1. How To Advance The Student-Centered Advocacy Agenda webinar
Collective Bargaining and Member Advocacy
Thursday, May 28, 2015

2. Instructions
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3. Agenda - NEA CBMA Student Centered Advocacy Webinar: Rosemary Knab, Research & Operations Director for the New Jersey Center for Teaching and Learning (NJCTL) May 28, 2015 (2:25-3:30 Eastern)
2:25-2:30 Instructions; Brief summary of Student Centered Advocacy and Toolkit update
2:30-3:15 Presentation by Rosemary Knab, Research & Operations Director (NJCTL)
3:15-3:29 Q and A
3:29-3:30 Conclusion & Webinar Survey request
(3:31-3:45) Survey and if needed, additional
Q and A

4. Student Centered Advocacy is About
Leveraging collective power in new ways to raise the voice and vision of educators.
Taking charge and implementing educator led solutions that work for students.
Using approaches tailored to each community to assure fairness and opportunity for every student.
Fighting for schools students deserve.

5. Student Advocacy Promotes
Safe, nurturing learning environments
Educator quality and professional development
Respect and appreciation for all cultural backgrounds and languages
Allocation of resources to support differentiated instructional practices
Access to health, wellness, nutrition, and counseling
Empowered educators and increased collaboration

6. The Road to Student Success: A Toolkit for Student Centered Advocacy
ACTION GUIDE
REAL PLACES/REAL STORIES
RESOURCES
STATUS:
FINAL EDITING AND DESIGN PHASE AND IT’S ABOUT TO GO TO PRINT

7. Center for Teaching and Learning
New Jersey
Center for Teaching and Learning
A Foundation created and initially funded by the NJEA in 2006
Its mission is to empower teachers to lead change so that all children have access to a high quality education
One aspect of that mission is to work with teachers to spread and improve successful programs so that all students benefit
Empowering Teachers …Leading Change

8. Center for Teaching and Learning
New Jersey
Center for Teaching and Learning
Rosemary Knab Director of Research and Operations

9. Center for Teaching and Learning
New Jersey
Center for Teaching and Learning
A not-for-profit company
Founded in 2007 by New Jersey Education Association (NJEA) with the mission of empowering teachers to lead school improvement.
An independent board with members from business, higher education, philanthropy and government.
A Foundation created and initially funded by the NJEA in 2006
Its mission is to empower teachers to lead change so that all children have access to a high quality education
One aspect of that mission is to work with teachers to spread and improve successful programs so that all students benefit

10. Center for Teaching and Learning
New Jersey
Center for Teaching and Learning
In our first six years CTL has become:
The #1 producer of U.S. physics teachers.
A significant producer of U.S. chemistry teachers.
Trained 1,430 teachers in 218 schools in 4 states and 2 countries.
A Foundation created and initially funded by the NJEA in 2006
Its mission is to empower teachers to lead change so that all children have access to a high quality education
One aspect of that mission is to work with teachers to spread and improve successful programs so that all students benefit

11. Center for Teaching and Learning
New Jersey
Center for Teaching and Learning
In our first six years CTL has:
Become the #1 producer of free editable K-12 mathematics and science course content.
Enabled teachers to use advanced technology to offer students an engaging classroom learning experience.
A Foundation created and initially funded by the NJEA in 2006
Its mission is to empower teachers to lead change so that all children have access to a high quality education
One aspect of that mission is to work with teachers to spread and improve successful programs so that all students benefit

12. Center for Teaching and Learning
New Jersey
Center for Teaching and Learning
Course Content
All of K-12 mathematics and science.
100,000 slides and 3,500 word documents.
Free and editable.
3.3 million pageviews last year.
518,800 downloads
254,000 unique visitors.
Used in all 50 states and 180 countries.
A Foundation created and initially funded by the NJEA in 2006
Its mission is to empower teachers to lead change so that all children have access to a high quality education
One aspect of that mission is to work with teachers to spread and improve successful programs so that all students benefit

13. Three Threads of CTL Programs
Demystifying math and science to make them accessible to all.
Correcting the high school science sequence.
Filling the shortage of physics and chemistry teachers.

14. Center for Teaching and Learning
New Jersey
Center for Teaching and Learning
This dramatic progress was made possible by taking a systems approach to addressing education.
Addressing the system, not its users.
A Foundation created and initially funded by the NJEA in 2006
Its mission is to empower teachers to lead change so that all children have access to a high quality education
One aspect of that mission is to work with teachers to spread and improve successful programs so that all students benefit

15. Systems Thinking When a system is broken:
Improving all its users is not the solution.
Improving the system is the answer.
Trying to improve all the users of a system is expensive, frustrating, and ineffectual.

16. Systems Thinking In a well designed system:
Good users of the system making a good effort achieve great results.
In a broken system:
Great users making a great effort achieve only good results.
Good users making a good effort achieve poor results.

17. Our Current System of Education
“The best in-school predictor of student learning is the quality of the teacher.”
The conclusion often taken from this is that we “just” need to improve all the teachers.
An alternative conclusion is that the system of education is broken.

18. Our Current System of Education
Wide variance between teacher performance reveal a poor system.
We must transform our system of education.
Technology has made transformation possible.

19. Progressive Science Initiative® (PSI ®) & Progressive Mathematics Initiative® (PMI®)
Every system must address a need.
PSI-PMI was designed to address the need that:
States and countries must improve student learning in science and mathematics as an issue of social justice and international competitiveness.

20. Science and Mathematics
Many 21st century jobs require prerequisite learning in science and mathematics:
Science Medicine
Technology Computer Science
Engineering Agricultural Science
Mathematics Veterinary Science,
Mining, etc.
Employment in these fields is strong and growing.

21. Science and Mathematics
Many other 21st century jobs are linked to the analytical thinking of science and mathematics:
Business Investment Banking
Finance Law
Urban Planning Corporate Planning
Design Architecture, etc.

22. Equity and Access
All students must learn math and science to have a fair chance at the jobs of the future.
This is essential to the life of each student.
This is essential to the future of their country; each country must realize the potential of all its citizens.

23. The Problem
In most countries, too small a percentage of students are successful in math and science.
Traditional approaches towards curriculum, pedagogy and assessment have failed many.
The teaching of these subjects has screened students out, not welcomed them in.
This is no longer acceptable.

24. The Current System is inefficient
The traditional system of education is inefficient.
Pushing on it harder:
Stresses students and teachers,
Doesn’t improve student learning or test results
Like forcing a key in the wrong lock; turning it harder breaks the key, but doesn’t open the lock

25. The PSI-PMI System of Education
PSI-PMI: A new system of education.
Rigor and Stress Are Decoupled
Student learning and enjoyment rise.
Teacher satisfaction and effectiveness improve.

26. The PSI-PMI System of Education
Integrates: Pedagogy
Curriculum
Assessment
Professional Development
Converges: The Written Curriculum
The Taught Curriculum
The Assessed curriculum

27. Pedagogy Social Constructivism Round Tables. Group Problem Solving.
Heterogeneous setting.

28. Pedagogy Direct Instruction
Interactive White Board (IWB) Notebook presentation.
Student Response Formative Assessment.
Teacher as part of social group.

29. Formative Assessment
Interactive White Board files connect direct instruction and social constructivism through real-time student polling.

30. Direct Instruction
Example: Direct Instruction - Adding Decimals

31. Direct Instruction
Example: Direct Instruction - Adding Decimals

32. Formative Assessment

33. Formative Assessment

34. The correct answer isn’t revealed.
The Key
The correct answer isn’t revealed.
All students must defend their answers.
Students like talking and debating.
Students focus on short direct instruction, and the arguments at their table, so they can get the next questions right.
Demonstrations and labs become extensions of this model, with open-ended labs driving inquiry.

35. Neuroscience, Vygotsky and Video Games
People like to struggle, and then win.
If there’s no struggle, it’s boring.
If there’s no win, it’s frustrating.
Releases endorphins, resulting in pleasure and memory retention.

36. Neuroscience, Vygotsky and Video Games
People are social.
Work done in a group is more fun.
The group moves all individuals forward faster than they would move alone.
Vygotsky’s Social Constructivism – Keeping students in their Zone of Proximal Development.

37. Summative Assessment
Grades based only on what students know and can do – tests, quizzes and labs
Grades are not subjective.
No points for homework, participation, etc.
Retakes available for all assessments.
Grades then correlate to End of Course Tests.
(APs, EOC Algebra I, Common Core, etc.)

38. Textbooks Are No Longer Used In Class
Group instruction is done with slides on an interactive white board.
Frequent student polling with student responders.

39. Textbooks Are No Longer Used In Class
Individuals work at home with the same slides used in class on phones, tablets, PCs, etc.
Video support for slides via posted videos on YouTube.

40. The Teacher’s Role Shifts
To teaching: communicating, engaging and motivating students.
Away from “lesson planning”.
No more individually designed assessments or lesson plans.

41. Teacher Created Digital Courses
Creating these courses is complex and time consuming - beyond the capacity of a single teacher.
Teams of teachers create digital courses.
The artisan model of lone teachers handcrafting lessons and assessments is obsolete.

42. Teacher Created Digital Courses
Collaboratively created courses replace individual lesson plans and assessments.
Continuous improvement is driven by the shared use of, and refinement by, many teachers.
Rather than 1000s of teachers working alone; 1000s of teachers work together to improve what they all will teach.

43. A New System of Education
The cost for PSI-PMI course development (about $1,000,000 per year) is borne by sponsors who believe in this mission.
Then shared with students and teachers for free at
Free and Open-Source

44. Free Open-Source Digital Courses
English language materials.
100,000+ slides
3,500+ Word Documents
It would take about 25 days, at 30 seconds a slide, 24 hours a day, just to see all the slides.
Spanish language versions being completed.

46. PSI-PMI Expansion Developed in 1 NJ school: 1999
Extended to NJ schools: 2007
Extended to Argentina: 2009
Extended to Colorado: 2011
Extended to The Gambia, West Africa: 2012
Extended to Vermont: 2013
Extended to Utah: 2014

47. Web Site Use – Last 12 Months
3.3 Million Pageviews from 180 countries
254,000 Unique Visitors

48. Web Site Teacher Registrations

49. Stop Teaching Science Backwards
The current U.S. science sequence made sense in 1892, when biology was botany & zoology and Algebra I was advanced mathematics.
Most students didn’t study Algebra I or Physics until late in high school, if at all.
Physics, the simplest of the sciences became viewed as the hardest, only for the “elite”.
Now all students study Algebra I, but the science sequence is hard to change.

50. Traditional HS Science Sequence
9th Grade th Grade th Grade th Grade

51. PSI HS Science Sequence – Minimum
9th Grade th Grade th Grade th Grade

52. PSI HS Science Sequence – with APs
9th Grade th Grade th Grade th Grade
Algebra II
Pre Calculus

53. Mathematically Rigorous Physics for All
Physics is the foundation of science.
Physics underlies chemistry.
Physics and chemistry underlie biology, and all other sciences.
Physics uses mathematics, thereby showing students the usefulness of mathematics.
Mathematically rigorous algebra-based physics integrates science and mathematics, transforming both.

54. Mathematically Rigorous Physics for All
Remember the career paths we saw earlier; These all require physics: Science Medicine Technology Veterinary Science Engineering Agricultural Science Mathematics Industrial Science, etc.

55. Mathematically Rigorous Physics for All
And remember the 21st century jobs that require analytical thinking. Analytical thinking is best taught in physics: Business Architecture Finance Law Urban Planning Corporate Planning Design etc.

56. Mathematically Rigorous Physics for All
To have a fair chance at a great career all high school students should:
Study one year of mathematically rigorous physics.
Have the option of taking AP Physics.

57. Mathematically Rigorous Physics for All
The Problem
Many U.S. schools don’t offer physics at all and, if they do, not to all their students.
Less then 35% of U.S. students study any physics, and it’s often not mathematically rigorous.
Less than 3% of U.S. students study Advanced Placement Physics.

58. A Classic “Bootstrap” Problem
There are not enough physics teachers to teach all students physics, so courses aren’t offered.
Until there are physics courses, there are no jobs for physics teachers.
Until more students study physics, there is not a source for new physics teachers.

59. Creating Science Teachers
PSI has shown that all students can learn physics.
PSI has shown that all teachers can learn physics.
PSI teaches physics to skilled teachers.
Provides teachers the tools to teach physics.
To get the best teachers to become the best physics teachers:
“Teaching is hard; science is easy”

60. PSI NJ Physics Endorsement Program
Recruit current teachers
300 hours of instruction
Algebra-based Physics, Advanced Physics 1 and 2
Field Work – teach 1 class of algebra-based physics after initial course
Pass the Physics and General Science Praxis Exams

61. PSI Creates Physics Teachers
Significant continual improvement in quantitative measures: AP exams taken; AP exams passed; state tests passed; and SAT subject test scores
High levels of student interest in science and math based on elective choices and college majors
High student and teacher morale
An ability to “grow its own” great teachers on an ongoing basis along with low turnover of current teachers

62. AP Physics B Participation Rates New Jersey 2014
In 2014, eight of the top twenty New Jersey schools for Advanced Placement Physics B participation were schools that use PSI. The PSI schools served dramatically more students of color (72%) than the non-PSI schools (11%). The same is true of economic status, where PSI schools served more low-income students (61%) than the non-PSI schools (8%).
Data Source: NJ School Performance Report ( AP Participation Rates calculated by dividing the number of exams taken for AP Physics B by the average number of students per grade

63. Major Sponsors New Jersey Education Association
National Education Association
Bayer Healthcare
Verizon
Xcel Energy
SMART
eInstruction
Morgridge Family Foundation
Overdeck Family Foundation
Thompson Family Foundation
National Education Association Foundation

64. Bipartisan Support Democrats and Republicans. Business and Unions.
Teachers and Administrators.
Students and Parents.

65. Learning Forward – National Report
“The New Jersey Center for Teaching and Learning (NJCTL) has been doing groundbreaking professional development work in math and science instruction as well…using the innovative curriculum of 2006 New Jersey Teacher of the Year Robert Goodman…to create the Progressive Science Initiative….”

66. 2011 IMS Learning Impact Award

67. Role of the Association
Opportunities:
The value of adopting union-led student- centered school improvement (What’s in it for the local, county or state association?)
The association’s role in supporting members who adopt the program (less paperwork, recognition, working conditions, bargaining).

68. Trenton Education Association leads the Way
Low graduation rate, 96% black and Hispanic, 62% free/reduced lunch, all priority/focus schools.
Local association culture supports student- centered program (FAST, Priority schools, Parent University).
Genuine interest in wanting to make a difference in the lives of students.

69. TEA/Administration/CTL partnership
Bob Goodman and Joyce Powell address NJEA presidents.
TEA arranges for a PSI-PMI presentation to the superintendent (Jan 2014).
Presentation to TEA governance board.
TEA receives an NEA grant to support expansion of PSI-PMI in the district.

70. TEA/Administration/CTL Partnership
Board approves a three year plan:
17 teachers enroll in CTL’s physics endorsement program.
Adopted new science sequence beginning September 2014.
PSI and PMI adopted in the middle schools.

71. Freshman taking algebra-based physics.
Trenton
Freshman taking algebra-based physics.

72. Center for Teaching and Learning
New Jersey
Center for Teaching and Learning
A Foundation created and initially funded by the NJEA in 2006
Its mission is to empower teachers to lead change so that all children have access to a high quality education
One aspect of that mission is to work with teachers to spread and improve successful programs so that all students benefit
Empowering Teachers …Leading Change