The Leadership Challenge
Creating Systemic and Sustainable
Organizational Capacity for World-Class
STEM Education
Symposium Panelists

James L. Gentilucci, Chair and Moderator, Associate Professor of Educational
Leadership, Cal Poly State University San Luis Obispo

Susan Hackwood, Executive Director of the California Council on Science and
Technology and Professor of Electrical Engineering, University of California, Riverside

Jay B. Labov, Senior Advisor for Education and Communications, Center for
Education, National Research Council

James E. Hamos, Program Director, Math and Science Partnerships, National
Science Foundation

George J. Petersen, Discussant, Co-director, UCEA Joint Center for the
Superintendency and District Governance and Professor of Educational Leadership,
Cal Poly State University San Luis Obispo

Joan S. Bissell, Director, Teacher Education and Public School Programs, The
California State University

Susan L. Elrod, Associate Dean and Director, Center for Excellence in Science and
Mathematics Education (CESaME), Cal Poly State University San Luis Obispo
The Challenges

“Our country appears to have lost sight of the importance of
scientific literacy for our citizens, and it has become increasingly
reliant on international students and workers to fuel our
knowledge economy."

“In 1970, the United States produced more than 50 percent of
the world’s science and engineering doctorates. If current
trends continue, by 2010 the U.S. will produce only about 15
percent of the world’s science and engineering PhDs.”

“Eighty percent of K-5 teachers report spending less than 60
minutes each week on science, and 16% of teachers are
spending no time at all on science.”

It will not be possible for the United States to sustain a first-class
economy with a second-class workforce.
Current Focus of Reform

National Academy of Sciences and the National Academy of
Engineering sponsored a Convocation in April 2009 on Sustaining
Effective Science Education Programs for Grades K-8

Four “Big Ideas” Emerged:
1.
Mandate Instructional Time for Science in Grades K-8
2.
Develop “Targeted” Professional Development for Teachers
3.
Switch to National Science Standards and Assessment
4.
Improve Public Perception of Science and Science Careers
What’s Missing from this Picture?
Leaders: The Missing Piece
School Leaders Are Key

Most STEM reform literature either ignores or only tangentially addresses
the role of school leaders, devoting instead the lion’s share of attention to
preparing highly qualified STEM teachers.

This is problematic because superintendent and principal leadership have
significant influence on the development and maintenance of systemic and
sustainable instructional capacity within the organization.

Efforts to reform STEM education have little chance of effecting long-term
change without the leadership of site- and district-level administrators because
they are organizational gatekeepers—what matters to them gets done.
Cal Poly San Luis Obispo
Findings from Proceedings 2009










Work to develop a shared vision of excellence in STEM education;
Communicate through word and deed that science, mathematics, engineering,
and technology education are curricular priorities for everyone in the
organization;
Advocate for political support (including resources) with school boards, parent
groups, and community members;
Model the value of STEM education for students by participating in laboratory
experiences or by teaching a STEM course;
Provide material resources (e.g., equipment, building space, money);
Adapt daily schedules to accommodate hands-on laboratory time for students;
Implement a program of targeted and ongoing teacher professional
development to build STEM content and pedagogical expertise within the
organization;
Develop strategic partnerships with STEM-focused businesses and industries to
bring knowledge, expertise, opportunities, and resources to the organization;
Monitor, measure, and report program outcomes to ensure students receive
maximum benefit from the capacity;
Communicate, communicate, and communicate the successes of the program
at every opportunity!
Creating Systemic and Sustainable
Organizational Capacity

Systemic capacity is a rich web of intellectual and material resources
provided by school leaders to support bottom-up instructional
improvement efforts. The development of systemic capacity is driven by
strong leadership, clear and compelling vision, coherent policies
and procedures, and cultural norms that focus on improving
student learning.

Sustainable capacity endures over time, its innovative features and
resource supports do not disappear when people and politics
change, and, most important, it becomes part of the cultural fabric
of the organization.

Both forms of capacity are necessary for meaningful STEM
education reforms. We need nested leadership for lasting
improvements.