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.