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Elementary STEM Certification Summer Institute: Eat Dessert First

Elementary STEM Certification Summer Institute: Eat Dessert First. June 19 – 20, 2014. Welcome… Jean Satterfield Assistant State Superintendent, Division of Educator Effectiveness Maryland State Department of Education. Introductions. Share your name, affiliation and title

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Elementary STEM Certification Summer Institute: Eat Dessert First

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  1. Elementary STEMCertificationSummer Institute:Eat Dessert First June 19 – 20, 2014

  2. Welcome…Jean SatterfieldAssistant State Superintendent,Division of Educator EffectivenessMaryland State Department of Education

  3. Introductions Share your name, affiliation and title How is STEM like dessert?

  4. Elementary STEM Certification 2014 Summer Institute Goals • Identify how the key assessment Impact on Student Learning informs continuous program improvement • Explore how the STEM Standards of Practice relate to real world problems • Identify effective strategies that support elementary STEM programs • Discuss how your program supports the identified goals of the Maryland State Dept. of Education’s STEM Strategic Plan

  5. Beyond Program Approval

  6. Components that will inform continuous improvement of your program: • Key assessments -- candidate and program data • Partnerships – aligning with local school systems and community partner • Research based practices

  7. Don’t forget • Budget and Progress Reports • Evaluation Reports • All invoices (spent by 6/30) due Thursday July 31, 2014

  8. Eat Dessert First… Starting with the End in Mind: Assessment of Student Learning

  9. Erin McMahon 4th Grade Teacher Valley Elementary School Frederick County Public Schools Katie Costley 5th Grade Teacher Robert Moton Elementary School Carroll County Public Schools

  10. Agenda for this afternoon • 12:00 noon -Lunch (Windjammer) Return to this room (Galleon) • 12:45 pm—Eat Dessert First (continued) • 2:00 pm—Moon Shot: Behind the Scenes • 4:00 pm—Room Check in and Project Time • 6:00 pm – Dinner (Windjammer)

  11. Moon Shot:Behind the Scenes Jay Pittman Wallops Associate Director for Special Projects, Chief of the Wallops Special Projects Office

  12. Describing Perseverance Delonta Davis PGCPS Elementary STEM Resident Teacher

  13. Agenda • 4:00 pm -- Room check in / Project time / Suggested reading • 6:00 pm -- Dinner (Windjammer) • 7:00 pm -- Technical Assistance/Project Time Tomorrow • 8:00 am -- Breakfast (Galleon) • 8:45 am – STEM, School Reform & the Missing Link • 10:00-11:00 am Room check out / Project Time Late check out is NOT available, but complimentary luggage storage is available and there are lockers and changing rooms by the pool

  14. Technical Assistance

  15. Good Morning! • 8:00 am--Breakfast (here!) • 8:45 am –STEM, School Reform and the Missing Link • 10:00 am--Check out • & Project Time • 11:00 am— • Program Surveys: • What Have We Learned?

  16. Strength Talent Empathy Mastery Delonta Davis, PGCPS Elementary STEM resident teacher

  17. Find the candy at your placeNote the color before you eat it Discuss the questions at your table Listen for further instructions STEM, School Reform and the Missing Link

  18. Discuss the implications of fostering social capital in a school. • How can efforts to promote social capital address some issues in integrated STEM such as: equity, differentiation, time management, teacher confidence, teacher content knowledge

  19. Get the Gift of STEM • Open the gift • With your group discuss a way to use this gift to impact student learning • No exchanges/ no returns • Find the gift for your project (or adopt • a project)

  20. Agenda • 10:00 am--Checkout & Project Time • 11:00 am--Program Surveys: What Have We Learned? (Galleon) • 12:00 noon--Lunch (Cutter) • 1:00 pm--STEM building blocks (Galleon) • 1:30 pm--Maryland’s STEM Strategic Plan • 3:00 pm – Follow up, Farewell, Evaluation

  21. STEM Integration in K-12 Education Published by the National Academy of Engineering March, 2014

  22. Program Surveys:What Have We Learned? Across all programs these elements received scores of 4 or 5 (where 5 was extremely important to the success of the program): • Support of the IHE Education Dept (HR Dept for PGCPS) • Partnership with LEA • Technical Assistance (Network 11/12)

  23. Cross Campus collaboration requireswilling partners, ongoing communication, deliberate planning • The Co-PIs made a conscious and consistent effort to work with and involve faculty in the development and implementation of STEM pedagogy and content within their courses. …(This) Collaboration occurred with other departments in the initial stages of the project as far as what role other departments could play. At that time, it was clear that STEM coursework and pedagogy would best be covered in the Education Department. As of April, 2014 …discussions have again resumed about the feasibility of co-presenting a course in a transdisciplinary manner with an education and science department member.

  24. Partnerships with LEAs: an essential ingredient • Without the collaboration and support from the local school systems, I would not have a program. • LEAs advised us closely regarding what matters to them in real terms. • The involvement of the LEA was imperative for the design and success of the project. Unfortunately, when we engaged the Assistant Superintendent of the district for support, he very willingly provided a letter of support, but then did not involve the necessary STEM people to help with recruitment. At one point, the STEM Director told me, "your project is just one of many" within the district. Lesson learned, bring in the required content people early.

  25. Partnerships with elementary schools: find your champions • Working with willing elementary schools is vitally important. This new approach to science must have administrators and teachers in elementary schools that want STEM integrated into their curricula and are enthused about the prospect. • We tested activities and kits, as well as got advice, from specific teachers/schools…. The administrators are supportive in a pro forma sort of way. The teachers were interested in guiding our work, so the building administrators were OK with it in order to support their teachers. • It was helpful to get the insights of the mentor teachers when developing the content and requirements of the concentration. Administrators were instrumental in communicating with and supporting the mentors who were part of the summer institute.

  26. Challenges with partnerships:it takes a village—one is not enough • The partnership piece was the focal point of our grant. Throughout all three years and through changes in staff and administration, this partnership remained strong and viable. .. the overall goal of the grant was achieved because of this close collaboration. • One elementary school in BCPSS was very involved in the creation of the program and with initiating school-wide STEM activities for students. However, as personnel changed, this involvement dropped dramatically. • This was extremely important until the principal was reassigned. Then the whole project fell apart …

  27. Community Partners: a rare gem worth the effort • Initially, the education director from the Baltimore Museum of Industry was instrumental in visualizing the program and providing STEM-focused teachers to be involved in the program development. As BMI personnel changed and (the IHE) added STEM educators to the faculty, this involvement ceased. • The workshops at the Science Center were a wonderful facet of (our project). It gave the students and mentor teachers a new outlook on what can be accomplished in designing and teaching STEM and how a community partner such as the Science Center can be a most constructive resource.

  28. Cohorts:provide a support systembut does one size fit all? • I think we need to move away from the idea that teachers need to move in lockstep with one another. I understand the philosophy of a cohort approach and it does have its advantages at times ... but when it comes to STEM content needs, teachers have very different backgrounds and needs and the "one-size-fits-all" approach does not work. Educators are expected to differentiate for students, why not for teachers? • Group dynamics are an essential piece to the puzzle. They provide peer support, peer coaching and… camaraderie • We do see the value of creating a group of students who can support each other throughout their journey in STEM. As such, we have formed a STEM Professional Learning Community for implementation in the fall of 2014.

  29. Network Collaboration: support system & learning community • I have made wonderful contacts that have all been willing to share their progress in their programs. I feel this is key to having everyone be successful. The open sharing at meetings is quite unusual and amazing. • Resources that have been provided have been very helpful, as have ideas shared among different partner institutions. While the needs of each institution vary, the sharing helps bring out innovative approaches.

  30. New Opportunities in an emerging field • Teachers in our program are exploring STEM content coach positions within the county, STEM summer camp counselors, and STEM committee positions (within their schools). • When a local administrator told me that she had hired a particular former student because "...she answered the STEM questions in the interview so well..." I knew that our project was having an impact. The fact that there were "STEM questions" in the interview, and that the answers matter made a difference. There have been several other instances, too. Even when "STEM" is not discussed specifically, the innovative approaches work well to highlight candidate skills.

  31. Confidence and Competence: challenging to develop and measure • With regard to competence and confidence it was fascinating to see how much more confident and knowledgeable the teachers were between the poster presentations in… the first (class) in the series and the presentations at the end of the practicum/capstone. Wow! • We …measured "teacher self-efficacy", or their perceptions of their confidence in their abilities to teach. Surprising to us, at the start of our program, the majority of the teachers actually felt very well prepared to teach the majority of STEM content found in elementary and middle school. They also had fairly high self-efficacy. Comparisons to their post program attitudes are currently being analyzed …. • We need to do a better job next year.

  32. Performance on Key Assessments: stay tuned • They understand …(STEM) quite well. They get the standards and can identify a "high quality" STEM lesson. They falter in implementation. Our students write excellent theoretical units. It is how they are delivered in the classroom that is the problem.

  33. SUCCESS? and challenges • Eleven of twelve projects rated their success at meeting their goals as a 4 or 5 (extremely successful) • Two in-service projects noted the difficulty of getting qualified adjuncts to teach the courses • Two pre-service projects noted difficulties in recruiting students interested in science and math

  34. Agenda 12:00 noon--Lunch (Cutter) 1:00 pm--STEMBuilding Blocks (Galleon) 1:30 pm--Maryland’s STEM Strategic Plan 3:00 pm– Follow up, Farewell and Evaluation

  35. STEM building blocks Create a model of your STEM project Have fun! Be ready to share

  36. Maryland State Dept. of Education’s STEM Strategic Plan Cindy Hasselbring Special Assistant to the Superintendent Maryland State Department of Education

  37. WRAP UP • TRAVEL REIMBURSEMENT • EVALUATION

  38. Be happy… have a great trip home, and thanks for taking this journey with us ! Elissa and Liz

  39. Contact Information Elissa Hozore Elementary STEM Certification Program Manager 410-767-0388 ehozore@msde.state.md.us Liz Neal Program Approval Specialist 410-767-0421 eneal@msde.state.md.us Wiki address http://stemnet.wikispaces.com/

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