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

@mcesaaz

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Engineering STEM Identity (ESI)

Developing Teacher Support for

STEM Professional Learning Using

Video Conferencing

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

Maricopa County

By the Numbers

728,077

Students

58

School Districts

435

Individual

Charter Schools

32,015

Teachers

A Few Districts in Maricopa County

Phoenix

Union HS

32

23

26,392

5,186

41,653

64,932

VISION: Creating conditions for all children

and youth to succeed through

•

_{Education Innovation}

•

_{Executive Leadership}

Education Innovation

CHALLENGE:

“

Too Few Students are Persisting in

STEM Courses”

SOLUTION:

Engineering STEM Identity

ESI STEM Identity

Activities

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)

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

E

SI STEM Teachers Trained in Modeling

Instruction via Videoconferencing

Scientific Academic Language

Posing Questions

Explaining Rationale Authentic Engagement

Videoconference in remote

locations of Arizona

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.

Snapshot from Videoconference

Summer Modeling Instruction Training

 _{8 Years average teaching experience}  _{65% Participants teach science}

 _{35% Participants teach math}  _{72% of Participants chose}

Data from Videoconference

Summer Modeling Instruction Training

IVL (Interactive Video Lab)

environment for Professional Learning

Strongly Agree

Agree Neutral Disagree Strongly

Disagree

The IVL made my attendance in the workshops convenient.

48% 32% 15% 5% 0%

The IVL provided opportunities for me to interact with workshop facilitators and

participants in meaningful ways. 16% 69% 15% 0%

0%

The IVL made my workshop experience positive and meaningful.

11% 69% 15% 5% 0%

If I were to engage in this training again, I

Technology Used for Videoconferencing

Teacher Training

3 - Mounted Wall Cameras

IVL Carts (Interactive Video Lab)

• _{Each school site}

• On-site at MCESA

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

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”

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

Teacher Testimonial Video after one year of

using Modeling Instruction and

coached via videoconference:

STEM Professionals increase teacher STEM

Knowledge via Videoconference

Recruit STEM Professionals

Train STEM Professionals

Classroom Engagement for students and teachers via

STEM Professionals

ARCADIS-US Intel

ASU Medtronic

Axosoft SAP

Freeport-McMoRan State Farm

Local Motors Kimley-Horn

Orcutt Winslow SPS + Architects

Insight American Express

Over 350 STEM professionals trained for ESI activities!

Employers of volunteers include the following:

Role Model Training for STEM Professionals

Two Videoconference Choices for STEM Role Models:

• Serve as a STEM

“Consultant”

–Make connections between

the classroom and the “real

world”

–Offer advice and feedback

to students on their “STEM

Challenge”

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”

Share your “STEM Story”

• Where do you live when you were younger?

• What inspired you as a child?

• What things did you like to do?

• Who was your Role Model?

• What events had an impact on your chosen career today?

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}

STEM Professionals videoconference with

teachers to support Authentic Engagement

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”

Videoconferencing technology for STEM Professionals to

Support Teacher Professional Learning in Classrooms

Laptop/computer/ smartphone

Interactive Video Cart

Highlights of Preliminary Data

ATI Galileo Math and Science

Career Interest Survey

BECI

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.

 6th _{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.

Highlights

of

Preliminary Data Results

Science

Grade Actual Scale Growth Expected Growth 6 78.54 52.38 7 45.04 15.83 8 61.72 49.43

Observed Gain Vs Growth Expectation

Grades 6, 7, and 8 Science ESI students

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%

Highlights

of

Preliminary Data Results

Qualitative Data

“My students have become more engaged in Science and developed a deeper interest in the different professions.” “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 with peers.”

“I think the STEM Program is a great way to interact

with others, learn from other classes and expand our education in

MCESA Engineering STEM Identity featured on

U.S. Dept. of Education Office of Technology - Story Site

Developing Teacher Support for STEM Professional

Learning

using Videoconferencing

Q/A

@mcesaaz

/mcesaaz

www.maricopa.gov/mcesa

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