2019 100Kin10 Partner Summit: Full Schedule

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.

11:15am PDT

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

Maggie Waldner

Kindergarten Teacher, Harvard Graduate School of Education

Kelly Keeler

STEM Curriculum Developer, Loyola Marymount University School of Education

Philip Molebash

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

Elena Lopez

Professional Learning Manager, California Science Center

Jenny Ingber

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

Jacqueline Horgan

Children and Family Learning Coordinator, American Museum of Natural History

Peggy McNamara

Chair, General Teacher Education Department, Bank Street College of Education

Lauren Allen

Management Analyst, STEM Integration & Instruction, OSSE

Follow me on twitter @AllnSTEM

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

'Steal This' Session, Partner-Led Breakout

11:15am PDT

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

Emma Banay

Director of STEM Programs, ExpandED Schools

Emily Welch

Associate Program Consultant, New Teacher Center

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.

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.

Sara Harmon

Program Manager, University of California, Berkeley

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

'Steal This' Session, Partner-Led Breakout

11:15am PDT

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

Megan Nadan

Senior Project Manager, Washington STEM

Megan received a BFA in Graphic Design from Central Washington University. While working in Columbus, Ohio as a designer she found a passion for children’s advocacy through her work with KidsOhio.org. This work inspired her to return to school for a second Bachelor’s degree in... Read More →

Danny Gross

Senior Communications and Digital Media Manager, Washington STEM

Jessica Howard

CEO, CDE Foundation

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

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.

Nancy Conrad

Conrad Foundation

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

'Steal This' Session, Partner-Led Breakout

11:15am PDT

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

Carly Baldwin

Effectiveness Coach, Boyd County High School

Alissa Berg

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

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 →

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 →

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 PDT
Treetops A

'Steal This' Session, Partner-Led Breakout

11:15am PDT

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

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 →

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.

Ruthie Ousley

Managing Director, STEM, Teach For America

Wendy Hehemann

American Modeling Teachers Association

Katey Arrington

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

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

'Steal This' Session, Partner-Led Breakout

11:15am PDT

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

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 →

Jaime Gilligan

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

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!

Carol L. Fletcher, Ph.D.

EPIC Director, Texas Advanced Computing Center (TACC)

cfletcher@tacc.utexas.eduDr. Carol Fletcher is Director of EPIC (Expanding Pathways in Computing) at UT Austin’s Texas Advanced Computing Center (TACC) where she oversees research and professional development projects in STEM and CS education such as the nationally recognized WeTeach_CS... Read More →

Ellie Goldberg

Project Manager, STEM Center, UT Austin

ellie.goldberg@utexas.edu

Deborah Knoll

Director of Student Success, Tennessee Department of Education

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

'Steal This' Session, Partner-Led Breakout

2:00pm PDT

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

Lesley Anderson

Biology and Environmental Science Teacher, High Tech High

Amanda Smith

STEM Outreach & Engagement Liaison, Pennsylvania State University - Center for Science and the Schools

Kathleen Hill

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

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 PDT
Treetops A

'Steal This' Session, Partner-Led Breakout

2:00pm PDT

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

Prasad "Pram" Ram

Founder, CEO, Gooru

Lynne Harden

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

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

'Steal This' Session, Partner-Led Breakout

2:00pm PDT

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

Kayla Heimann

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

Janine Okmin

Director of Education, Bay Area Discovery Museum

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 PDT
Dickinson Auditorium A

'Steal This' Session, Partner-Led Breakout

2:00pm PDT

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

Emma Banay

Director of STEM Programs, ExpandED Schools

Lisa Garbrecht

Director of STEM Evaluation Services, Texas Advanced Computing Center (TACC)

Dr. Lisa Garbrecht directs the STEM Evaluation Services for the Expanding Pathways in Computing (EPIC) division of TACC that was launched in 2019. Lisa is the former Director of Evaluation Services of the UT Austin's College of Education STEM Center and has over 20 years of experience... Read More →

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

'Steal This' Session, Partner-Led Breakout

2:00pm PDT

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

Alissa Berg

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

Christine Newman

Johns Hopkins University School of Engineering

Rex Babiera

Manager, Science Leadership Initiative, Museum of Science and Industry

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

'Steal This' Session, Partner-Led Breakout

2:00pm PDT

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

Becky McDowell

PhD Student, University of Wyoming

I am a passionate STEM educator that finds joy in preparing kids for our ever-changing world through development of problem solving skills. Previously, I taught K-5 STEM using 1:1 iPads to program LEGO robotics to complete engineering challenges with students. I have a BA in Elementary... Read More →

Karin Lohwasser

Lecturer Science Education, University of California, Santa Barbara

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)

100kin10 Innovating Teacher Preparation for Culturally Responsive Teaching in Mathematics pdf

CRCD Rubric V3 2018 pdf

Coaching Interventions: Responding to Bias & Deficit Thinking pdf

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

'Steal This' Session, Partner-Led Breakout

2:00pm PDT

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

'Steal This' Session, Partner-Led Breakout