View
40
Download
1
Category
Tags:
Preview:
Citation preview
Next Generation STEM Teacher Preparation: Workshop #2
May 30, 2015
Central Washington Univers i ty
Dan Hanley, Ph.D.Susan Kagel , M.E.S
MORE FOR TEACHERS
MENTORING PROGRAM
WESTERN WASHINGTON UNIVERSITY
Model of Research-based Education (MORE) for Teachers
PIs: Dan Hanley, Matt Miller, Chris OhanaResearch Associates: Joe Brobst,Phil Buly, Susan Kagel, Tammy Tasker
Supported by the National Science Foundation DRK-12 Grant No. 1119678.
Need/Purpose Design PrinciplesElementary Science Methods and Practicum Courses
MORE Mentoring Program DesignFindingsSynthesis/Discussion Questions
MENTORING PROGRAM PRESENTATION
CHALLENGES• PSTs’ and
classroom teachers’ limited understanding of effective science instruction centered on student learning.
• Classroom teachers’ knowledge and skills with mentoring
NEEDS• Develop mentor’s
pedagogical knowledge of effective science instruction
• Develop mentors’ ability to use mentoring strategies
Embedded in elementary practicum course
Science-focusedResearch-based elements of effective
science instruction and effective mentoring practices
Feasible to implement/Reasonable time commitment
Practice-based for classroom teachers
DESIGN REQUIREMENTS
Two-quarter sequenceElementary Science Methods
Course Science pedagogy Unit/Lesson planning
Elementary Science Practicum Course Classroom-based Planning, teaching, assessing
science instruction
ELEMENTARY SCIENCE METHODS AND PRACTICUM COURSES
Fall 2013 Spring 2014 Winter 2015Baseline Data Mentoring Cycle 2 Mentoring Cycle 3Mentoring Cycle 1 Post-Data #1 Post-Data #2
FALL -Saturday PD: What to talk about in a learning-focused mentoring conversation? (i.e., Elements of Eff ective Science instruction)-Follow-up, school-based mentoring meeting
SPRING-Saturday PD: How to structure and facilitate a learning-focused mentoring conversation? (Mentoring Stances) -Follow-up, school-based mentoring meeting
WINTER-Saturday PD: Mentoring Strategies
MORE FOR TEACHERS MENTORING PROGRAM
Eff ective Science Instruction • Banilower et al, 2010• Modeling sharing, and reflecting on, our initial ideas• Modeling through mini-content immersions• Shift from teacher-focused to student-focused
EFFECTIVE SCIENCE INSTRUCTION
Mentoring Matters: Learning-focused conversations•Mentoring Stances• Consulting• Collaborating• Coaching
• Third Point• Invitation to Thinking Strategies• Paraphrasing Strategies
MENTORING
Eff ective Science Instruction Observation Guide
Stoplight Model for Reflection
"I changed my focus in my feedback to help the practicum student think about student performance, if that performance is showing mastery or not".
“The whole stoplight thing literally slowed me down and changed how I opened the conversation. And it might have been the same length of conversation as a quick review, but it didn’t start with, ‘Here’s what you need to do,’ they were all wondering questions which the interns could then think about, and more times than not they were able to identify where they needed to go next.”
TOOLS
Six elementary schools over three yearsOver 50 teachers participated
CriteriaLarge schoolsInvolved principalInterested teachers
PARTICIPANTS
Of the twenty eight teachers from Cohorts 1 and 2 who completed the baseline survey, in the last three years:
60% had less than one day of professional development in effective science instruction.
78% had less than one day of professional development in mentoring.
91% had previously served as a mentor for science practicum students.
SAMPLE
QUALITY OF MENTORING PROGRAM
Number of participants
(Cohorts 1 and 2)
% strongly agree or agree that the workshop reflected careful planning and organization
% strongly agree or agree that they would recommend the workshop to a colleague
Fall Workshop 37 100 100Spring Workshop 36 100 100Winter Workshop 36 100 100"It was one of the best things I’ve ever participated in. It was so well thought out, well planned, and really kept focused on time. I think that everyone felt that they really got a chance to participate at whatever level they chose. The people that led it, every one of them was so skilled in teaching and presenting…They kept us going and busy. I have to say, in my career I haven’t attended a lot of excellent workshops like this one…There was such respect for our time and our commitment; they really treated us like royalty.“
- Teacher, Cohort 1
PRE/POST-SURVEY OF EFFECTIVE SCIENCE PRACTICES (N=26)
Note: Cohort 1, N=12 Pre, N=16 Post PD1, N=10 Post PD2; Cohort 2, N=16 Pre, N=16 Post PD1
34%
48%
56%
7%
20%15%
29%
43%
56%
36%
42% 44%42%
63%
9%
21%24%
49%
31%
41%
0%
20%
40%
60%
80%
100%
Pre PD Post PD1Post PD2 Pre PD Post PD1Post PD2 Pre PD Post PD1Post PD2 Pre PD Post PD1Post PD2
ESI CONTENT ESI DATA COACHING STANCE PST TALK
Perc
enta
ge o
f Cod
ed T
ext
Mentoring Conversation Characteristics by Cohort
Cohort 1 Cohort 2
Main take-aways?What is your institution/agency doing to develop
mentor teachers? What lessons have you learned from this work?
DISCUSSION QUESTIONS
Acknowledgements• WWU• SMATE• NSF
This work supported by the National Science Foundation DRK-12 Grant No. 1119678.
Recommended