1. Webinar: Building a State Coalition for NGSS-ESS Organizers: Susan Sullivan, CIRES, CU Boulder & NAGT Past President Aida Awad, Maine East H.S. & NAGT Past President Ed Robeck, AGI John McDaris, SERC/NAGT

2. Webinar overview: ➢ Welcome and introductions ➢ Presenter Edward Geary Western Washington University  Discussion and Q&A ➢ Future Events

3. Upcoming Events:  Webinars: 2 nd Thursdays, 1p PT/4p ET Fall 2016 Introducing Teachers to the NGSS-ESS NSTA Support Tools for NGSS-ESS  7/18-22/16 Earth Educators Rendezvous  GSA and AGU abstract deadlines GSA July 12 AGU August 5  Email list and archived webinars: http://nagt.org/nagt/profdev/workshops/ngss_summit/i ndex.html http://nagt.org/nagt/profdev/workshops/ngss_summit/i ndex.html

4. Ed Geary Western Washington University NAGT Webinar: May 12, 2016 BUILDING A STATE COALITION TO SUPPORT THE NGSS-ESS AND CCSS (WITH A FOCUS ON CREATING “NEXT GEN” STEM TEACHER PREPARATION PROGRAMS)

5. WEBINAR OVERVIEW Explore a Next Generation Vision of K-12 STEM Teacher Preparation Learn about the Washington State’s collaborative model for preservice STEM education reform Discuss the Nuts and Bolts of building a statewide coalition Discuss how the Earth and Space Sciences fit into and benefit from this model

6. How will science education change with the NGSS? SCIENCE EDUCATION WILL INVOLVE LESS:SCIENCE EDUCATION WILL INVOLVE MORE: Rote memorization of facts and terminology Facts and terminology learned as needed while developing explanations and designing solutions supported by evidence-based arguments and reasoning. Learning of ideas disconnected from questions about phenomena Systems thinking and modeling to explain phenomena and to give a context for the ideas to be learned Teachers providing information to the whole class Students conducting investigations, solving problems, and engaging in discussions with teachers’ guidance Teachers posing questions with only one right answer Students discussing open-ended questions that focus on the strength of the evidence used to generate claims Students reading textbooks and answering questions at the end of the chapter Students reading multiple sources, including science-related magazine and journal articles and web-based resources; students developing summaries of information. Pre-planned outcome for “cookbook” laboratories or hands-on activities Multiple investigations driven by students’ questions with a range of possible outcomes that collectively lead to a deep understanding of established core scientific ideas Worksheets Student writing of journals, reports, posters, and media presentations that explain and argue Oversimplification of activities for students who are perceived to be less able to do science and engineering Provision of supports so that all students can engage in sophisticated science and engineering practices Source: National Research Council. (2015). Guide to Implementing the Next Generation Science Standards (pp. 8-9). Washington, DC: National Academies Press. http://www.nap.edu/catalog/18802/guide-to- implementing-the-next-generation-science-standardshttp://www.nap.edu/catalog/18802/guide-to-

7. THE WORLD OF 2030 Environment EconomySociety

8. TWO “VISIONING” QUESTIONS TO PONDER---- What are the Characteristics: (Knowledge, Skills, and Dispositions) needed by: Elementary (STEM) Teachers and Students in 2030? Secondary (STEM) Teachers and Students in 2030? What do Teacher Preparation Programs need to do (differently) to produce these Next Generation teachers (and students)?

9. (STEM) TEACHERS IN 2030 Elementary Teachers Generalists with strong understanding of STEM, project-based learning, and real world STEM experience Middle and High School Teachers Strong content and pedagogical content knowledge in the subject(s) they teach on a regular basis Research and/or Work Experiences in one or more aspects of STEM All Teachers Effective collaborators, able to co-teach and promote learning across disciplines 3-D teachers, able to effectively integrate NGSS and CCSS Core Ideas, Practices, and Cross-cutting Concepts in their classrooms for all students Able to understand and connect with diverse families and communities

10. SUMMARY OF “NEXT GENERATION” TEACHER PREPARATION PROGRAM COMPONENTS: Teacher prep. programs have extensive clinical (field-based) components and are collaborative, working with in-service teachers and schools that practice in ways we want to reproduce Teacher preparation programs have a strong induction component including placement with expert mentors, training for mentors, and initiation into professional learning communities Disciplinary departments and Teacher Prep. Programs have strong, synergistic recruitment efforts. STEM teaching is promoted as an exciting and fulfilling career opportunity, rather than a good back up plan.

11. STEM TEACHER PREPARATION PROGRAM COMPONENTS (CONT.) Future teachers' experience of undergraduate STEM courses models experiences they are expected to re-create (particularly important for Secondary Ed. STEM teachers) Programs are structured to foster continuous improvement via feedback and collaboration with inductees, schools, industry, government, and other community stakeholders Courses, curricula, pedagogy are evidence-based and tightly connected (STEM, not science, math and engineering in different silos)

12. Large-scale Themes Relating to Strong Content Knowledge, Subject Matter and Curriculum Goals: Teachers understand and use the Next Generation of Science Standards and Common Core State Standards to guide instruction a)DCIs, Practices, Cross-cutting themes b)and how to integrate these components Teachers are knowledgeable about Engineering and Computer Science and how to integrate these subjects with other STEM subjects.

13. Large-scale Themes Relating to Teaching: Teachers have strong pedagogical content knowledge Teachers are able to facilitate learning across disciplines Teachers are able to create inclusive learning environments

14. Large-Scale Themes Relating to Culture/Communication/Collaboration: Teachers are knowledgeable about how schools work Teachers are able to work effectively with diverse students, colleagues, families, and community organizations. Teachers are active participants in Professional Learning Communities

15. BUILDING A STATEWIDE COALITION: A COLLECTIVE IMPACT IMPROVEMENT MODEL

16. OVERARCHING GOAL Improve science learning and Earth literacy for all Washington State students by creating a collaborative, collective impact model for STEM teacher preparation in Washington State aligned with the Next Generation Science Standards (NGSS), the Common Core State Standards, and utilizing InTeGrate materials. Exploring Geoscience Methods Soils, Systems, and Society InTeGrate

17. WHO WE ARE 12* Four-Year Colleges & Universities-- producing >90% of STEM teacher graduates in Washington State Two-Year College STEM Faculty Western Governors University* K-12 Educators---Teachers, Principals, District Administrators Businesses---Goggle, Code.org Govt. Orgs---OSPI, PESB, ESDs, PNNL NGO’s—MESA, Pacific Science Center, Washington LASER, WA-STEM, WA-ToToS, WA-ToToM, Compass 2 Campus

18. WHAT WE’VE DONE SO FAR: Held Three Workshops (Jan., May, and Oct. 2015) Conducted an NGSS STEM Teacher Preparation Course(s) Gap Analysis Developed Working Groups to collaboratively improve six aspects of STEM Teacher Preparation programs including: Integration of Computer Science, Engineering, and Sustainability concepts and practices into courses and curricula, and Strengthening Clinical Practice, Induction, and Pedagogical Content Knowledge Identified three foundational components that need to be addressed: Organizational Change, Increasing Diversity and Building Collaborations

19. NGSS SURVEY RESULTS How well do our TP classes prepare preservice teachers for the NGSS?

20. WHAT THE SURVEY Did Do Measured 5 latent variables (Science & Engineering Practices, Crosscutting Concepts, Teaching Disciplinary Core Ideas, Integration of the Three Dimensions, and Best Practices in Science Education) found to express the key constructs of the NGSS framework Measured our level of confidence in how well our primary STEM TP course prepares preservice teachers for the NGSS Did Not Do Measure how our STEM TP courses prepare preservice teachers for the CCSS Measure the totality of STEM TP needs

21. WHAT DID THE SURVEY TELL US? Strong in Teaching Disciplinary Core Ideas – overall we feel pretty good about how well our courses are preparing preservice educators to teach the Disciplinary Core Ideas Weak in Crosscutting Concepts – overall we feel the least confidence with the Crosscutting Concepts Correlation between Familiarity & Application – there appears to be a relationship between how strongly we rate our personal understanding of the NGSS with how strongly we believe our classes prepare preservice educators to teach from them

22. WHAT WE PLAN TO DO IN THE NEXT 4 YEARS Agree on a Shared “Next Generation” Vision for STEM Teacher Preparation in Washington State Develop and pilot a set of Professional Development workshops to improve six key areas of STEM Teacher Preparation Have IHE/Regional Teams develop and implement Action Plans to achieve this vision at their institutions Create NGSS and CCSS aligned and accredited programs Create new Endorsements in Computer Science and Engineering Continue to share resources, models, and ideas for improving STEM Teacher Preparation--- at our own institutions---Statewide--- and Nationally Evaluate and continually improve our Next Generation STEM Teacher Preparation model through feedback from our graduates and partners

23. COALITION BUILDING: NUTS AND BOLTS Get Numerous, Diverse, Stakeholders Engaged Identify Common Areas of Need, Interest, and Motivation for Individuals and Organizations Collect Baseline Data Develop a Common (shared) Vision and Agenda Move from a Model of Competition to a Model of Collaboration Create Trust Be Inclusive Leverage and Share Existing Resources, Models, and Tools Be Flexible… one size does not fit all Communicate, Communicate, Communicate Have Early “Wins” and Make Steady Forward Progress Use Common Measurements to Measure Progress and Impacts Create a Backbone Support Organization (to support/sustain efforts)

24. EARTH AND SPACE SCIENCE CONSIDERATIONS Earth and Space Science is only a part of STEM Education…. To enhance this component we need to collaborate with others and think beyond promoting just Earth and Space science (Think WIN-WIN) Earth and Space science DCI’s are a core part of the NGSS, as they were in the first set of Science Standards developed by the NRC in 1996…. BUT that still doesn’t mean that High Schools will adopt and teach them. Blueprint for Change (2002)– remember the Earth and Space Science Revolution? NGSS---Appendix K: Model Course Mapping in Middle and High School Conceptual Progressions model (Concept focused, integration across disciplines) Science Domains Model (Physical, Life, and Earth and Space Science) Modified Science Domains Model (Biology, Chemistry, Physics) (business as usual) With Earth and Space science integrate into these courses Engineering and Computer Science also need to be part of the K-12 curriculum Advocate, Communicate, Support…NGSS implementation…. or accept the Status Quo

25. A FEW PARTING THOUGHTS: Opportunity… what the NGSS and CCSS have given the Earth and Space Science Education community Shared Vision… what we need to create to take advantage of this Opportunity Systems Thinking and Planning… a necessary approach to achieving our Vision Collaborations… within and across institutions and disciplines to turn Systems Thinking and Planning into concrete actions that support the Next Generation of STEM Teachers and Students Commitment… a long-term requirement for sustaining Collaborations and continually improving STEM Education

26. QUESTIONS

27. TEACHER PREPARATION NEEDS IN WASHINGTON STATE: More STEM Teachers… statewide shortage And declining enrollment in Secondary Science and Math Education majors More Diverse STEM Teacher Workforce Teachers Endorsed in Computer Science and Engineering Performance/Competence Based Assessments Flexible, Responsive, and Collaborative Teacher Preparation Programs STEM Research and Work experiences for K-12 teachers with business, community, and government organizations

28. Upcoming Events:  Webinars: 2 nd Thursdays, 1p PT/4p ET Fall 2016 Introducing Teachers to the NGSS-ESS NSTA Support Tools for NGSS-ESS  7/18-22/16 Earth Educators Rendezvous  GSA and AGU abstract deadlines GSA July 12 AGU August 5  Email list and archived webinars: http://nagt.org/nagt/profdev/workshops/ngss_summit/i ndex.html http://nagt.org/nagt/profdev/workshops/ngss_summit/i ndex.html

29. Thank you! Contact information: Susan Sullivan susan.sullivan@Colorado.edu, 303-492-5657 susan.sullivan@Colorado.edu Aida Awad aawad@maine207.org Edward Robeck ecrobeck@agiweb.org