100Kin10 Partners Respond Collaboratively:
Bold Initiatives Preparing Teachers for
The New Standards
Joan Bissell, CSU
Elaine Guarnieri-Nunn, EnCorps
Jeremy Roschelle, SRI
Steve Schneider, WestEd
Chris Roe, CSLNet
California State University Initiatives
Joan Bissell
Director, Teacher Education and
Public School Programs
A New Generation of Teachers…
Prepared for the CCSS and NGSS
 Five year project that will prepare new teachers for the standards
 A partnership design featuring university/K-12 collaboration
 Emphasizes clinical preparation with partner schools/districts
 Is to be guided through leadership of faculty with K-12 input
 Addresses all disciplines with significant attention to STEM
 Features grants to CSU campuses for reforms with K-12 partners
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Emphasis on Faculty Co-Professional
Development with K-12 Partners
 Collaborative CCSS and NGSS professional development
 Support for K-16 Professional Learning Communities
Purposes:
 Build on knowledge both on campuses and in K-12 schools
 Align pre-service with Districts’ CCSS/NGSS approaches
 Establish ongoing PD opportunities for CSU faculty and K-12 teachers
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CSU Reforms Preparing K-6 Teachers for NGSS
 In 2012, CSU began an NGSS reform initiative focused on strengthening
undergraduate preparation of future elementary teachers
 Reforms focus on cross-cutting concepts, integration of science and
engineering, and the NGSS scientific and engineering practices
 They addresses commonalities between the NGSS, CCSS-M, and CCSSE/LA—e.g., read, write, speak, engage in argument from evidence.
http://teachingcommons.cdl.edu/ngss/
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CSU Campus NGSS Reform Models
 Seven campuses were selected to develop NGSS reform models:
– CSU Bakersfield: Cross-disciplinary capstone science course
– CSU Chico: Innovative labs that address crosscutting concepts
– CSU Fresno: Integrated STEM Teacher Preparation
– CSU Fullerton: Engineering within biology, earth, physical science
– CSU Sacto: Connect Life, Physical, Earth/Space Science & CCSS-M
– San Diego State: Physics and Everyday Thinking and EiE
– Cal Poly SLO: Challenging, engaging Engineering labs
http://teachingcommons.cdl.edu/ngss/csu_projects
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Additional Campus Approaches
to Develop Understanding of CCSS-M & NGSS
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Faculty engage in Lesson Study, analyzing one another’s teaching
After-school practicums: candidates deploy CCSS-M, NGSS practices
Studio classrooms in which content knowledge, lab are fully integrated
Cross-disciplinary faculty learning communities, overcoming silos
Summer curriculum development institutes with K-12 partners
Engineering initiatives: Integration with science content; new labs; EiE
http://teachingcommons.cdl.edu/ngss/engineering_design
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CSU Faculty Priorities and Concerns
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Fostering content & pedagogical knowledge for CCSS, NGSS teaching
Advancing conceptual teaching and learning of mathematics
Integrating CCSS-M, NGSS, and CCSS-E/LA standards
Helping to plan high quality NGSS assessments
Opportunities to plan together with K-12 districts and schools
Recognition of need for significant time to achieve implementation
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Lesson Study and K-6 CCSS-M
 100Kin10 Research Design Competition—Gold standard research in
partnership with University of Chicago Urban Education Lab (UEL)
 2. Examines Impact of Lesson Study on K-6 Teachers’ CCSS-M
Knowledge and Practices within LA high need school district
 3. We have learned of the deep struggles of elementary teachers in
understanding and teaching mathematics with conceptual emphasis
 4. We have seen the impact of Lesson Study in advancing CCSS-M and
in creating a community of practice that teachers value and learn with
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Impacts of NGSS Reforms
On Elementary Teacher Candidates
 This course allowed me to witness the power and excitement of science,
and the numerous ways in which science can positively impact the lives
of our students.
 Working in the after-school program was an incredible experience in
which I learned how to implement science activities in a fun and exciting
manner.
 Without this experience, I am not sure I would have considered working
with middle school students. I now plan to add a math or science
authorization. This is an excellent hands-on experience.
 Because of the encouragement and inspiring teaching approaches of our
science teacher and supervisor, I have decided not only to strive to be
an amazing elementary teacher, but also to add a science credential.
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Impacts of CCSS-M Lesson Study
On Current Elementary Teachers
 I have a better understanding of how to ask students questions to help
them to master or improve their conceptual knowledge.
 I am becoming more aware of how my students are thinking and how
their thought process is working by asking “why” questions.
 I am now encouraging my students to talk and reason with one another
and explain their thinking instead of just looking for the correct answer.
 I am creating lessons involving problem-solving, discussions, and writing
for a more complete analysis/understanding by the children.
 I am giving my students more opportunities to explore on their own and
to explain their thinking in an effort to increase understanding.
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Elaine Guarnieri-Nunn
Executive Director
EnCorps STEM Teachers Program
Recruits and transitions experienced STEM
professionals into second careers in education to
help ensure that every child in a disadvantaged
community receives an excellent math and
science education.
EnCorps’ Model
 Pre-Service Placement:
– Opportunities to tutor in partner schools
and community-based organizations
– Work with math and science content area
teachers as a “guest teacher”
– Experience teaching and learning in
preservice
 Professional Development:
– Boot Camp (3-days in summer);Fall and
Spring Institutes
 Individual Coaching and Cohort Support
throughout the year:
– Professional networking with other STEM
professionals and/or veterans who are
also transitioning to teaching
– CSET Test support materials
 Partnering with partner teacher credentialing
programs for a streamlined, credential
process
Alignment with NGSS &
CCMS
 Teacher Candidates have opportunities to
see new standards being implemented by
master teachers in partners schools & begin
to put experience into practice
 EnCorps PD includes:
– Overviews, deep dives and
implementation models in new
standards
– Emphasis on ways EnCorps
participants can leverage their STEM
experience to help students make
connections between engineering
practice and content
– Emphasis on project-based learning
– 30% of EnCorps participants are
engineers – well suited to help teach
and cultivate engineering practice and
content.
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 Long-Term: EnCorps Community of STEM
practice
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Recruitment & Selection
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Digital Advertising
Print Ads & Collatoral
Partnering w/corporate funders
Google Ad-words for nonprofits
Referral Campaigns
Social Media Campaign
Informational sessions –
webinars
 Informational sessions for AAA
(Already assembled audiences)
– connecting with professional
associations (IEEE, SWE, etc.)
 Educators as Ambassadors
Incorporates Prior STEM Knowledge and Experience
● Ability to use real-life professional experience in classroom
environment/lesson
● Ability to inspire students in math and science
● Develops creative lessons based on STEM knowledge
Commitment to Education as Career
● Articulates clear and thought through focus on teaching
● Understands challenges of changing career to education
● Has realistic expectations of becoming a teacher
Communication Skills
● Speaks English clearly and fluently
● Writes clearly and effectively - knows grammar and spelling rules
Achievement
● Demonstrated record of high academic and professional achievement
● History of taking on leadership roles in professional, academic
experience
● Has ability to set goals and can develop and execute strategy to meet
these goals (interview)
Persistence
● Ability to overcome personal and professional challenges
● Stick-with-it ness - track record of accomplishing goals despite obstacles
● Develops multiple suggestions for improvement
Personal Responsibility
● Takes ownership for student achievement
● Own capacity to impact situations, not blame external factors /barriers
● Believes that all students can learn and holds high expectations of all
student
Constant Learning & Fallibility
● Accepts feedback and demonstrates ability to change
● Realizes limitations
● Reflects on personal behavior
● Willingness to learn from mistakes & improve instruction
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Center for Technology in Learning
Jeremy Roschelle, Co-Director
Supporting Teachers in Learning Argumentation
for the CCSS-M and NGSS
For Faculty and Pre-service Candidates
in both Regular and Special Education
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Campus instruction + clinical practice to advance complex
CCSSM / NGSS skills like fostering argumentation?
Campus
In a School
Content
Field
Experience
Methods
Theory
Mentoring
PD
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Campus instruction + progressive approximations + clinical
practice to advance complex CCSSM / NGSS skills like fostering
argumentation
Campus
In a School
Content
Field
Experience
simulation
role play
Mentoring
Methods
exemplars
Theory
feedback
PD
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Dynalogue: a tool for expressing what
deeper learning looks like
DynaLogue allows preservice candidates to quickly and easily author
animated dialogs between two characters. Their characters speak
according to your script while expressing their ideas on a whiteboard.
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Dynalogue Status
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Developed through NSF project, ended 2012
In active use at SFSU and SDSU since 2012
Available as OER at http://dynabook.sri.com/dynalogue/
More importantly, part of a suite of resources and
activities called “DynaBook” then enable instructors to
create compelling preservice activities that are
approximations to practice of complex pedagogical skills
required by CCSS-M and NGSS
 And SRI’s “Bridging” program of in-service TPD,
which has strong preliminary research results
U-Teach STEM
Steve Schneider
Senior Program Director
Science, Technology, Engineering, & Mathematics
 Three Strands:
U-Teach STEM
• Science and Engineering
Content
• Pedagogy
• Leadership
Science &
Engineering
Content
 Engineering is Elementary
(EiE) provided a model for
understanding engineering
design process and
engineering practices.
 Consumer Product Testing
allowed participants to think
like scientists as they made
claims about their products
based on experimental
evidence
 Nature of Science assisted
participants with learning to
think like scientists.
Pedagogy
Sessions
 How People Learn (Bransford et
al., 2000) provided research on
how students learn. All other
sessions were designed to align
with this compendium of research.
 5E Instructional Cycle (Bybee)
provided a common instructional
model for NGSS aligned science.
 Note booking featured scientists’
notebooks and the rationale for
note booking in science and
engineering.
 Conceptual Flow provided a
planning format for identifying the
important science content to be
taught at each grade level.
Leadership
Sessions
 CA Common Core Standards
(CACCS), Next Generation
Science Standard (NGSS),
21st Century Skills gave
participants a preview into how
to integrate CACCSS and the
NGSS.
 Myers-Briggs helped
participants with understanding
their temperament types as
they work in teams.
STEM Education Policy Agenda
for California
 Quality STEM Learning Experiences
 Great STEM Educators
 Innovative STEM Networks
Chris Roe, President and CEO
CA Teacher Enrollment Plummets
Source: Annual Report Card on California Teacher Preparation Programs for the Academic Year 2009-2010, Oct 2011
Commission on Teacher Credentialing
California’s teacher preparation programs, credentialing policies
and professional learning practices
must be redesigned to attract, prepare and retain more
educators who are ready and well-supported to deliver rigorous
and engaging STEM education.
Barriers to Improving Students
Learning in STEM Subjects
• Preparation, induction and professional learning programs for teachers
of all subjects are in general discreet, disconnected and repetitive.
• Most of our K-8 teachers have inadequate math and science content
knowledge, and they are confused about how to teach these subjects
• Current practices and priorities of higher education institutions get in
the way of improving student learning in STEM subjects.
• The values and practices of the sciences and mathematics professions
de-incentivize high quality teaching.
• Lack of communication and alignment between the systems that serve
children ages birth-to-5 and the K-12 system.
What Has to Change?
• Transform a chaotic system of discreet
preparation and training experiences into a
coherent, aligned and logical system of
continuous and progressive training
• Content knowledge, pedagogical training and
clinical practice should be integrated in
teacher preparation programs.
• Two-and-four-year colleges and graduate
schools of education should collaborate with
school districts & county offices of education
• Teachers should be organized into
professional learning communities and learn
to work in teams and they need to be treated
as the professionals they are
What Has to Change? (cont)
• Teacher-candidates and higher education
faculty should ramp up their efforts to
learn to use technology appropriately as
a tool to accomplish multiple objectives
• We should ask teachers to demonstrate
new and deeper competencies as they
progress though each phase of their
teaching careers, and we should
recognize and reward them accordingly.
• Hold all teacher preparation and
induction programs accountable for each
teacher’s effectiveness in the classroom
using multiple measures
All Stakeholders Must…
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Own their roles in the problem
Craft a common vision
Define their roles in the solution
Complete the process of “backwards designing” a new
roadmap.
100Kin10 Partners and Our Contact Information
Joan Bissell: jbissell@calstate.edu
Elaine Guarnieri-Nunn: elaine@encorps.org
Jeremy Roschelle: jeremy.roschelle@sri.com
Steve Schneider: sschnei@wested.org
Chris Roe: croe@cslnet.org