Engineering STEM Identity (ESI) Developing Teacher Support for STEM Professional Learning Using Video Conferencing.

Transcription

1 Engineering STEM Identity (ESI) Developing Teacher Support for STEM Professional Learning Using Video /mcesaaz

2 Welcome and Introductions

3 Presentation Outcomes Understand Maricopa County Education Service Agency (MCESA) key initiatives Preview Goals of the Engineering STEM Identity (ESI) Project Consider how MCESA s Engineering STEM Identity program use of videoconferencing could be utilized by other ESAs. Review highlights of Preliminary data results Q & A

4 728,077 Students Maricopa County By the Numbers 58 32, Individual Charter Schools School Districts Teachers

5 A Few Districts in Maricopa County 23 Mobile Elementary, Goodyear 26,392 Phoenix Union HS 64,932 Mesa Unified 32 Sentinel Elementary, Dateland 41,653 Chandler Unified 5,186 Queen Creek Unified

6 VISION: Creating conditions for all children and youth to succeed through Education Innovation Executive Leadership Economic Management

7 Education Innovation CHALLENGE: Too Few Students are Persisting in STEM Courses

8 SOLUTION: Engineering STEM Identity

9 ESI STEM Identity Activities Engineering STEM Identity

10 Goals of Engineering STEM Identity Increase student achievement on a state science and math assessment. Increase student engagement in STEM subject areas measured by a Career Interest Survey. Increase teacher STEM pedagogical content knowledge measured by Basic Energy Concept Inventory (BECI) Increase teacher confidence in STEM measured by STEBI

11 ESI STEM Teachers Trained in Modeling Instruction via Videoconferencing Modeling instruction is the integration of content and pedagogy around making and using scientific models, so it is applicable to the whole STEM domain.

12 ESI STEM Teachers Trained in Modeling Instruction via Videoconferencing Scientific Academic Language Posing Questions Explaining Rationale Authentic Engagement

13 Videoconference in remote locations of Arizona

14 Details: Modeling Instruction Blended- Videoconference Summer Institute Training Two - 3- Week Trainings June and July 7 different locations including MCESA 44 Participants: Science and/or Math Teachers and STEM Coaches 32 Participants chose Videoconference Training for a majority of training.

15 Snapshot from Videoconference Summer Modeling Instruction Training 8 Years average teaching experience 65% Participants teach science 35% Participants teach math 72% of Participants chose Videoconferencing for Training

16 Data from Videoconference Summer Modeling Instruction Training Level of Agreement referencing the IVL (Interactive Video Lab) environment for Professional Learning Strongly Agree Agree Neutral Disagree Strongly Disagree The IVL made my attendance in the workshops convenient. The IVL provided opportunities for me to interact with workshop facilitators and participants in meaningful ways. The IVL made my workshop experience positive and meaningful. 48% 32% 15% 5% 0% 16% 69% 15% 0% 0% 11% 69% 15% 5% 0% If I were to engage in this training again, I would attend training via the IVL. 11% 47% 32% 10% 0%

17 Technology Used for Videoconferencing Teacher Training 3 - Mounted Wall Cameras Cisco Jabber Video for TelePresence IVL Carts (Interactive Video Lab) Each school site On-site at MCESA

18 ESI STEM Teacher Coaching via Videoconferencing Goal: By 2016, increase teachers effectiveness and confidence in implementing redesigned course content and instructional practices. Objectives: Increase teacher confidence in STEM Education Increase teacher STEM pedagogical content knowledge Coaching ESI Teachers via Videoconference: Provides training and support for teachers on incorporating the modeling instructional method Interacts with teachers to prepare for and during classroom Peer Panel meetings Interacts with teachers to support curricular development for course re-design

19 Qualitative Data from ESI Teachers on Videoconference Coaching In what ways did the STEM Coach support you in implementing Modeling Instruction? He joined one of our whiteboard sessions and gave me feedback on ways that I might continue doing some of the things I am doing, and might tweak what I am doing to ensure the students were getting the big concepts they were supposed to. A ton of times through the IVL [i.e., teacher is referring to formal STEM coaching sessions] we reviewed questions I had How did the feedback provided by the STEM Coach assist you in your day to day teaching? Definitely reinforced the importance of letting the students do their work rather than direct instruction; get the kids to explore the topic themselves before doing some direct instruction I would say pacing, so I knew how long to stay on something and when to move on. Even if I can skip around some areas--at first, I thought I had to go in sequential order--definitely with pacing

20 Year 1 - Data from ESI Teachers BECI - Basic Energy Concept Inventory- Teacher ESI Teachers showed an 12.5% mean increase in teacher content STEBI Science Teaching Efficacy Belief Instrument ESI Teachers did not show an increase in science teacher confidence

21 Teacher Testimonial Video after one year of using Modeling Instruction and coached via videoconference: Modeling Instruction Video

22 STEM Professionals increase teacher STEM Knowledge via Videoconference Recruit STEM Professionals Train STEM Professionals Classroom Engagement for students and teachers via Videoconference

23 STEM Professionals Over 350 STEM professionals trained for ESI activities! Employers of volunteers include the following: ARCADIS-US ASU Axosoft Freeport-McMoRan Local Motors Orcutt Winslow Insight Intel Medtronic SAP State Farm Kimley-Horn SPS + Architects American Express

24 Role Model Training for STEM Professionals Two Videoconference Choices for STEM Role Models: Serve as a STEM Consultant Make connections between the classroom and real-world Offer advice and feedback to teachers and students on STEM Challenge Cohort Projects Serve Share as your a STEM STEM Story Consultant Make connections between the classroom and the real world Where do you live when you were younger? What inspired you as a child? What things did you like to do? Offer advice and feedback Who was your Role Model? to students on their STEM What events had an impact on Challenge your chosen career today?

25 Videoconference with STEM Professionals for Challenge Cohort Projects Classrooms interact with each other and STEM Professionals via videoconference to learn from each other and problem-solve for a School Challenge Project using the Engineering Design Process- Increase Self-Efficacy Curricular Relevance Increase Sense of Institutional Belonging

26 STEM Professionals videoconference with teachers to support Authentic Engagement

27 Qualitative Data of Teachers learning from STEM Professionals via Videoconference In what ways did the STEM Professional support you in preparing to lead the Engineering Challenge? Jared has given us the most help because he was the first [STEM professional] we met with, and sustainability is his area. He's got some friends in the gardening area. He gave us some charts showing us how to plan things. We talked about composting. Hearing about what they do in their daily routines at work, as an engineer or architect They talk about what it takes to work on projects, how they started, their background

28 Videoconferencing technology for STEM Professionals to Support Teacher Professional Learning in Classrooms Laptop/computer/ smartphone Interactive Video Cart

29 Highlights of Preliminary Data ATI Galileo Math and Science Career Interest Survey BECI Qualitative Data

30 Highlights of Preliminary Student Data Reported by: ESI External Evaluators - SWECA- Dr. Stephen Powers Ph.D., Lead Evaluator Science and Math Highlights ESI students showed statistically significant increase from pretest to posttest in math and science. 6 th grade showed 8% mean increase in both math and science. The end of year showed progress in Science with a 6% overall total gain from the pretest mean.

31 Highlights of Preliminary Data Results Observed Gain Vs Growth Expectation Grades 6, 7, and 8 Science ESI students Actual Scale Growth was greater than Expected Growth Grade Actual Scale Growth Expected Growth Science

32 Highlights of Preliminary Data Results Career Interest Survey Students in ESI showed a statistical increase of engagement in Engineering The mean percent gain: Science 2% Technology 4% Engineering 10% Mathematics 4%.

33 Highlights of Preliminary Data Results Qualitative Data Teacher: STEM Student: STEM Teacher: Leading Teacher: Peer Student: Peer Pro Spotlights Pro Spotlights Challenge Panel Panel Interactions Cohort Interactions My students have become more engaged in Science and developed a deeper interest in the different This gave me more thoughts of how I can get to my goal of my future STEM job. My favorite aspect of LCC was how the engineering design process was broken down into steps. I was able to give the kids an outlook of how engineers work. A huge positive was that it allowed my students to use questioning strategies in a real-life situation I think the STEM Program is a great way to interact with others, learn from other classes and expand our education in professions. with peers. science.

34 MCESA Engineering STEM Identity featured on U.S. Dept. of Education Office of Technology - Story Site Story Site

35 Developing Teacher Support for STEM Professional Learning using Videoconferencing Q/A

36 @mcesaaz /mcesaaz