100Kin10 Initiative
Collaborative Around Research
Experiences for Teachers (^)
Partner Organizations
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CSU STEM Teacher and Researcher (STAR)*
UC Berkeley CalTeach Summer Research Institute*
WMU Experiencing Research for Teaching Science (ExpeRTS)*
Industry Initiatives for Science and Mathematics Education (IISME)
UofA Teachers in Industry*
NCSU Kenan Fellows*
*APLU SMTI Campuses (MeetUp facilitated by Charles Coble)
100Kin10 Meetup
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January 13-14, 2015
IISME Office, Santa Clara, California
Day 1: Sharing of program models and evaluation
Day 2: Collaborative planning around shared measures of participant and
student outcomes
Pre-Service Teacher Researcher Programs
 CSU STAR
 UC Berkeley CalTeach
 WMU ExpeRTS
StarTeacherResearcher.org
High-Impact Teacher-Researcher Experiences
 Full-time research at one of 21 lab sites for nine summer weeks
 Fellows are paid $500/week (most also qualify for relocation support)
 Weekly education workshops translate lab culture and practices into classroom
 Fellows participate in an orientation conference at the beginning of summer
 Fellows participate in closing conference highlighting their summer experience
 Fellows are eligible for professional development support (e.g., travel grants)
StarTeacherResearcher.org
States and Agencies Represented
StarTeacherResearcher.org
Career Standing
In-Service Teacher Researcher Programs
 IISME
 UofA Teachers in Industry
 NCSU Kenan Fellows
‘s Purpose
 Founded in 1985 industries in partnership with
the Lawrence Hall of Science at the University of
California at Berkeley.
 Transform teaching and learning through
industry-education partnerships.
 Bringing excitement
and relevance to the classroom
What is an
Fellowship?
Dedicate 90% of time to the Host project and
gaining exposure to:
 Practical applications of subjects they teach
 New technologies/skills
 21st Century Skills
What is an
Fellowship?
10% Paid Professional Development
 IISME Coach
 Community Group Meetings
 Education Transfer Plan (ETP)
 IISME Community Website
Prior Evaluation/Research Effort
 STAR Program
 Pre-post annual evaluation
 2011 pilot longitudinal study
 2015 longitudinal study
 IISME
 Pre-post-post annual evaluation
 2014 longitudinal study
StarTeacherResearcher.org
2014 Pre-Post Summer Evaluation
 97% reported being satisfied with overall STAR summer research experience; no Fellows reported being
dissatisfied
 Of 35 individuals not yet teaching, 27 indicated they planned to pursue K-12 teaching career; other
respondents unsure of their future plans
 Understanding of science, engineering, and mathematical practices
 Science Fellows: Planning/carrying out investigations; analyzing and interpreting data
 Math Fellows: Use appropriate tools strategically; modeling with mathematics
 SUSSI – Nature of Science
 Creativity and Rationality in Science
 Diverse Scientific Methods
 Cultural Embeddedness of Science
 STEBI/MTEBI – Teaching Self-Efficacy
 High scores both pre- and post-summer
StarTeacherResearcher.org
2011 Longitudinal Study of STAR Program
 Online survey administered to 176 alumni from 2007-2011
 116 responses (66%)
 Semi-structured interviews of 14 STAR alumni
 11 in Fall 2011, 7 in Spring 2012
 4 Paired Interviews
StarTeacherResearcher.org
77% of 2007-11 Alumni on Teaching Career Path
StarTeacherResearcher.org
Qualitative Themes
 Networking (11% of survey respondents reported that they were in contact with no
one)
 Contact with other Fellows/Master teachers for ideas, lessons, support
 Teacher-Researcher Community
 Credibility, confidence
 Staying connected to research
 Learning to do research “like their students”
 Transfer scientific practices into classroom
 Making mistakes
 Not knowing the answer
 Using notebooks
 Presenting their data to others
Annual Comprehensive Surveys
Conclusion of the Summer Fellowship Program
 Satisfaction with Program/Support Services
 Immediate impact on learning and personal growth
 Feedback for Program improvement
 Mentors complete survey separate satisfaction survey
Sample inquiries:
 increased understanding of 21st Century Skills
 gained ideas for making their curriculum more relevant to today’s workplace
 elevated enthusiasm for teaching
 increased knowledge of careers that utilize science, math or technology
Annual Comprehensive Surveys
The following school year – Impact Report
 ETP implementation results
 Influence Fellowship had on teaching
 Impact Fellowship had on personal professional
development
Sample Inquiries:
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teaching became more effective
implemented or applied new instructional practices
provided more career information to students
increased commitment to teaching
experimented with new teaching strategies
added industry/research examples and illustrations to teaching
External Evaluation
Process by Quality Evaluation Designs (QED)
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data collected from January through July 2013
interviewed 25 randomly selected teachers
designed a comprehensive survey for Fellows 2001-2012
476 of the 880 teachers who received the email responded to
the survey (54%)
 interviewed 14 principals
External Evaluation - Results
Overall evaluation results reflect excellent success in all of IISME’s intended
outcomes. Nearly 20% of teachers rated the professional development associated
with IISME as ‘transformational.’ Highlights of the outcomes include:
Strongest impacts
 Workplace Readiness – increased awareness and integration into classroom of
critical thinking, technology, and teamwork/collaboration skills.
 Professional Development – enhanced technology knowledge and skills,
understanding of workplace expectations of students, and professional
confidence.
 Teaching Knowledge – greater knowledge of real-world examples and better
advising for students about STEM jobs.
After analyzing the results of the survey, QED reported that they “reflect a highly
efficacious program that is consistently well-implemented and strongly valued by
teachers and principals.”
CARET Shared Measures Work
Shared Measures Working Groups
 Participant Outcomes
 K-12 Student Outcomes
How do research experiences influence
classroom practices?
 Summer Outcomes Measures
 How do participants identify STEM practices in their research
experiences that align with learning objectives in their classroom?
 Post-summer survey item
 How do participants design instructional plans that incorporates
these particular research practices into their teaching?
 Rubric for lesson plan analysis
 Academic Year Outcomes Measures
 How do participants implement their instruction plan, with a focus
on these practices?
 Observation protocol
 How do participants reflect on their use of these practices in their
instruction?
 Pre-post lesson survey
Student Outcomes Preliminary Work
 Student Perceptions of RET Impact on Teacher and Classroom
 To your knowledge, did your teacher participate in a summer research
experience?
 List ways, if any, that you feel this may have made your class/teacher
unique?
 Classroom Practices Observed by Students
 21st Century Skills
 NGSS Scientific and Engineering Practices
 CCSS Mathematical Practices
 STEM Career Awareness and Interest Survey Items
21st Century Skills
Communication and Collaboration Skills
 Compared to other STEM classes, . . .
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how often do you work in collaborative groups ?
how often do you get to develop things with other students?
how often do you do group projects?
How often do you share ideas with other student in groups?
How often do you encouraged to share ideas with the whole class?
 Critical Thinking/Problem Solving
 How often do you work on problems with more than one right
answer?
 How often do you use evidence to defend your arguments?
^ Next Steps
 Collaborate on Common Research Tools
 Draft Questions by end of February
 Teleconference mid-March
 Meet-up again at APLU SMTI Meeting in June
 Recruit additional collaborative partners
 Pursue funding to sustain collaborative
 NSF Collaborative Grant
 Other funding
Enough about Us – How about You?
What are the shared measures that you care about?
What are the measures our funders care about?
What should we be collaborating on as a community?
Table Shareouts
 Recommend using pre-existing instruments that are already validated
 Student evaluation of teachers walks a sticky line; need to be thoughtful/careful with
student comparisons, especially given that students likely don’t know how the teacher
taught before summer research experience
 Important to also look at level of student engagement in STEM
 Trajectory of students, involvement in science fairs and other STEM projects
 Think about making use of teacher reflections and teacher logs to look for changes in
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teacher practice
Spend more time defining teaching practices we plan to look for
Consider level of confidence in teaching different subjects following RET
Many programs still focus on teacher reporting – important to acknowledge teacher
self-reflection and change
Funders change their mind quickly and are harder to pin down
Useful to look for student enthusiasm for science in addition to engagement
Useful to consider softer measures of teacher character, comfort level, coherence for
students – what are predictors for long term outcomes of student success
Control and comparison groups – challenges associated, multiple variables to account
Staying in Touch
Contact Information:
John Keller, jmkeller@calpoly.edu
Shari Liss, sliss@iisme.org
Bruce Johnson, brucej@email.arizona.edu
CARET Website:
http://teachersinindustry.arizona.edu/100kin10