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Abstracts for SMTI 2014 National Conference
Workshops
TLE TeachLive – Using a Virtual Teaching Simulation for Preparing Science and Mathematics Teachers
Speakers: Lisa Dieker, Pegasus Professor, Lockheed Martin Eminent Scholar Chair, University of Central Florida; Craig Berg, Professor of Science Education; Matt Belskie, Technology Specialists; and Christopher Miller, Technology Specialists, University of Wisconsin-Milwaukee
An exciting new development for teacher education programs is called TLE TeachLive, developed by the University of Central Florida, and is a virtual teaching simulation used to help prepare pre-service teachers and also to help in-service teachers develop, or refine, their teaching skills. TLE TeachLive is used in 38 institutions across the United States, and uses cutting-edge interactive technologies, during which a teacher interacts with avatar students by asking questions, answering questions, and generally interacting in a manner consistent with working with a small group of five students in a classroom setting. During this session the presenters will demonstrate a live session of TLE TeachLive, described the various ways it is used, and field questions from participants.
An iPad App for Classroom Observation Data Collection and Teacher Development
Speakers: Craig Berg, Professor Science Education; and Ray Scolavino, Lecturer Science Education, University of Wisconsin-Milwaukee; and Scott Ashmann, Associate Professor Science Education, University of Wisconsin-Green Bay
Throughout their careers, science teachers are observed, not only by students, but also by methods instructors, cooperating teachers, university supervisors, school administrators, and others. To assist a teacher in enhancing their teaching practice, objective, valid, and reliable data can be useful. We have developed an iPad application for this purpose that consists of four components – pre-observation data, data gathered during the observation of a science lesson, post-observation data, and data analysis and reporting. Our presentation includes a discussion of (1) the challenges we are attempting to address through the development of this iPad application, (2) the variety of uses for the application, (3) the "nuts and bolts" of using the application, and (4) limitations of the application. We will also discuss the kinds of data analysis that can be performed, results from using the app with student teachers, and research related to such.
External Levers on Institutional Transformation
Speakers: Laird Kramer, Director, STEM Transformation Institute; and Leanne Wells, Director of Mastery Math Program & FIU Learning Assistant Program, Florida International University
Florida International University (FIU) deployed a multi-pronged, long-term strategic effort to develop a coherent, coordinated institutional change toward academic excellence in STEM undergraduate education including teacher preparation. Facilitating this effort has been a strategic partnership combining faculty grass roots advocacy with administrative leadership. Critical to successful institutional transformation has been external levers that provide promising replication models, external validation, as well as engage the institution as partners in a national community of STEM educators. We will explore the levers that the Science and Mathematics Teacher Imperative (SMTI) has brought to bear on FIU's transformation including FIU's engagement in the imperative, Leadership Collaborative, and Executive Committee; utilization of the SMTI Implementation and Assessment Plan (IAP) as roadmap; and SMTI-inspired partnerships. Participants will engage in an interactive workshop to learn about the FIU transformation model as well as plan for leveraging further change at their institution.
Concurrent Session 1
Improving Student Learning of Undergraduates, especially Teachers
Speaker: Charles H. Atwood, Ronald and Eileen Ragsdale Professor of Chemical Education, University of Utah
We have performed an analysis of 12 to 14 years of student success data in the large general chemistry classes at the University of Utah. From this analysis we have identified several key attributes that are good predictors of successful and "at-risk" students. Based upon the "at-risk" predictors we can now identify within the first week of class 50 to 60% of the students who are likely to fail the first and subsequent tests. These students have been directed to special discussion sections designed to help them succeed in the course. Preliminary results indicate that the "at-risk" students who attend the discussion sections have improved relative to the class as a whole. Their performance relative to "at-risk" students who do not attend the sessions is significantly better.
A Partnership Approach to Improvement in K-14 STEM Learning
Speakers: Larry Flick, Dean, College of Education, Oregon State University and Erin Prince, Superintendent, Corvallis Public School District 509J
A regionally situated Partnership of five school districts, two community colleges, an education service district, and Oregon State University has identified mathematics teaching as a key leverage point for improving student success in making critical transitions in school and completing a post-secondary credential or degree. With modest funding from the state as a Regional Achievement Collaborative, the Partnership will design and deliver professional development in math teaching to approximately 250 teachers elementary through college freshman impacting over 35,000 students. Project leadership will include a community director and counseling faculty to promote broad changes in community and student attitudes towards math. The Project leadership will include ESOL educators focusing on academic language development as represented in the Common Core State Standards that support strategies for improving achievement by English language learners and address declining achievement by boys. Over five years the project will expand work to instruction in all STEM subjects.
Concurrent Session 2
Mentoring, Supporting and Professionally Developing UTeach Alumni Nationwide through the UTeach STEM Educators Association (USEA)
Speakers: Mary H. Walker and Pamela Romero, UTeach Institute, University of Texas at Austin and Steven B. Case, UKanTeach, University of Kansas
With 40 Universities implementing UTeach programs nationwide, the USEA (UTeach STEM Educators Association) has been created to mentor and provide ongoing professional development to over 1600 graduates. This workshop will provide details on our approach to supporting the UTeach Alumni network through our Alumni Management System and the use of the UTOP (UTeach Observation Protocol) as a tool for capturing and a lens for discussion about improving teaching practices. Finally, by maintaining connection through the UTeach Alumni network, we can provide targeted professional development and gain critical data that informs the pre-‐service program design and STEM teacher preparation.
California State University (CSU) and The New Standards: Partnerships Supporting the CCCSS, NGSS, and College and Career Readiness Standards
Speakers: Joan Bissell, Director, Teacher Education and Public School Programs Office of the Chancellor California State University; Fred Nelson, Assistant Professor, Science Education, California State University, Fresno; Mark Ellis, Professor, Mathematics Education, California State University, Fullerton; Larry Horvath, Associate Professor, Education, San Francisco State University; John Keller, Director, Center for Excellence in STEM Education, Cal Poly San Luis Obispo; and Charles Coble, Co-Director, SMTI, The Third Mile Group
This presentation by leaders from the California State University (CSU) will describe system-wide and campus reforms addressing the CCSS, NGSS, and college and career readiness standards. The Director of Teacher Education who leads CSU's math and science teacher preparation initiatives and four campus leaders will describe (a) collaboration between Colleges of Education, Science, and Engineering in addressing the standards, (b) expectations of K-12 partnerships, including rigorous attention to mastery of the new standards among all those involved in clinical preparation at exemplary school sites, (c) alignment with community colleges in transfer patterns that are common across the state, (d) networking with other institutions in California and nationally through 100Kin10, and (e) approaches for ensuring that the standards are implemented in CSU teacher preparation programs and graduates are prepared to teach to the standards. Charles Coble will be the session Discussant.
Concurrent Session 3
The VISTA Story: Closing the Achievement Gap in Science Teaching and Learning
Speaker: Susan G. Magliaro, Director, VT-STEM, Virginia Tech
The Virginia Initiative for Science Teaching and Achievement (VISTA) is a statewide partnership among 80+ Virginia school districts, six Virginia universities, and the Virginia Department of Education. Its goal is to translate research-based best teaching practices into improved science teaching and student learning. Evaluation results indicate that participation in the VISTA program positively impacts teachers' beliefs surrounding science instruction, assessment, and how students learn; their confidence in teaching; their classroom practices; and their science content knowledge. Moreover, results from the Year One cohort confirm that economically disadvantaged students of elementary teachers scored a statistically significant 14-points higher on the state science achievement test than the students whose teachers did not receive VISTA professional development. VISTA has recently been identified by the U. S. Chamber of Commerce Foundation as an effective partnership to improve STEM education and a prototype for the type of i3 program that truly makes a difference.
Innovative Models for Clinical Experiences: Amplifying Resources
Speakers: Marilyn Strutchens, Professor of Mathematics Education, Auburn University; Lida J. Uribe-Flórez, Assistant Professor; Cecilia M. Hernandez, Assistant Professor; and Jamie S. Baker, Acting Director Secondary Education, New Mexico State University
In this session, participants will learn about the results of the triad model being implemented in three different settings by three teams participating in the MTE-Partnership CERAC. Information about the settings, the selection of the student teacher pairs, the selection and professional development of the mentor teachers, and the methodologies used to collect and analyze data will also be shared.
Concurrent Session 4
Integrated STEM: Efficiency in Increasing Teacher Capacity
Speaker: Louis S. Nadelson, Associate Professor, Boise State University
In recognition of teachers concern and confidence in teaching their students about Science, Technology, Engineering and Mathematics (STEM) subjects; there is justification for promoting an integrated STEM focus combined with 21st century skills in the preparation of teachers. In this session we will explore how integrated STEM can attend to a range of associated STEM content and multiple practices such as those associated with the CCSS-M and NSGG. Our research has revealed significant increases in teachers' comfort teaching STEM while gaining a deeper understanding of the relationship between STEM curriculum and STEM applications in business and industry when they become more familiar with an integrated STEM approach. Participants will engage in both hands-on and minds-on activities to contextualize how STEM can be integrated to include concepts generally taught in the isolated disciplines. I will share the products of my work (rubrics and organizational tools) and some of the research instruments.
Using Partnerships to Address the Critical Shortages in Mathematics and Science
Speakers: Dana Pomykal Franz, Associate Professor; Kenny Anthony, Assistant Professor; and Devon Brenner, Professor and Department Head, Mississippi State University
Mississippi State University has developed a four prong approach to meeting the critical shortage of teachers in mathematics and science in Mississippi. Through three unique partnerships, Mississippi State University is examining promising practices in their alternate route to teaching program, recruitment of high-performing scholars into the traditional undergraduate program, and STEM-focused redesign of the mathematics and science curriculum while partnering with the local school district and the state magnet school for mathematics and science. While these practices are relatively new, initial data indicates that the number of teachers credential at Mississippi State is increasing. This session will discuss the benefits and challenges of each partnership and program.
Concurrent Session 5
Using Simulation Technology to Enhance Instruction in Algebra
Speakers: ErhanSelcukHaciomeroglu, Associate Professor and Janet Andreasen, Lecturer, University of Central Florida
Simulations have had a significant impact on teacher preparation programs and the learning and teaching of mathematics. As part of the Race to the Top funded project Resident Teacher Professional Preparation Program (RTP3), two learning simulations were developed in collaboration with Lockheed Martin Corporation. One simulation is geared towards prospective teachers' learning classroom dynamics, pedagogical content knowledge, and non-instructional situations designed to complement their academic preparation for the classroom. The second simulation is focused on facilitating middle and high school students' learning of algebra concepts using a suite of virtual algebra tiles applications. These simulations will be demonstrated and information provided for access. Participants will have the opportunity to explore the simulations on their own as well, followed by discussion of implications for teacher preparation programs as well as mathematics instruction.
Helping New Teachers Survive and Thrive: Florida’s STEM Teacher Induction & Professional Support (STEM TIPS) Online Initiative
Speakers: Tom Dana, Professor and Associate Dean; Emma Brady, STEM TIPS Education Coordinator; and T. Griffith Jones, Clinical Associate Professor, University of Florida
This session provides an overview of the University of Florida's STEM Teacher Induction and Professional Support (STEM TIPS) Initiative to develop a prototype online statewide induction model for 1st and 2nd year STEM teachers and their coaches. STEM TIPS, addresses the challenges of retaining beginning math and science teachers and accelerating their growth by leveraging an innovative online mentoring system to extend flexible, personalized, content-focused instructional support. Using a unique mobile-ready platform, online coaches provide immediate feedback and broker a wide range of vetted resources promoting high-quality instruction focused on improving teacher practice and boosting student achievement. In addition to describing the conceptual framework, theory of action, and results of a pilot study, we will demonstrate features of the innovative platform designed to deliver multiple tiers of web-based support.
Concurrent Session 6
The development of Pre-service Students’ Technological Pedagogical and Content Knowledge (TPACK) in a Mathematics Methods Course
Speaker: Abraham Ayebo, Assistant Professor of Mathematics Education, North Dakota State University
This study sought to explore the development of Technological Pedagogical and Content Knowledge (TPACK) (Niess 2007) of a group of secondary mathematics pre-service teachers in a methods course. The structure of the course involved designing and implementing digital technology-related instructional materials in classroom settings. Data collection involved surveys administered to participants, as well as participants' homework projects, postings on discussion boards, and written homework. These data were analyzed for themes to examine the level of pre-service teachers' beliefs about appropriate use of digital technology in the mathematics classroom, using the TPACK framework. The results revealed that the pre-service teachers understanding of technology use increased throughout the semester, focusing more and more on technology being used as a tool to foster students' conceptual understanding of mathematics. Participants also reported feeling more confident in integrating digital technologies into their future mathematics lessons.
Mentoring and Induction to Increase Retention of Secondary Mathematics and Science Teachers
Speakers: Timothy Scott, Associate Dean of Undergraduate Studies/ Associate Professor/ Co-Director CMSE; Jennifer Whitfield, Instructional Assistant Professor/ aggieTEACH Program Director; and Laura Wilding, aggieTEACH Program Assistant, Texas A&M University
There are three Rs for mentor and induction programs: Retention, Resources and Relationships. The aggieTEACH Mentor and Induction program at Texas A&M University aims to improve retention of secondary mathematics and science teachers through resources and relationships. The relationships with pre-service teachers are strengthened during their student teaching experience. At this time aggieTEACH provides resources such as employment seminars, group socials, and regular advising meetings. Upon graduation, the relationships and resources are continued through an assigned aggieTEACH mentor, intermittent contact from aggieTEACH, and a LiveBinder website designed to meet the needs of a beginning teacher. Furthermore, new teachers are encouraged to join the Aggie Educator Network (AEN), a teacher constituent network with The Association of Former Students. The goal of the AEN is to improve the culture within the teaching profession, help teachers feel more connected with each other, and consequently not isolated, and promote teacher (peer-to-peer) interaction.
Roundtable Session
Abstract Algebra for Teacher Candidates
Speaker: Michael Mays, Eberly Professor of Mathematics, West Virginia University
A recent report, The Mathematical Education of Teachers II (MET II), suggests "An advanced standpoint reveals much of high school mathematics as the algebra of rings and fields. Abstract algebra for prospective high school teachers should therefore emphasize rings and fields over groups." This roundtable explores ways to recast the content of a typical math major abstract algebra course to better serve mathematics secondary education majors while providing other math majors with a solid foundation for further work. At West Virginia University we are expanding the abstract algebra course to a year-long sequence, both to provide extra depth in the second semester for students preparing for graduate school and to make time to include more on rings and fields in the first semester. This work is being done in partnership with the "Building Communities and Courses" Research Action Cluster of the Mathematics Secondary Education Partnership.
Engaging in Science Literacy: High School Science Teachers Partner with a National Writing Project Site for Meaningful, Onsite Professional Development
Speakers: Donna L. Pasternak, Associate Professor and UWMWP Co-University Site Director, University of Wisconsin-Milwaukee; Rochelle Sandrin, Biology/AP Biology Teacher and Chair, Science Department; Mario Morelli, Science Teacher; and Gregory J. Smith, Science Teacher, Lynde & Harry Bradley Technology & Trade High School
Writing in its many forms is the signature means of communication in the 21st century (NWP, 2011): ideas upheld in initiatives by the Wisconsin Department of Public Instruction and in the Milwaukee Public School's Comprehensive Literacy Plan. Findings show that writing in science boosts student achievement (Harris, 2006). National studies affirm that teachers who have participated in professional learning communities focused on writing content add to the content knowledge and leadership capacity of experienced teachers (Lieberman & Friedrich, 2007a; Lieberman & Friedrich, 2007b; Whitney, 2008; Yagelski, 2009). In keeping with these ideas, the high school science teachers from a large technology and trade school in Milwaukee participated in a yearlong professional development (PD) in literacy instruction during their common planning time. Panelists share their thoughts about their learning and their student's achievement and their experiences creating and leading a PD for their school's instructional staff.