1. Next Generation STEM Teacher Preparation: Workshop #2 May 30, 2015 Central Washington University Dan Hanley, Ph.D. Susan Kagel, M.E.S MORE FOR TEACHERS MENTORING PROGRAM WESTERN WASHINGTON UNIVERSITY

2. Model of Research-based Education (MORE) for Teachers PIs: Dan Hanley, Matt Miller, Chris Ohana Research Associates: Joe Brobst, Phil Buly, Susan Kagel, Tammy Tasker Supported by the National Science Foundation DRK-12 Grant No. 1119678.

3.  Need/Purpose  Design Principles  Elementary Science Methods and Practicum Courses  MORE Mentoring Program Design  Findings  Synthesis/Discussion Questions MENTORING PROGRAM PRESENTATION

4. CHALLENGES PSTs’ and classroom teachers’ limited understanding of effective science instruction centered on student learning. Classroom teachers’ knowledge and skills with mentoring NEEDS Develop mentor’s pedagogical knowledge of effective science instruction Develop mentors’ ability to use mentoring strategies

5.  Embedded in elementary practicum course  Science-focused  Research-based elements of effective science instruction and effective mentoring practices  Feasible to implement/Reasonable time commitment  Practice-based for classroom teachers DESIGN REQUIREMENTS

6. Two-quarter sequence  Elementary Science Methods Course  Science pedagogy  Unit/Lesson planning  Elementary Science Practicum Course  Classroom-based  Planning, teaching, assessing science instruction ELEMENTARY SCIENCE METHODS AND PRACTICUM COURSES

7. Fall 2013 Spring 2014 Winter 2015 Baseline DataMentoring Cycle 2Mentoring Cycle 3 Mentoring Cycle 1Post-Data #1Post-Data #2 FALL -Saturday PD: What to talk about in a learning-focused mentoring conversation? (i.e., Elements of Effective Science instruction) -Follow-up, school-based mentoring meeting SPRING -Saturday PD: How to structure and facilitate a learning-focused mentoring conversation? (Mentoring Stances) -Follow-up, school-based mentoring meeting WINTER -Saturday PD: Mentoring Strategies MORE FOR TEACHERS MENTORING PROGRAM

8.  Effective Science Instruction Banilower et al, 2010 Modeling sharing, and reflecting on, our initial ideas Modeling through mini-content immersions Shift from teacher-focused to student-focused EFFECTIVE SCIENCE INSTRUCTION

9. Mentoring Matters: Learning-focused conversations Mentoring Stances Consulting Collaborating Coaching Third Point Invitation to Thinking Strategies Paraphrasing Strategies MENTORING

10.  Effective Science Instruction Observation Guide  Stoplight Model for Reflection "I changed my focus in my feedback to help the practicum student think about student performance, if that performance is showing mastery or not". “The whole stoplight thing literally slowed me down and changed how I opened the conversation. And it might have been the same length of conversation as a quick review, but it didn’t start with, ‘Here’s what you need to do,’ they were all wondering questions which the interns could then think about, and more times than not they were able to identify where they needed to go next.” TOOLS

11.  Six elementary schools over three years  Over 50 teachers participated Criteria  Large schools  Involved principal  Interested teachers PARTICIPANTS

12. Of the twenty eight teachers from Cohorts 1 and 2 who completed the baseline survey, in the last three years:  60% had less than one day of professional development in effective science instruction.  78% had less than one day of professional development in mentoring.  91% had previously served as a mentor for science practicum students. SAMPLE

13. QUALITY OF MENTORING PROGRAM Number of participants (Cohorts 1 and 2) % strongly agree or agree that the workshop reflected careful planning and organization % strongly agree or agree that they would recommend the workshop to a colleague Fall Workshop37100 Spring Workshop36100 Winter Workshop36100 "It was one of the best things I’ve ever participated in. It was so well thought out, well planned, and really kept focused on time. I think that everyone felt that they really got a chance to participate at whatever level they chose. The people that led it, every one of them was so skilled in teaching and presenting…They kept us going and busy. I have to say, in my career I haven’t attended a lot of excellent workshops like this one…There was such respect for our time and our commitment; they really treated us like royalty.“ - Teacher, Cohort 1

14. PRE/POST-SURVEY OF EFFECTIVE SCIENCE PRACTICES (N=26)

18.  Main take-aways?  What is your institution/agency doing to develop mentor teachers? What lessons have you learned from this work? DISCUSSION QUESTIONS

19. Acknowledgements WWU SMATE NSF This work supported by the National Science Foundation DRK-12 Grant No. 1119678.