NextGen STEM Teacher Prep: Multi-Institutional Collaboration for Systemic Change in WA

2. Multi-Institutional Collaboration in Support of Systemic Change NextGen STEM Teacher Preparation in WA • Please sit with colleagues if available • Introduce yourself--- Name, Institutional affiliation and Role • Sign in on your laptop to access the symposium webspace https://ascnhighered.org/217926 • Please determine who at your table will record your group’s responses on the website

3. Activity 1: Reflect on you prior experiences with systemic change: • Consider a prior or current experience(s) with systemic change at the departmental, disciplinary, or institutional level. • How successful was/is the change initiative? • What key factors enable or hinder the change process?

4. Session Overview • Interactive Session on Collaborating Across and Within Institutions to promote Systemic Change (e.g. in STEM Teacher Preparation) • Drivers of Change • Benefits and Challenges of Collaboration • Models, Resources, Tools, and Strategies • Keck/PKAL “River Model” • Kania and Kramer (2011) “Collective Impact” • Working Groups and Implementation Teams

5. NextGen-Washington: Our Partnership for Collective Impact

6. Discussion Prompt A: Drivers of Change • Washington State’s NextGen STEM Teacher Preparation Projectis a response to internal and external drivers • What Systemic Change effort(s) are you currently interested in or already working on? • What are the internal and external drivers for the change you would like to achieve? • Consider internal drivers in your department, program, and/or institution • Consider external drivers in your region and state [record responses on website]

7. Sharing and Discussion

8. Read pages 8-12 in Elrod and Kezar for 5 minutes

9. Figure 1. The Keck/PKAL Model for Systemic Institutional Change in STEM Education Elrod and Kezar, 2016 Figure 1. The Keck/PKAL Model for Systemic Institutional Change in STEM Education Elrod and Kezar, 2016

10. Our working theory:WE NEED MASSIVE COLLABORATION IN STEM TEACHER PREPARATION TO REACH OUR VISION Through systemic change to teacher preparation programs across Washington, the NextGen STEM Teacher Preparation Project is working to develop a larger, more diverse, and more effective STEM teaching workforce.

11. Benefits and Challenges of Collaboration • Benefits • Common Vision --- Common Metrics • Shared Expertise --- Fewer “Silos” • Collective Impact --- All future teachers • Challenges • Complex communication structure • Variations in Context & Culture • Time and Resources

12. Clinical Practice & Induction Pedagogical Content Knowledge Education for Sustainability Computer science Engineering design M in STEM (emergent) Policy (emergent) FOUNDATIONAL WORKING GROUPS Diversity: Students from all backgrounds have a path to becoming a STEM teacher Organizational Change & Collaboration Building to develop leadership capacity, strategic partnerships, and resources needed for teacher preparation program improvement. CRITICAL COMPONENT WORKING GROUPS

13. Background research • While a majority of the nation’s public school students are students of color, fewer than 20 percent of our nation’s teachers are teachers of color — and only two percent are African-American men. Diversifying the educator workforce is a national imperative because research shows that teachers of color play a special role in student success. • A new report from the Learning Policy Institute affirms that teachers of color have numerous positive effects on students. The report also shows that especially for students of color, being taught by a teacher of color can boost academic achievement, high school graduation rates and aspirations to attend college. Recent research from Johns Hopkins University reveals that having had just one black teacher in elementary school reduces a black student’s probability of dropping out.

14. Creating a more diverse STEM Teaching Workforce • Allstudents see a path to a STEM/STEM Teacher career • Targeted Universalism (from Haas Institute UC-Berkeley, 2017 https://haasinstitute.berkeley.edu/targeteduniversalism ) • Establish Universal Goal • Measure overall population • Measure across population segments • Identify barriers for each population segment • Implement Targeted strategies • Consider incorporating equity, inclusion, and commitment to diversity into all aspects of your systemic change initiative.

15. Figure 1. The Keck/PKAL Model for Systemic Institutional Change in STEM Education Elrod and Kezar, 2016 Figure 1. The Keck/PKAL Model for Systemic Institutional Change in STEM Education Elrod and Kezar, 2016

16. Discussion Prompt B: Landscape Analysis • Consider incorporating equity, inclusion, and a commitment to diversity into all aspects of your systemic change initiative. • What data (qualitative and quantitative) collected as part of your Landscape Analysis, would you need to know about EID across your system? • How might thinking about equity, inclusion, and diversity as integral to systemic change lead to different systemic reform outcomes (e.g. at departmental, or disciplinary, or institutional levels)? (record your responses on our website)

17. Sharing and Discussion

18. Reflection and wrap-up • How can collaboration(s) help you achieve your goals? • Quick Write: • One Take-Away from today’s symposium you plan to share with a colleague(s) • One question you still have about collaborating within or across institutions to support systemic education reform? [record in website]

19. For More Information Roxane Ronca Western Washington University Roxane.Ronca@wwu.edu

20. Collective Impact Framework • Common Vision: One size does not fit all, but shared vision and goals are more likely to be realized • Shared Measurement: Results are measured consistently, with shared accountability • Mutually Reinforcing Activities: Activities of each group inform others’ plans • Continuous Communication: Builds and maintains trust, collaboration, and motivation • Backbone Support: Takes on the role of overall coordination and management Reference: Kania, J, and M. Kramer, 2011 and Hanleybrown, F., J. Kania, and M. Kramer, 2012---Stanford Innovation Review

21. Vision for future teachers of STEM Elementary Teachers will need to be: • Generalists with strong understanding of STEM and project-based learning, and experienced in STEM outside of the classroom. • Advocates for STEM + learning in their schools Middle & High School Teachers will need: • Strong content and pedagogical content knowledge in the subject(s) they teach. • Research and/or work experiences in at least one aspect of STEM • The ability to work across disciplinary boundaries All Teachers will need to: • Understand & connect with diverse students, families. and communities • Incorporate Education for Sustainability, Computer Science, and Engineering principles • Regularly collaborate with colleagues in the creation of a connected, coherent, STEM program • Approach curriculum through inter- or transdisciplinary lenses • Incorporate, integrate, & model disciplinary practices, cross-cutting concepts, and core ideas (3-dimensional teaching) • Be lifelong learners