virginia demonstration project
DESCRIPTION
Introduction to a project at The College of William and MaryTRANSCRIPT
Connecting STEM Professions To
Our Educational Community
College of William and MaryGail HardingeJason Kremar
Virginia Demonstration Project
The Reality Behind The Gathering Storm…
U.S. students continue to perform below average on international comparisons of science and mathematics achievement.
More than 60 percent of math teachers teaching 5th through 8th graders are neither a math major nor certified in math.
Beyond the Gathering Storm…
School Reform… the challenge of change
The difference between success & failure in educational reform is tied to a host of issues.
Process of system-wide mandatesProcess & content of change process
Strong professional development = improved
teaching Better teachers make better students
The VDP – MythsIt’s A….
Robotics programCurriculumOne-size-fits-all modelFlow throughCostly
N-STAR VDP2005-2008Local focus
NDEP/VDP 2009-10
National support Developing local strength
National STEM ED
Goals:SustainableEconomicalLeverage national initiatives
From Demonstration to National Model…
Metrics – Tell the Story
9,000
Students
150 Teachers and S&Es
24 Schools in 7
Districts
6 Labs in 5
StatesVDP
NDEP
NAVY Labs in the Schools?Dynamic, job-embedded educational outreach
Career focused mentoring
Enhancement of classroom lessons
The ultimate career
exposure!
Development + Management + Evaluation
Customized Curriculum
& Profession
al Developme
nt
Base/Lab
Facilitation
Marketing
Quality Control
Process & Outcome Evaluatio
n
Why a University Partnership?
Connecting the Essential PlayersScientists
& Engineers
Teachers
ParentsCounselors
Administrators
Core Requirements for Best Practice Implementation
Collaborative Partnership (Base, University, &
Schools)
S&E Involvement (Co-teaching)
Inclusive Program (in classroom)
Cross-walked to National Standards
Evaluation and Metrics
Problem/Inquiry Based Learning
STEM Career Focus
Adjusting a Local Model to a National Initiative…
Project Ownership
Designed for regional
relevance
Link to national
standards
Integrated curriculum
unitsHow does this get
done?
Module Collections Crisis at a Coral Reef
Eight different lessons sets Mathematics, Science,
Social Studies, & Language Arts
~ 27 days of lessons Landmine
Nine different lessons sets Mathematics, Science,
Social Studies ~ 28 days of lessons
Coastal Scenario Ten different lessons sets Mathematics, Science,
Social Studies ~ 28 days of lessons
Process Meshed with Content
Strands of Effective
STEM Instruction
STEM Content Areas
STEM Content Areas
STEM
Science
Technology
EngineeringMathematics
Careers
Strands of Effective STEM Instruction
Strands of Effective
STEM Instruction
Inquiry Learning
Co-Teaching
Carefully Timed
Explicit Instruction
Cooperative Learning
Big Idea Instruction
Co-Teaching
Co-Teaching:
Teacher, Special Educator, and STEM Professional
When:
Who: What: Why: How:•In a classroom with a diverse student body with language and learning needs•To support STEM career exploration and interest
•General Education Teacher•Special Education Teacher•STME Professional•All Students
5 Mode of Co-Teaching •One Teach-One Assist (least effective)•Station Teaching•Parallel Teaching•Alternative Teaching•Team Teaching (most effective)
•Contributes positivity to professional development of teachers•Increases cooperation among students•Gives additional attention for student with diverse learning and language needs•Increase instructional options
•Set aside at least 30 minutes of planning time a week•Make sure you have parity signals•Take time to align instructional beliefs•Discuss how issues of confidentiality will be handled•Talk about the noise level in the classroom•Make sure all parties have a deep content knowledge•Be on the same page with discipline and management•Talk about pet peeves•Co-teaching should be voluntary•Administration support is very important
School Climate & Ethics (Sex, Politics & Religion)
Visitor procedures
Discipline
Fire Drills
Crisis Plan
Security
Students with Special
Needs
Confidentiality
Lunch procedures
Communication
Phone, Email
Location of bathrooms
Professional / personal titles (What
do we call each other?)
Dress expectations of staff
Others
School Policies:
More School Basics:
Wrapping it Up….Evaluation MeasuresCausal Comparative Non-Equivalent Control Group
Student Achievemento Standards-based content assessment
Student Careero Career Awareness & Intention instrument
Course Selection Profileo School tracking data
Interviewso S&Es & Teacherso Studentso Administrators
Evaluation: Making It Happen
Make it easy & simpleMake it timelyPlan up frontTie it to funding<25 – hard copies>25 – web surveys
1
2
3
4
2.16
2.79
2.37
1.91
2.83
2.51
3.02
2.73
2.31
3.11
Pre
Post
VDP / NDEP Fall Student Questionnaire Evaluation Findings – Future Employment
Level of Agreement Scale: 1 = Strongly Disagree; 4 = Strongly Agree
signifies significant difference between pre and post at the 0.05 level Total N for all completing pre and post is 462
1
2
3
4Female Pre
Female Post
Male Pre
Male Post
VDP / NDEP Fall Student Questionnaire
Future EmploymentLevel of Agreement Scale: 1 = Strongly Disagree; 4 = Strongly Agree
signifies significant difference between pre and post at the 0.05 level Total N for all completing pre and post is 462
Summer Academy Metrics
Extre
mely Diss
atisfi
ed
Very Diss
atisfi
ed
Dissat
isfied
Mos
tly D
issat
isfied
Slight
ly D
issat
isfied
Slight
ly S
atisfi
ed
Mos
tly S
atisfi
ed
Satisfi
ed
Very Sat
isfied
Extre
mely Sat
isfied
0
10
20
30
40
50
60
70
80
90
General Satisfaction with Academy
Professionals
Students
Summer Academy Metrics
Very Unlikely Unlikely Neutral Likely Very Likely-50
0
50
100
150
200
Likelihood of Choosing a STEM Careerwith Weighted Scores
Prior to summer campNow that camp is over
-2 10-1 2Weighting factors:
STEM Ed Sustainability3-5 year PD model
Multi-media supportTeacher certificationMaster Teacher
Multi-Media Support
1. Web site … distance support2. Curriculum review team 3. Technology focus – wiki spaces, twitter
Teacher Certification
1 Achieve certification points2 Support best practice
Master Teacher
1 Support long-term professional growth2 Develop nested mentoring3 Create sustainable model
Explore! Science Magazine
Explore! – Designed for Students
Example of National Rollout
Conference First Contact Local
Steering Committee
Professional Development Site Planning Implementati
on
Post-Implementation Meeting
National Evaluation Follow-Up
Year II & III Support
Guidelines for Sustainability
Project Goals
•Shared goals – school, base, university, community support
•Shared leadership – military & educational cultures
Logistics
•Funding & Implementation calendars
•Scheduling S&Es
•Aligning curriculum
Project Fidelity
•Formative assessment
•Institutional responsibilities – Structure & flexibility
•Data collection – summative assessment
Standardizing a Plan
Develop National clearinghouse of projectsDevelop communication channel & strategic
POCsRecognize local relevance & strength, BUT
develop key principles for all programsBuild in formative assessment and recognize
the pattern of growth & change that occurs with all projects
We’ll say it again…don’t skip the steps!
Lessons LearnedIdentify and use your local resources (improves
sustainability)Develop project ownership for lasting changeDon’t skip the steps (Buy-in, Plan, Disseminate,
Implement, Evaluate)Plan early – develop a timelinePlan evaluation when you develop you program
goalsDesign for flexibility One shot PD is not best practiceAn effective program has unintended benefits
If it were so simple….Is our priority to offer an inclusive program or to
maximize return on investment?Mentoring vs coaching…what is the ideal role of
an S&E?What is your definition of “collaboration” &
“partnership”?Whose time-line matters?Funding – bureaucracy AND integrity?When is enough enough? (Do we reduce S&E
involvement over time or is it even an out-reach program without S&Es?
Awards, Presentations, and Grants VA Mathematics & Science Coalition - 2008 Programs That Work
2007 Governor’s Conference on Education – A VA Model for Integrating
STEM
NSF / NOYCE - Increasing rate of licensure for college students in STEM
teaching areas ($750K)
VA DoE - Teachers for a Competitive Tomorrow - Developing undergraduate
programs to prepare college students to teach STEM content in high school
($188K)
Governor’s Grant (Stafford County Schools) – Developing STEM Academies
at two high schools ($100K)
The College of William & Mary
• Dr. Gail Hardinge Project [email protected]
• Jason Kremar Assistant Director [email protected]
Contact Information