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.”
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
According 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
While 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.
- Change the language about why we teach STEM –
- STEM teaching is a noble tradition that is not all about the answers, but about the questions.
- Teachers teach these subjects because the subjects are amazing. STEM content allows us to have awe of the world around us.
- Cultivate teachers who exude wonder and inquiry.
- Professional development should invigorate teachers as well as students.
- Veteran teachers should interact with college students who show an interest in STEM teaching.
- Determine which teachers would represent the profession well.
- Go out to the students and meet them in person.
- Share the true vision of the life of STEM teachers.
- Share the joy and nobility of the profession through stories.
- Have students reflect on what will make them happy in a lifelong profession.
- 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.
Posted: Wednesday, October 12th, 2016
by Jessica Sawko
In June 2016 California submitted a waiver application to discontinue using the old CST (based on 1998 standards) and conduct two years of pilot and field tests (in spring 2017 and 2018, respectively) of the new science assessment designed to support our state’s current science standards (California Next Generation Science Standards (CA-NGSS) adopted in 2013). The waiver was requested because no student scores will be provided as a part of the pilot and field tests. The CDE received a response from the U.S. Department of Education (ED) on September 30, 2016, which provides the CDE the opportunity to resubmit a revised waiver request within 60 days. The CDE will be revising the waiver request and resubmitting as ED suggested.
At its October 2016 North/South Assessment meetings CDE confirmed that there will be no administration of the old CST in the spring of 2017. (An archive of the meeting is available at http://www.cde.ca.gov/ta/tg/ai/infomeeting.asp.) Learn More…
Posted: Thursday, September 22nd, 2016
by Carol Peterson
1) To celebrate the 100th anniversary of the National Park Service, Google has put together a collection of virtual tours combining 360-degree video, panoramic photos and expert narration. It’s called “The Hidden Worlds of the National Parks” and is accessible right from the browser. You can choose from one of five different locales, including the Kenai Fjords in Alaska and Bryce Canyon in Utah, and get a guided “tour” from a local park ranger. Each one has a few virtual vistas to explore, with documentary-style voiceovers and extra media hidden behind clickable thumbnails. Ideas are included for use in classrooms. https://www.engadget.com/2016/08/25/google-offers-360-degree-tours-of-us-national-parks/. Learn More…
Posted: Thursday, September 22nd, 2016
CSTA is pleased to announce the winners of the 2016 CSTA Awards for Distinguished Contributions, Margaret Nicholson Distinguished Service Award, 2014 and 2015 PAEMST-Science recipients from California, and the 2016 California PAEMST Finalists. The following individuals and organizations will be honored during the 2016 California Science Education Conference on October 21- 23 in Palm Springs. This year’s group of awardees are truly outstanding. Please join us in congratulating them!
Margaret Nicholson Distinguished Service Award
The Margaret Nicholson Distinguished Service Award honors an individual who has made a significant contribution to science education in the state and who, through years of leadership and service, has truly made a positive impact on the quality of science teaching. This year’s recipient is John Keller, Ph.D. Dr. Keller is Associate Professor, Cal Poly San Luis Obispo and Co-Director, Center for Engineering, Science, and Mathematics Education, Cal Poly San Luis Obispo. In her letter of recommendation, SDSU science education faculty and former CSTA board member Donna Ross wrote: “He brings people together who share the desire to make a difference in the development and implementation of programs for science teaching. Examples of these projects include the Math and Science Teaching Initiative (MSTI), Noyce Scholars Program, Western Regional Noyce Initiative, and the Science Teacher and Researcher (STAR) program.” Through his work, he has had a dramatic impact on science teacher education, both preservice and in-service, in California, the region, and the country. He developed and implemented the STEM Teacher and Researcher Program which aims to produce excellent K-12 STEM teachers by providing aspiring teachers with opportunities to do authentic research while helping them translate their research experience into classroom practice. SFSU faculty member Larry Horvath said it best in his letter:“John Keller exemplifies the best aspects of a scientist, science educator, and mentor. His contributions to science education in the state of California are varied, significant, and I am sure will continue well into the future.” Learn More…
Posted: Tuesday, September 20th, 2016
by Peter A’hearn
NGSS is a big shift. Teachers need to learn new content, figure out how this whole engineering thing relates to science, and develop new unit and lesson plans. How could NGSS possibly make life easier?
The idea that NGSS could make our lives easier came to me during the California State NGSS Rollout #1 Classroom Example lesson on chromatography. I have since done this lesson with high school chemistry students and it made me think back to having my own students do chromatography. I spent lots of time preparing to make sure the experiment went well and achieved the “correct” result. I pre-prepared the solutions and organized and prepped the materials. I re-wrote and re-wrote again the procedure so there was no way a kid could get it wrong. I spent 20 minutes before the lab modeling all of the steps in class, so there was no way to do it wrong. Except that it turns out there were many. Learn More…
Posted: Tuesday, September 20th, 2016
by Robert C. Victor. Twilight sky maps by Robert D. Miller. Graph of evening planet setting times by Dr. Jeffrey L. Hunt
Our evening twilight chart for September, depicting the sky about 40 minutes after sunset from SoCal, shows brilliant Venus remaining low, creeping from W to WSW and gaining a little altitude as the month progresses. Its close encounter within 2.5° N of Spica on Sept. 18 is best seen with binoculars to catch the star low in bright twilight. The brightest stars in the evening sky are golden Arcturus descending in the west, and blue-white Vega passing just north of overhead. Look for Altair and Deneb completing the Summer Triangle with Vega. The triangle of Mars-Saturn-Antares expands as Mars seems to hold nearly stationary in SSW as the month progresses, while Saturn and Antares slink off to the SW. Learn More…