January/February 2018 – Vol. 31 No. 2

Raising the Prestige of Teaching STEM

Posted: Friday, May 20th, 2016

by Lisa Hegdahl

What makes a career prestigious?  Is it the power it wields? The number of people it impacts? The required number years of training? The amount of the monthly paycheck? According to dictionary.com, prestige is defined as:

“…reputation or influence arising from success, achievement, rank, or other favorable attributes.”

Space Shuttle Independence Houston Space Center Photo by Lisa Hegdahl

Space Shuttle Independence
Houston Space Center Photo by Lisa Hegdahl

At the Houston Space Center, control site for 17 Apollo missions, 275 representatives gathered for the 5th Annual 100Kin10 Partner Summit to explore the question of how to continue to go above and beyond in taking on the grand challenges of training and retaining great STEM teachers.   One of those challenges is identified as –  “teaching lacks prestige and is not widely perceived as a top career choice for STEM graduates”.  Small group sessions allowed partners to examine the issue from a variety of perspectives and experiences.

What is 100Kin10?

In his 2011 State of the Union Address, President Obama “announced a national goal to prepare 100,000 new teachers in science, technology, engineering, and math over the next decade.”

100Kin10 is an expanding network of more than 230 partner organizations, each taking on a piece of work to contribute to the goal of 100,000 excellent STEM teachers.  CSTA became a member in 2013 joining the nation’s top academic institutions, nonprofits, foundations, companies, and government agencies, among others, that contribute to the goal by recruiting stronger STEM teachers, transforming how STEM teachers are hired, supported, and developed, or changing policy, sharing the STEM story with the wider world, and contributing funds towards the 100Kin10 goal.

STEM Teacher Image

Hegdahl2According to Zachary Levine of TEACH, there are several contributing factors to the current image of STEM teachers.  Most people believe that teachers primarily deliver instruction, administer quizzes, and assign homework.  However the STEM classroom of 2016 looks much different than the classrooms of our grandparents, parents, and even those of my 23 year old nephew.   The Next Generation of Science Standards, Common Core, and advancements in technology have transformed classrooms into problem solving and sense making environments that have in turn required changes in the role of STEM teachers and how they interact with their students.

Do these skills look familiar?

  • Public speaking that can captivate a room and inspire interest in any topic
  • Thinking on one’s feet and showing poise under pressure
  • Setting long term goals for people and then mapping out steps that lead to that goal
  • Motivating people and earning their trust
  • Analyzing data to drive decisions
  • Having an incredibly strong work ethic

Hegdahl3While teachers may readily recognize them as skills they use daily in their classrooms, it might be surprising to know that they are also skills developed at Stanford’s School of Business.  Turning the focus from what teachers do to the expertise needed to carry out the role of a teacher, is critical when attempting to update the image of STEM teaching.

Melanie Narish, a Talent Officer for Great Hearts Academies, believes there are three ways to increase STEM teacher prestige.

  1. Change the language about why we teach STEM –
    1. STEM teaching is a noble tradition that is not all about the answers, but about the questions.
    2. Teachers teach these subjects because the subjects are amazing. STEM content allows us to have awe of the world around us.
  2. Cultivate teachers who exude wonder and inquiry.
    1. Professional development should invigorate teachers as well as students.
  3. Veteran teachers should interact with college students who show an interest in STEM teaching.
    1. Determine which teachers would represent the profession well.
    2. Go out to the students and meet them in person.
    3. Share the true vision of the life of STEM teachers.
      1. Share the joy and nobility of the profession through stories.
      2. Have students reflect on what will make them happy in a lifelong profession.

100kin10The 100Kin10 organization identified the root causes of low STEM Teaching prestige as:

  • Insufficient incentives to join the profession
  • Cultural norms devalue teaching
  • Lack of diversity in the STEM teacher workforce
  • Poor teaching conditions
  • Lack of support and understanding from higher education

Although I participated in several discussions around this topic over the two day Summit, I would be dishonest if I said that we reached a consensus about the reasons for the lack of STEM teaching prestige or the next best course of action.  I did, however, receive a new awareness of the concerns of the larger 100Kin10 partnership around the issue and how it will affect the goal of cultivating 100,000 new STEM teachers in, now, five years.  CSTA is committed to the 100Kin10 goal and continues to move forward to promote high quality science instruction by highly skilled science teachers.

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Written by Lisa Hegdahl

Lisa Hegdahl

Lisa Hegdahl is an 8th-grade science teacher at McCaffrey Middle School in Galt, CA and is Past-President of CSTA.

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Accelerating into NGSS – A Statewide Rollout Series Now Accepting Registrations

Posted: Friday, January 19th, 2018

Are you feeling behind on the implementation of NGSS? Then Accelerating into NGSS – the Statewide Rollout event – is right for you!

WHO SHOULD ATTEND
If you have not experienced Phases 1-4 of the Statewide Rollout, or are feeling behind with the implementation of NGSS, the Accelerating Into NGSS Statewide Rollout will provide you with the greatest hits from Phases 1-4!

OVERVIEW
Accelerating Into NGSS Statewide Rollout is a two-day training geared toward grade K-12 academic coaches, administrators, curriculum leads, and teacher leaders. Check-in for the two-day rollout begins at 7:30 a.m., followed by a continental breakfast. Sessions run from 8:00 a.m. to 4:15 p.m. on Day One and from 8:00 a.m. to 3:30 p.m. on Day Two.

Cost of training is $250 per attendee. Fee includes all materials, continental breakfast, and lunch on both days. It is recommended that districts send teams of four to six, which include at least one administrator. Payment can be made by check or credit card. If paying by check, registration is NOT complete until payment has been received. All payments must be received prior to the Rollout location date you are attending. Paying by credit card secures your seat at time of registration. No purchase orders accepted. No participant cancellation refunds.

For questions or more information, please contact Amy Kennedy at akennedy@sjcoe.net or (209) 468-9027.

REGISTER

http://bit.ly/ACCELERATINGINTONGSS

DATES & LOCATIONS
MARCH 28-29, 2018
Host: San Mateo County Office of Education
Location: San Mateo County Office of Education, Redwood City

APRIL 10-11, 2018
Host: Orange County Office of Education
Location: Brandman University, Irvine

MAY 1-2, 2018
Host: Tulare County Office of Education
Location: Tulare County Office of Education, Visalia

MAY 3-4, 2018
Host: San Bernardino Superintendent of Schools
Location: West End Educational Service Center, Rancho Cucamonga

MAY 7-8, 2018
Host: Sacramento County Office of Education
Location: Sacramento County Office of Education Conference Center and David P. Meaney Education Center, Mather

JUNE 14-15, 2018
Host: Imperial County Office of Education
Location: Imperial Valley College, Imperial

Presented by the California Department of Education, California County Superintendents Educational Services Association/County Offices of Education, K-12 Alliance @WestEd, California Science Project, and the California Science Teachers Association.

Written by California Science Teachers Association

California Science Teachers Association

CSTA represents science educators statewide—in every science discipline at every grade level, Kindergarten through University.

The Teaching and Learning Collaborative, Reflections from an Administrator

Posted: Friday, January 19th, 2018

by Kelly Patchen

My name is Mrs. Kelly Patchen, and I am proud to be an elementary assistant principal working in the Tracy Unified School District (TUSD) at Louis Bohn and McKinley Elementary Schools. Each of the schools I support are Title I K-5 schools with about 450 students, a diverse student population, a high percentage of English Language Learners, and students living in poverty. We’re also lucky to be part of the CA NGSS K-8 Early Implementation Initiative with the K-12 Alliance. Learn More…

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Written by NGSS Early Implementer

NGSS Early Implementer

In 2015 CSTA began to publish a series of articles written by teachers participating in the California NGSS k-8 Early Implementation Initiative. This article was written by an educator(s) participating in the initiative. CSTA thanks them for their contributions and for sharing their experience with the science teaching community.

2018 CSTA Conference Call for Proposals

Posted: Wednesday, January 17th, 2018

CSTA is pleased to announce that we are now accepting proposals for 90-minute workshops and three- and six-hour short courses for the 2018 California Science Education Conference. Workshops and short courses make up the bulk of the content and professional learning opportunities available at the conference. In recognition of their contribution, members who present a workshop or short course receive 50% off of their registration fees. Click for more information regarding proposals, or submit one today by following the links below.

Short Course Proposal

Workshop Proposal Learn More…

Written by California Science Teachers Association

California Science Teachers Association

CSTA represents science educators statewide—in every science discipline at every grade level, Kindergarten through University.

CSTA’s New Administrator Facebook Group Page

Posted: Monday, January 15th, 2018

by Holly Steele

The California Science Teachers Association’s mission is to promote high-quality science education, and one of the best practice’s we use to fulfill that mission is through the use of our Facebook group pages. CSTA hosts several closed and moderated Facebook group pages for specific grade levels, (Elementary, Middle, and High School), pages for district coaches and science education faculty, and the official CSTA Facebook page. These pages serve as an online resource for teachers and coaches to exchange teaching methods, materials, staying update on science events in California and asking questions. CSTA is happy to announce the creation of a 6th group page called, California Administrators Supporting Science. Learn More…

Written by Guest Contributor

From time to time CSTA receives contributions from guest contributors. The opinions and views expressed by these contributors are not necessarily those of CSTA. By publishing these articles CSTA does not make any endorsements or statements of support of the author or their contribution, either explicit or implicit. All links to outside sources are subject to CSTA’s Disclaimer Policy: http://www.classroomscience.org/disclaimer.

Find Your Reason to Engage

Posted: Monday, January 15th, 2018

by Jill Grace

I was recently reflecting on events in the news and remembered that several years ago, National Public Radio had a story about a man named Stéphane Hessel, a World War II French resistance fighter, Nazi concentration camp survivor, and contributor to the United Nation’s Universal Declaration of Human Rights. The story focused on a book he had published, Time for Outrage (2010).

In it, Hessel makes the argument that the worst attitude is indifference:

“Who is in charge; who are the decision makers? It’s not always easy to discern. We’re not dealing with a small elite anymore, whose actions we can clearly identify. We are dealing with a vast, interdependent world that is interconnected in unprecedented ways. But there are unbearable things all around us. You have to look for them; search carefully. Open your eyes and you will see. This is what I tell young people: If you spend a little time searching, you will find your reasons to engage. The worst attitude is indifference. ‘There’s nothing I can do; I get by’ – adopting this mindset will deprive you of one of the fundamental qualities of being human: outrage.  Our capacity for protest is indispensable, as is our freedom to engage.”

His words make me take pause when I think of the status of science in the United States. A general “mistrust” of science is increasingly pervasive, as outlined in a New Yorker article from the summer of 2016. Learn More…

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Written by Jill Grace

Jill Grace

Jill Grace is a Regional Director for the K-12 Alliance and is President of CSTA.