1. Partnership to Improve Student Achievement in Physical Science: Integrating STEM Approaches PISA 2 Edward Whittaker, Beth McGrath, Barbara Mammen & Augusto Macalalag Jr. Stevens Institute of Technology Michael Amendola Morris School District

2. 1.Bayonne Board of Education 2.Camden City Public Schools 3.Hoboken Public Schools 4.Jersey City Public Schools 5.Lakewood School District 6.Margate City School District 7.Morris School District 8.Mustard Seed School (private) 9.Princeton Regional Schools 10.Red Bank Borough Public Schools 11.Saddle Brook School District 12.West New York School District K-12 Partners

4. IHE & Other Partners  Stevens Institute of Technology  Columbia University/Teachers College  National Science Resources Center  NJ Department of Education  Education Development Center (Evaluator)  St. Peter’s College

5. PISA 2 Theoretical Framework Jolly, Campbell & Perlman, 2004 The Engagement-Capacity-Continuity Trilogy was developed as a model to describe the separate but necessary and interdependent factors essential for students to advance in the sciences and quantitative disciplines

6. Engagement Course Content Ready, Set, Science! (2008) Understanding scientific explanations Generating scientific evidence Reflecting on scientific knowledge Participating productively in science

7. Capacity As each course builds successively deeper, broader content knowledge for teachers, PISA 2 will build teachers’ capacity to master more complex concepts. Five New Courses Fundamental Principles of Physical Science Fundamental Principles of Earth Science Energy Production & Consumption Understanding Global Change Engineering Solutions to the Challenges of Energy & Global Change

8. Continuity PISA2 will develop capacity to enable partner schools’ continuity to make available well-prepared teachers and research-based curricula. Leadership Development & Organizational Capacity Building-NSRC Science Scope & Sequence Workshops- NJDOE Evidence-Based Curricular Selection NJDOE, NSRC

9. PISA 2 Goals  To enhance teachers’ content knowledge in science & engineering (S&E) and cultivate positive attitudes & beliefs towards teaching S&E  To increase students’ content knowledge and experiences in S&E  To promote students’ 21 st century skills  To institutionalize new graduate programs in STEM education and impact undergraduate teaching & learning  To increase the number of teachers with elementary endorsement in science  To build leadership and capacity in partner school districts

10. Growth Model Year Inservice TeachersPreservice Teachers School Leaders Total Scholars (Sci. Certif.) Teacher Leaders Pathways to Teaching (Sci. Certif) 2010-1140601060 2011-12406010170 2012-1340601060110 2013-14406010170 2014-1510120 2010-1516024050120570

11. Evaluation Questions  Does scientific inquiry (SI) & engineering design process (EDP) contribute to an increase in teachers’ content knowledge of science & engineering?  Does the use of SI & EDP contribute to an increase in students’ content knowledge of science & engineering?  Do students improve their 21 st century skills as a result of the program?  To what extent did the teachers’ beliefs & attitudes towards teaching science & engineering change over time? To what extent did the program promote an increase in collaboration & shared vision among partners ?

12. Research Questions 1. What are the teachers’ conceptions of the 21 st Century Skills as they apply to teaching and learning? To what extent do they change over time as a result of the instructional interventions? 2. What immediate and contextual factors limit or facilitate a teacher’s success in changing classroom practice?