Council of State Science Supervisors

March 2011

Sally Ride Science

• Founded in 2001• 27 employees (educators, scientists, writers,

technical staff) • Specialists in K-8 science education • Create accurate and engaging standards-based

science content• Provide high-quality teacher training

It’s suicidal to create a society that depends on science and technology . . . in which no one knows anything about science and technology.

- Carl Sagan

Science Education: A National Imperative

• Science and technology fuel the nat’l economy• global competitiveness depends on next

generation of scientists, engineers• 80% of jobs in next 10 years will require

science/technology skills (includes basic, living wage jobs)

• Science literacy increasingly important

• Science Education is now in focus

The Research

• In 4th grade, students “like” science (NCES)• 68% of boys, 66% of girls

• Students begin to disengage in 5th-8th grade• Reasons: many, but largely societal

• Subtle messages, stereotypes, perceived peer reaction, perceived relevance

• Research suggests effective strategies to sustain interest & engage them in science• (particularly among girls and underrepresented minorities)• Counter stereotypes early; make science/scientists relevant

Our Teacher Training Program

• Research-based• Train-the-trainer model• Targets teachers in elementary and (separately)

middle school• Teachers trained on

• Importance of STEM education to all students• Research on when and why students disengage• Research-based classroom strategies and resources -- to

incorporate into existing curriculum: including science, math, language arts.

Teacher Training Program (cont’d)

Designed to help teachers• Fuel students’ interest in science• Humanize science & scientists/engineers• Encourage students to think about themselves and

their aspirations• Guide students in setting goals • Instill information about future workforce needs (and

STEM careers)• Practice and be comfortable with “Best Practices” of

science

Academy Training Format

• 4-day summer training (funded by ExxonMobil)• Trainer of trainers model• Participants selected by their district, come in teams• Team consists of

• An administrator (e.g.,Science Coordinator--leadership critical)• 3 master teachers• 1 counselor (middle school; partnered with ASCA)

• Provided:• Detailed training manual and trainer’s script• Resources and activities• Access to online network (support, resources, community)• Support for training back in their districts

Academy Results to Date

• 2 summers of Academy training• 400 trainers trained (representing ~40 districts; e.g.,

Houston ISD, Miami-Dade, DC public schools)• By June, those trainers will have trained ~4000

teachers in their districts• Program has undergone 3rd party evaluation since

inception• First year results: statistically significant impact on

• Teacher practices• Student attitudes

• Trainers and their trainees very positive about program

Extend to Site-Based Format

Use other funding sources to bring training to large districts, or defined geographic regions. • Model: Intensive 2+-day training for cohorts of 50

trainers, training in teams. • Trainers identified/selected by, e.g., State Science

Coordinator• Provide training resources and access to continuing

online support and network• Teams of trainers train other teachers in their regions,

in roughly 10:1 ratio per session, with funding provided by district/state

Site-Based Format (Cont’d)

• Funded: Office of Naval Research (start June ‘11)• Partnering initially with LA & MS, then likely AL to train

elementary school teachers in the Central Gulf Coast region• Grant funds training & support of trainers, and working with

State on subsequent implementation plan.• Subsequent training funded through, e.g., MSP, Title II, etc.

• Pending: NSF (potential start July ’11)• Partnering with states (initially LA, TN, AZ) to train middle

school science teachers statewide • Grant funds training & support of trainers; states or districts

fund subsequent training – e.g., through MSP, Title II, etc• Potential to extend to 4 more states

Why CSSS?

• Make CSSS aware of this professional development training (train-the-trainer model, training elementary and middle school teachers on research and strategies to engage students in science, help them think about their futures and make connections to workforce and STEM careers)

• Obtain CSSS support for future grant proposals• Obtain member advice on implementation strategies

for particular states, as appropriate

Back-up

17By Sarah G-H. By Taylor J.

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Goal: get students from

to

By Nicole Y.