorporated many of the science and engineering practices from the summer PD into classroom research projects (CLRPs). In some cases, the teachers faced challenges in implementing their CLRPs within their teaching context.

Museum of Science and Industry
Kyle Kauffman  Twitter: @kyle_kauffman | @msichicago

 How our organization is tackling this challenge:
"IQST strengthens teacher efficacy for equitable and effective 3D science instruction by reducing barriers and helping teachers grow as scientists by engaging in phenomena inquiry via best-practices."

We have identified professional growth barriers that our science teachers (Chicagoland area, low-income communities) experience, including the need for content and pedagogy knowledge, quality curriculum, lesson supplies, substitute reimbursement, and field trip buses to the Museum, all without cost. Our program reflects best practices in teaching science to students in grades 3-8, and our extended professional development design helps teachers transform instruction. We provide a supportive environment where teachers experience lessons as students in order to learn science content knowledge and pedagogical strategies. Our learning experiences incorporate the three dimensions of the NGSS and building explanations of phenomena based on an NGSS unpacking process developed with a grant from Carnegie Corporation of New York.


Presenters
LA

Lesley Anderson

Biology and Environmental Science Teacher, High Tech High
avatar for Amanda Smith

Amanda Smith

STEM Outreach & Engagement Liaison, Pennsylvania State University - Center for Science and the Schools
CSATS works collaboratively with scientists and engineers at Penn State and with industries to design, develop, and implement many outreach programs and workshops for K-16 education.  Operating since 2004, our experience in STEM education programs and strong collaborations with... Read More →
KH

Kathleen Hill

Director/Assistant Professor of Science Education, Pennsylvania State University - Center for Science and the Schools
avatar for Kyle Kauffman

Kyle Kauffman

Senior Manager, Institute for Quality Science Teaching, Museum of Science and Industry
Kyle Kauffman leads the ongoing development and implementation of science teacher professional learning courses, including strategic planning and development, supporting the Institute for Quality Science Teaching team, collaborating with universities, districts and teachers, partnering... Read More →


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

2:00pm

Personalized Learning
How might we develop and implement more personalized learning experiences to reach all students?

Grand Challenge Theme:
Instructional Materials

Gooru
Prasad Ram  Twitter: @prasadram | @gooru

How our organization is tackling this challenge:
"Our Navigated Learning program uses big-data to locate the learner's knowledge and skills in real-time, and supports teachers to personalize their interventions in the class and the course."

Navigated Learning is a “GPS for Learning.” It works on the principle that to navigate a learner, we have to first locate their knowledge and skills with precision. We then present them with a learning route based on their location, and continuously reroute them based on their performance until they reach their learning goals.  Navigated Learning brings Big Data, Open Educational Resources, classroom practices, and science of learning to work in tandem to bring the simplicity and assured success of “Google Maps” to learning. With Navigated Learning, teachers support students—each of whom have their own learning pathways—with a full spectrum of learning activities that span offline and digital activities to help develop non-cognitive and curriculum skills.

PhET Interactive Simulations, University of Colorado, Boulder
Lynne Harden  Twitter: @PhETsims

How our organization is tackling this challenge:
"Supporting inclusive STEM learning through free online interactive science and math simulations with flexible and intuitive accessibility features like auditory description, sound, and alternative input."

Students with special needs or learning disabilities can struggle to be successful in integrated STEM classrooms that are not equipped with resources to best support them. Adaptable and flexible technology has shown great potential in creating more inclusive STEM learning environments in schools. PhET Interactive Simulations (phet.colorado.edu) provides 150+ free, interactive math and science simulations to engage learners, and now several simulations are accessible to students with visual impairments or other challenges who could benefit from alternative input, auditory descriptions, and sound. Accessible simulations allow students with diverse needs to learn together, while the simulation adapts to meet their individual learning needs.


Presenters
PQ

Prasad "Pram" Ram

Founder, CEO, Gooru
LH

Lynne Harden

Accessibility Specialist, PhET Interactive Simulations, University of Colorado, Boulder


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

2:00pm

Professional Growth
How might we ensure valuable professional development and growth for STEM teachers?

Grand Challenge Theme:
Professional Growth

Perry High School
Sarah Rivera  Twitter: @SarahRiveraSTEM

As a Teacher Forum member, here's how I'm tackling this challenge:
“This challenge is not only something that impacts the district that I work for, but for all educators. Too often we attend professional development that we did not choose; it was mandated by administration, on topics we don't understand, or given to us in a ‘sage on the stage’ model. For me personally, I have left defeated, disgruntled, or disinterested in the professional development more times than I can count and this has impacted me greatly because it makes me feel like I'm not being empowered to be the best educator I can be.

It is important to consider your audience, your administration's willingness to change things up, and the goals trying to be accomplished during the professional development. Not every session has to be delivered in the same way using the same methods, but small changes could add up to big moments of a-HA!”

University of Indianapolis
Deborah Sachs Twitter: @uindy

How our organization is tackling this challenge:
"Ensuring professional growth and teacher retention in beginning STEM teachers via in-service university-provided mentoring designed to support their growth as effective teachers and as teacher leaders."

Teachers who graduate from the one-year clinical residency MAT Teach (STEM)³ program at the University of Indianapolis participate in a two-year university provided mentoring program. The two major components of the program are in-school mentoring by a university-provided master teacher and 8 Super Saturday events that bring cohorts back together for professional learning. Retention data for those who have completed our preparation and mentoring program show a teacher retention rate of 76% after five-years of teaching. While securing the funding to support the mentoring program has been challenging, the model we have developed could be easily replicated by other STEM teacher preparation programs.

KQED
Almetria Vaba Twitter: @metravaba

How our organization is tackling this challenge:
"Developing professional learning programs and supports in partnership with teachers and education agencies (districts and county offices of education) to meet identified learning goals."

KQED focuses on training STEM (and humanities) educators to use educational media and digital media tools in their learning environments through in-depth professional development opportunities and online resources. We’ve partnered with key stakeholders in school districts to develop and implement professional learning programs that include our suite of products and services. We recognize that it is critical to engage a variety of stakeholders (including students, educators, and administrators) early in partnership development. We are still figuring out how to support sustainability of programs given the high rate of staffing changes in districts.

Great Hearts
Melanie Narish 

As a Teacher Forum member, here's how I'm tackling this challenge:
"Combining curricula, random resources, and local school requirements is a huge challenge for teachers. In order to aid teachers in merging concepts to their local level, we created an online community and professional growth event—a Facebook Live Science Pajama Party! This hour-long interactive event was developed in consideration of two factors: time and community. Teachers don't have much time! FB Live allowed for an interactive event in the evening when teachers may be on Facebook, and it would be recorded for them to watch later. Also, while teachers foster open learning cultures in their classrooms, general adult culture hasn't reached that norm. In the end, the event's goal was to create a communal learning experience for adults and that the teachers would leave with a clear visualization of how they could take a STEM concept to their local classroom."

Presenters
avatar for Sarah Rivera

Sarah Rivera

STEM Teacher, Willoughby Eastlake School of Innovation
DS

Deb Sachs

Coordinator, Teach (STEM)^3, University of Indianapolis
Deb Sachs is The Coordinator of the Teach (STEM)^3 program and an assistant professor at the University of Indianapolis as well as the president and lead facilitator of Cranial Edventures Inc. She has worked extensively with teachers, youth, and adults in a variety of K-12, university... Read More →
avatar for Almetria Vaba

Almetria Vaba

Associate Director, Partnerships and Distribution, KQED
Almetria Vaba works with organizations and education agencies in leveraging KQED's resources and services to advance media literacy in a variety of learning environments.
avatar for Melanie Narish

Melanie Narish

Talent Officer, Great Hearts


Tuesday March 26, 2019 2:00pm - 3:15pm
Dickinson Classroom 1

2:00pm

STEM Outside the Classroom
How might we creatively make use of spaces (including outdoor spaces, libraries, museums, etc.) to broaden access to STEM learning?

Grand Challenge Themes:
Instructional Materials
Teacher Leadership

Eastern Elementary, Lexington Local Schools
Kayla Heimann  Twitter: @HeimannKayla

As a Teacher Forum member, here's how I'm tackling this challenge:
"From the student perspective, any time we as educators can take advantage of breaking up the routine in the classroom, and provide real-world, tangible examples of the content, it leaves a lasting impact. So many best practices in STEM education revolve around hands-on learning, and creative teaching.

Unfortunately, school finance, fees for program expenses, and the limited nonprofit budgets of informal learning spaces can impact an educator’s ability to participate in such programs. Often, the biggest limiting factor for educators participating in these opportunities is the lack of awareness they exist, or they are left to find these programs and details on their own.

During my time as an Albert Einstein Fellow, I developed a comprehensive guide to museum resources for educators offered in Washington, D.C. This model can be adapted to any geographic area and disseminated to educators in that region!"

Bay Area Discovery Museum
Janine Okmin  Twitter: @JanineAOk | @BADM_org

How our organization is tackling this challenge:
"BADM’s mobile engineering lab, the Try it Truck, brings museum programs to communities of young learners to introduce the engineering design process in engaging, playful, and accessible ways."

In 2017, BADM developed the Try it Truck, a mobile engineering lab, to provide greater STEM content access to schools and teachers, particularly those 5th grade and younger. Yet what set out to engage schools has engaged some unexpected audiences—nearly half of our bookings come from librarians, community organizations, corporations, and more. This presentation will explore some of our unexpected detours and other learnings, including: ways we’ve adapted a solid core program to meet the needs of various users; how we’ve connected the Truck programs with onsite museum programs; challenges with logistics and staffing; and some preliminary findings related to current research on the truck’s impact on student, teacher, and parent perceptions of STEM content.

Carnegie Science Center
Toni Stith  Twitter: @CarnegieSciCtr

How our organization is tackling this challenge:
"The Carnegie STEM Excellence Pathway is a free online resource for improving STEM education at your school or district."

Carnegie Science Center (CSC) has a resource that broadens access to STEM learning at formal educational institutions. The Carnegie STEM Excellence Pathway is a free, online resource for use by K-12 schools/districts to evaluate and improve their STEM education. It is a self-evaluation instrument that helps educators to identify their strengths and challenges in their programs and set goals for advancing STEM education. Each goal is assigned a time-frame for completion and resources are located on STEMisphere to help achieve the goals. CSC is expanding the Pathway's reach to include Out-of-School Time organizations that also deliver STEM programming. We know this alignment of formal and informal education would greatly benefit students’ STEM learning but, what would this look like? What elements would make the greatest impact on student learning?

Presenters
avatar for Kayla Heimann

Kayla Heimann

5th Grade Math & Science Teacher, Eastern Elementary, Lexington Local Schools
JO

Janine Okmin

Director of Education, Bay Area Discovery Museum
avatar for Toni Stith

Toni Stith

STEM Professional Development Manager, Carnegie Science Center
I work with educators in schools, districts, educational agencies, science centers, museums, and other educational organizations to improve STEM education through the Carnegie STEM Excellence Pathway.


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

2:00pm

Streamlining Evaluation
How might we structure programmatic evaluations in order to minimize burden on teachers, students, and other participants?
 
Grand Challenge Theme:
Professional Growth
 
ExpandED Schools
Emma Banay  Twitter: @expand_school

We’re seeking solutions, approaches, and responses on how to tackle this challenge:
“We struggle with the burden that data collection activities place on educators and students in our STEM evaluations. Even when the evaluation tasks themselves feel relatively minor (e.g. tracking coaching hours, organizing classroom observations, administering student and staff surveys), we receive feedback that educators and students are overwhelmed by the number of evaluation tasks they are asked to complete for our project in addition to other assessments like state tests and general after-school evaluations. We are interested in hearing from organizations that have either developed evaluations that rely on existing sources of data for information or organizations that have included participants in their evaluation planning processes to minimize burden and increase equity and end-user participation in evaluation activities.”

STEM Center, UT Austin
Lisa Garbrecht  Twitter: @lgarbrecht |  @utstemcenter
How our organization is tackling this challenge:

"Streamlining evaluation by integrating it into the program structure, embedding electronic data collection in the program activities, and utilizing state or district data sources to obtain critical teacher and student outcome data."

Evaluation is not an afterthought. Programs and interventions should be structured to integrate evaluation from the beginning. The STEM Center at UT Austin uses three strategies to streamline evaluation efforts: 1) Collaborate with program personnel to identify the most important data needed and best available sources. 2) Embed data collection efforts into activities that teachers or students already do as part of the program by, for example, collecting baseline data at the same time that teachers sign up to participate, adding evaluation items to online assessments, and creating curricular activities that provide evaluation data but also benefit the teacher. 3) Obtain demographic and outcome data from existing state and district data sources. These strategies have decreased burden on participants, increased response rates, and allowed for more rigorous analyses.

Presenters
EB

Emma Banay

Director of STEM Programs, ExpandED Schools
avatar for Lisa Garbrecht

Lisa Garbrecht

Assistant Director for Evaluation Services, STEM Center, UT Austin
I love telling the story of a district's or project's impact with evaluation data. You can contact me at lgarbrecht@utexas.edu


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

2:00pm

Support for Science in K-8
What are some effective strategies to build administrator support for science instruction in grades K-8, especially when it is not a tested subject?

Grand Challenge Theme:
Value of S, T, E

Academy for Urban School Leadership
Alissa Berg  Twitter: @alissabberg | @AUSLChicago

We’re seeking solutions, approaches, and responses on how to tackle this challenge:
“How can we get K-8 school administrators (and their superiors) to want to protect time for science instruction, when their evaluations only take into account reading, writing, and math scores?”

The Academy for Urban School Leadership network has been offering teachers and administrators ongoing professional development (PD) opportunities to support them in transitioning to the NGSS. Unfortunately, we still have several K-8 teachers that have not been trained around the not-so-new-anymore science standards. While teachers and administrators state that they believe in a well-rounded education, they also feel accountable to high-stakes tests which only focus on reading, writing, and math. Thus, science unfortunately gets swept under the rug in many classrooms. We know that administrators have a big impact on whether science is a focus in the classroom; however, with their plates already so full, it’s been hard to get most of them out to our PDs to see how science instruction can actually be a powerful way to enhance students’ literacy and math skills, not to mention build students’ 21st century skills.

Johns Hopkins University
Christine Newman  Twitter: @JohnsHopkins

 How our organization is tackling this challenge:
"Developing support for science in K-8 by providing teacher growth opportunities, showing evidence that teaching science daily doesn’t hurt math or reading scores and by providing hands-on instruction linked to NGSS for administrators."

Our National Science Foundation grant included NGSS curriculum for grades 3-5 and teacher supports: STEM content academies, Instructional Coaching, and Peer-Learning communities with peer visits. Administrators assumed that taking time away from reading and math to teach science would be detrimental. So, we compared participating and non-participating schools’ reading and math growth and were able to show no statistical difference. We also arranged for administrators to visit one of our schools to see hands-on science instruction and student discourse. A principal took one of our STEM Academy courses, realized that teaching science is different than English or math, and as a result he collaborated with us to develop a Science Leadership course. This popular, compensated course was hands-on and provided time for principals to reflect and collaborate on identifying what support their schools would need.

Museum of Science and Industry
Rex Babiera  Twitter: @msichicago

How our organization is tackling this challenge:
"Providing a mechanism and support for change, requiring an administrator to serve on a cross-disciplinary school team that creates and implements specific plans to improve science education school-wide."

We have developed the Science Leadership School Partners Program for K-8 schools in the Chicago region that want to make science a school-wide priority. The museum’s School Support Tool categorizes everything needed for a high-quality learning environment for science into eight Essential Elements that are further broken down into nineteen Items to Rate. We train each school’s designated teacher leader to facilitate a cross-disciplinary team in a process of self-assessment and action planning based on the School Support Tool. We require an administrator to be on the cross-disciplinary school team, and we provide them with their own training on the tool and support to understand their role in the process. We are still struggling with motivating administrators to commit to the process, to actively support their teams, and to give their teams the necessary time and space to do collaborative work.

Presenters
avatar for Alissa Berg

Alissa Berg

Associate Director, Science Curriculum & Instruction, Academy for Urban School Leadership
CN

Christine Newman

Johns Hopkins University School of Engineering
avatar for Rex Babiera

Rex Babiera

Manager, Science Leadership Initiative, Museum of Science and Industry


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

2:00pm

Teacher Preparation
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.

Presenters
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 →
DB

Dionn Brown

Director of Coaching, Urban Teachers
RG

Robert Goodman

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

Melissa Axelsson

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



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

2:00pm

Teacher-led Professional Growth
How might we create teacher-led spaces for professional growth and learning within school environments?

Grand Challenge Themes:
Teacher Leadership
Professional Growth

STEMteachersNYC
Christopher Kennedy and Jason Sullivan  Twitter: @stemteachersnyc

We’re seeking solutions, approaches, and responses on how to tackle this challenge:
“STEMteachersNYC is currently the only teacher-led professional development organization in the NYC area. All professional development we offer is suggested, designed, and taught by teachers. We organize STEM teaching workshops on the weekends, and intensives during the summer to accommodate teachers’ busy schedules. However, we've increasingly been asked to offer workshops and programs during the school day. This presents several challenges to our peer-to-peer support model. If our workshop leaders are not always available during the school day due to schedules or contract requirements, then how do we create teacher-led spaces for continued learning within school environments?"

Summit Trail Middle School + Kansas State Department of Education
Meg Richard Twitter: @frizzlerichard
Lizette Burks  Twitter: @ksdehq

 How our organizations are tackling this challenge:
"Empowering teacher growth through meaningful discourse and discussion using the tools and materials from the Advancing Coherent and Equitable Systems of Science Education (ACESSE, or “access”) project."

The Advancing Coherent and Equitable Systems of Science Education (ACESSE, pronounced “access”) project has developed the STEM Teaching “Practice Briefs” which I have used in professional development with teachers as a quick yet meaningful way to have professional discussions, discourse, and growth. The practice briefs address a variety of topics related to STEM education and provide educators with a quick overview of the topic/issue, and sections about “why it matters to you,” and “issues to think about.” This allows educators to easily access current research while remaining in their classrooms and allows them to be part of the essential conversations taking place around our industry.

Academy for Urban School Leadership + CME Group Foundation
Cynthia Brunswick and Melannie Chan  Twitter: @AUSLChicago
Kassie Davis  Twitter: @CMEGroup

How our organizations are tackling this challenge:
"To enhance early math learning, AUSL embedded a full-time primary grades math coach at two identified schools to provide first- and second-year and generalist teachers with regular, ongoing guidance on curriculum and instructional practice."

Professional development for teachers, by teachers. In order for professional development to have a meaningful impact, it is necessary to be tied to district curriculum, occur continuously, and be focused on authentic student work. 

AUSL has focused facets of our school-based coaching program around areas with noted shortages in curriculum expertise (early math). Full-time primary mathematics coaches were selected to be embedded at targeted sites, where they would lead PD in support of 1st/2nd year teachers and/or generalists. As comfort with material developed and foundational understanding deepened, those instructional practices and information were then disseminated to the rest of the primary grades math teachers in our network.

We learned that there is need for even more math specialists in leadership roles to lead this sort of peer cohort PD and curriculum implementation.

Presenters
avatar for Christopher Kennedy

Christopher Kennedy

Program Director, STEMteachersNYC
STEMteachersNYC is a teacher-led organization dedicated to supporting educators of various STEM fields through professional learning opportunities. We organize workshops, events and research programs that focus on excellence in STEM education.
JS

Jason Sullivan

Program Director and Montgomery HS Science Supervisor, STEMteachersNYC
avatar for Meg Richard

Meg Richard

Teacher - Science 7, Summit Trail Middle School
DL

Dr. Lizette Burks

University of Arkansas
Lizette Burks works for the Kansas State Department of Education.
CB

Cynthia Brunswick

Director of Special Projects, Academy for Urban School Leadership
avatar for Melannie Chan

Melannie Chan

Teacher/Math Lead, Stagg Elementary School of Excellence
KD

Kassie Davis

Executive Director, CME Group Foundation


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

2:00pm

Supporting and Developing Mentor Teachers
Grand Challenge Themes:
Teacher Preparation
Professional Growth

About this Project Team:
Teacher shortages are present in every state and are especially high in science and mathematics. This team believes that teacher retention, not recruitment, is the root of the problem and part of its potential solution. The strategy for increasing teacher retention is ensuring that all teachers have access to mentor teachers as they progress in their careers. Our vision is to establish a framework that can be utilized by schools and states to develop classroom teachers to serve as peer mentors in a cost-effective, scalable model that will function to retain teachers in their first three years and create a career pathway for seasoned teachers.

Key words: Mentoring, Retention, Induction

Presenters
avatar for Jeff Thomas

Jeff Thomas

Professor, University of Southern Indiana
JH

Jennifer Hicks

Science Program Manager, Purdue University
avatar for Paul Parkison

Paul Parkison

Chair / Associate Professor, University of North Florida


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

2:00pm

Supporting STEM Education in Tribal Communities
Grand Challenge Themes:
Teacher Preparation
Instructional Materials
Value of S, T, E

About this Project Team: 
Tribal groups have recognized the need to integrate STEM education into formal and informal learning for Indigenous students. This team is interested in exploring and supporting this need, and in addition, centering historically underrepresented Indigenous perspectives into STEM instruction. The team is seeking input on the strategies needed to engage students and teachers in a culturally responsive manner.

Key words: Tribal, Traditional Ecological Knowledge (TEK), Sustainability 

Presenters
MH

Melinda Higgins

Nuclear Energy Tribal STEM Advisor, U.S. Department of Energy
TM

Talia Martin

Tribal DOE Director, Shoshone-Bannock Tribes


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

3:30pm

Lightning Talks + Closing
We'll close the day by gathering inspiration from three engaging, thought-provoking talks. Our Lightning Speakers will share their insights on what it takes to tackle systemic change -- so we can fuel up with new ideas and practices for our work addressing the Grand Challenges. Afterwards, we'll have dedicated time for discussion and Q+A.

We'll hear from...
Todd Khozein, pioneer of systems innovation based on biological models, creator of collaborative frameworks and initiatives, and Managing Partner at SecondMuse  @toddicus

Nilofer Merchant, best-selling author of The Power of Onlyness, former tech executive, and leading thinker on management, leadership, and social change  @nilofer

Anne Milgram, Professor of Practice and Distinguished Scholar in Residence at NYU Law School, and former attorney general of New Jersey  @AnneMilgram

Read all our Lightning Speakers' bios on our Summit website.

Presenters
avatar for Talia Milgrom-Elcott

Talia Milgrom-Elcott

Co-Founder and Executive Director, 100Kin10

Lightning Speakers
avatar for Anne Milgram

Anne Milgram

Anne Milgram’s work centers on reforming the criminal justice system through smart data, analytics, and technology. She is currently a Professor of Practice and Distinguished Scholar in Residence at New York University School of Law, where she runs the Criminal Justice Lab, dedicated... Read More →
avatar for Nilofer Merchant

Nilofer Merchant

Nilofer Merchant is a master at turning seemingly “wild” ideas into new realities, and showing the rest of us how we can, too. A bestselling author on innovation and collaboration, a TED mainstage speaker, and the recipient of the “Future Thinker Award” from Thinkers 50 (who... Read More →
avatar for Todd Khozein

Todd Khozein

Todd is the Managing Partner at SecondMuse. For the last twenty years Todd has been involved in the study and application of systems theory, in particular as it applies to economic development. Beginning with the use of biological systems as models for cashew farming cooperatives in Honduras, he went on to develop and build... Read More →


Tuesday March 26, 2019 3:30pm - 4:30pm
Wegeforth

5:00pm

Zoo Bus Tour
Right after our closing, we'll enjoy happy hour aboard a San Diego Zoo bus tour! (The bus tour is optional.)

We'll hear from Community Engagement team members at the Zoo's Institute for Conservation Research (ICR) as they share more about the animals and plants on site, and about how the ICR engages the Zoo's multiple locations to develop and engage teacher professional development... and more!

Tuesday March 26, 2019 5:00pm - 6:00pm