STEM SPECIALISTS IN THE CLASSROOM BRINGING WORKPLACE EXPERTISE TO SUPPORT STEM TEACHING AND LEARNING
POWERED BY SM
Algebra Teachers Speak Out
Maryland Business Roundtable for Education | June 2012
“Education — and student competency —
in science, technology, engineering and math (STEM) is critical to our nation’s future. In order for the United States to compete successfully on the international stage, we must invest our time, energy and resources to support teachers in the classroom and to inspire students to excel in STEM coursework and to pursue STEM careers.
”
James F. Pitts President, Electronic Systems Northrop Grumman Corporation and Chairman of the Board Maryland Business Roundtable for Education
B
TABLE OF CONTENTS
2 EXECUTIVE SUMMARY
4 BACKGROUND ON STEMnet Historical Perspective Program Overview
6 STEMnet TEACHER HUB — SPECIALISTS IN THE CLASSROOM
8 ALGEBRA TEACHER FOCUS GROUP AND ONLINE SURVEY FINDINGS 9 Presentation Content 14 Presentation Format and Logistics 15 Strategies Related to Math Specialists 17 Marketing the STEM Specialists in the Classroom Program 18 STEMnet Online Tools 20 Evaluation
22 NEXT STEPS
24 IN A NUTSHELL
25 ACKNOWLEDGMENTS
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EXECUTIVE SUMMARY Strong competency and innovation in science, technology, engineering and math are critical to Maryland’s — and the nation’s — economic future. In order to secure Maryland’s position as a global leader in STEM-based education, research, and economic development, Governor O’Malley called for and approved a STEM Plan for Maryland — “Investing in STEM to Secure Maryland’s Future” (August 2009). The Maryland Business Roundtable for Education (MBRT) co-chaired development of the Governor’s STEM Plan and is leading the creation of the Plan’s seventh recommendation: Maryland’s STEM Innovation Network — STEMnet. Since high quality teaching is critical to student success, a “Hub” for STEM Teachers was chosen to be the first component of STEMnet. A statewide needs assessment, conducted with STEM teachers, identified resources, activities and programs that would strengthen STEM teaching and learning. With Maryland State Department of Education (MSDE) funding through the federal Race To The Top grant and considerable corporate support, MBRT began development of the STEMnet Teacher Hub in 2010. After working with biology teachers on implementation design, the initial program — STEM Specialists in
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the Classroom — was launched and tested in biology classrooms in two high schools in the fall of 2011. The program will expand to include algebra and biology in 12 schools in six school districts in the fall of 2012. STEM Specialists in the Classroom In an effort to bolster student learning and interest in math and science and to demonstrate real-world application of math and science concepts/skills, STEM Specialists in the Classroom offers teachers at-elbow instructional support from workplace specialists with on-the-job expertise in specific math and science concepts and practices.
Using an “e-Harmony”-type online system containing profiles of trained workplace specialists and their areas of expertise, teachers invite/schedule specialists to “co-teach” lessons in their classrooms, aligned to Maryland standards/curriculum, providing students with the opportunity to experience the relevance of their learning. MBRT conducted focus groups and surveys with teachers across the state to obtain input on all aspects of the Specialists program. Highlights of Algebra Teachers’ Comments Content Content must be aligned with the Algebra Common Core Standards. Most helpful content areas for specialists to address: Algebra
Modeling
Functions
Statistics and Probability. Most helpful math practices for specialist to address: Make sense of problems and persevere in solving them. Construct viable arguments and critique the reasoning of others. Presentation Format Include engaging, hands-on activities that reflect real-world applications of math — do not lecture. Use age-appropriate content, language and expectations. Capitalize on the strengths and creativity of the specialists. Specialists — Capabilities and Training Highest ranked desirable capabilities include: being well prepared on-the-job experience with math concepts ability to engage students. Training for specialists was recommended to expose specialists to appropriate topics, teaching strategies, and presentation materials. Most (86%) are willing and able to spend 30 to 60 minutes conferring with the specialist to co-plan the lesson prior to presentation.
Online Tools Must be easy-to-access, easy-to-use, searchable, well organized, easily downloaded, populated with relevant and useful content, interactive, well maintained, frequently updated, and free. Should be multi-leveled with a dashboard that provides basic but pertinent information on the specialist and his/her presentation, with links to access more detailed information. Caution — Barriers to Internet use include: districtand school-level blocks on all social media and most web-based email; time constraints on web usage; and lack of available computers and other technologies. Evaluation Develop an evaluation system to measure the quality of the presentation. A measure of the specialist’s experience with the Specialist program would help to establish if a specific specialist or presentation would be a good fit for a teacher’s class. Ensure that students, teachers, and specialists participate in the evaluation of their overall experience with the Specialist program. Next Steps During the summer/fall of 2012, MBRT will: Collaborate with algebra educators and specialists on the alignment of content and development of training, presentation, and evaluation strategies. Identify, recruit, and train a cadre of interested and qualified volunteers. Launch the online STEMnet management system and STEM Resource Clearinghouse. Schedule presentations in algebra and biology classrooms in at least 12 schools in six school systems. In 2013, planning and development will begin on: STEM Specialists in the Classroom — chemistry/physics. STEM Resource Clearinghouse — chemistry/physics. STEM Connections, the third component of the Teacher Hub. STEM Workplace Exposure Opportunities, the third component of the Student Hub. 3
BACKGROUND ON STEMnet The United States’ competitive advantage in science and technology, the drivers of innovation, is under threat. Other nations are heavily investing in their science, technology, engineering, and mathematics (STEM) infrastructure and are positioning themselves to challenge the U.S. leadership in these fields. To support a robust, productive, innovative and entrepreneurial economy that will keep the U.S. competitive at home and abroad, it is essential not only to transform the way we work, but also the way we educate and prepare future generations of Americans. To address this challenge, business leaders across the nation have joined forces with educators, parents, and policy leaders to support and promote the teaching and learning of STEM for all of America’s children. Historical Perspective In 2008, Governor Martin O’Malley charged a broadbased community of Maryland’s education, business and policy leaders to produce a blueprint for action that would position Maryland as a global leader in the development of its workforce and its STEM-based research and economic development infrastructure. In response, the Governor’s STEM Task Force proposed a plan comprised of seven recommendations that address Maryland’s entire STEM system: student preparation for participation in a knowledge-based economy, the training and support of STEM teachers, the development of in-state STEM entrepreneurs, and the expansion of Maryland’s internationally recognized research and development capabilities. The plan — Investing in STEM to Secure Maryland’s Future — was accepted and approved by the Governor in August, 2009. The seventh recommendation proposed an unprecedented mechanism for coordination, resource dissemination, and idea sharing among all of Maryland’s STEM stakeholders — P-12 teachers, students, parents, higher education faculty, business and community leaders, economic development officers, researchers, and policymakers. It called for the creation of a physical and virtual network that would be available to all stakeholders for the purpose of developing and implementing a sustainable STEM education-workforceresearch-economic development strategy for the state. In early 2010 at the request of Governor O’Malley, MBRT took the lead in planning and developing 4
Maryland’s STEM Innovation Network — STEMnet. With generous funding and technical support from AT&T, Citi, Northrop Grumman, and IBM, the initial hub of STEMnet — known as STEMnet Teacher Hub — is now under construction. In partnership with the Maryland State Department of Education (MSDE), MBRT is working on the first stage of a single online destination that will offer teachers resources that are aligned with recently adopted and nationally recognized Common Core Standards and eventually with the Next Generation Science Standards, and that support teachers’ efforts to improve student achievement in STEM subjects. In early fall 2010, additional funding for the development of STEMnet was secured when MSDE received one of the federal government’s coveted Race To The Top (RTTT) grants; funding for the initial stages of two STEMnet hubs — a Teacher Hub and a Student Hub — was included in Maryland’s proposal. MBRT is using RTTT funding to develop the Specialists in the Classroom program as phase one of the STEMnet Teacher Hub. This program offers STEM teachers a well-organized and hassle-free means to access the state’s highly qualified science and math communities, to engage them in the day-to-day learning activities in their classrooms, and to bring their enthusiasm for science and math as well as their real-world experiences to students across the state. Over the three-year RTTT funding period, MBRT will design, develop, and test several other STEMnet initiatives that will serve both teachers and students.
Program Overview: STEMnet Teacher Hub Believing that any STEM teacher-support activity must be built with direct input from STEM teachers themselves, MBRT began its STEMnet initiative by inviting high school STEM teachers to offer guidance on what activities would best support their instructional work and equip their students with the strongest possible STEM skills. Beginning in March 2010, MBRT conducted two in-depth STEM teacher focus groups and an online survey to gather STEM teachers’ best ideas on those resources, activities, and programs that would be most useful to them. Thirty STEM teachers from across the state participated in the focus groups, and another 265 teachers and administrators took part in the online survey. Eleven potential initiatives that addressed a wide range of support activities for both students and teachers surfaced during the focus group discussions. They were prioritized by level of interest, and the top five were included in the online survey for further discussion and consideration. The intent was to “dig deeper” with a larger number of teachers for more ideas, comments, and insights related to these activities. Teachers’ comments and quantitative data reflecting their interest in the following five proposed support activities were collected and analyzed: STEM Specialists in the Classroom STEM Student Hub STEM Connections STEM Teacher Lifeline STEM Resource Clearinghouse
After a careful review of the survey ratings and teachers’ comments from the focus group meetings, MBRT staff ranked the five support activities. It recommended that the three top-ranked activities comprise the initial development phase of STEMnet Teacher Hub:
STEM Specialists in the Classroom, which will enable teachers to call upon an impressive roster of Maryland’s STEM practitioners from federal/state agencies, industry and higher education to visit their classrooms and inspire and inform their students about real-world STEM work. STEM Resource Clearinghouse, which gives teachers online access to STEM curriculum materials, lesson plans, webinars, tutorials, classroom-ready experiments, professional development, and more. STEM Connections, which will permit teachers to link with STEM educators at all levels — elementary, middle, high school, college, and postgraduate — and with private sector STEM professionals, to share knowledge and resources.
It is important to note here that a STEMnet Student Hub is also being developed by MBRT in conjunction with the Race To The Top contract. 5
STEMnet TEACHER HUB SPECIALISTS IN THE CLASSROOM MBRT is developing and implementing the STEM Specialists in the Classroom program as the initial component of the STEMnet Teacher Hub. It is supported by a website, modeled on MBRT’s Speakers Bureau, which will offer a roster of STEM specialists from business, higher education, and government who are trained and available to visit Maryland’s STEM classrooms to: Demonstrate the real-world relevance of topics that are required elements of Maryland’s Common Core Standards, Core Learning Goals in Biology, and eventually the Next Generation Science Standards. Inspire students to take more and higher levels of STEM courses. Make specific connections between what students are doing in STEM classes and what they will be doing in the world of work and higher education. Discuss the fields they represent, including different jobs within the industry, levels of required education, expected compensation, and the industry’s short- and long-term needs for workers. Describe the importance of perseverance and hard work in STEM-related fields, the process of working as part of a team, and the importance of critical thinking, knowledge application, and communication skills to solve scientific and mathematical problems collaboratively.
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Specialists in the Classroom Program
Technology Infrastructure
In 2011–12, the Specialists in the Classroom program was piloted in the field of biology with bioscience specialists drawn from Maryland’s extensive and world-renowned research, medical, industry, and higher education communities. MBRT will expand the program to include both bioscience and math specialists in classrooms of at least 12 high schools in 2012–13.
MBRT has already developed the technology platform for STEMnet, which was launched in the fall of 2011 to support Specialists in the Classroom. Working with developers and designers from a number of technology providers, MBRT built and user tested the STEMnet Teacher Hub and made improvements based on feedback received during the pilot.
Work has begun to identify appropriate topics for presentation in Algebra 1 and 2 classes and to publish the materials online within the STEMnet technical platform.
To meet the needs of educators and STEM specialists, the STEMnet platform provides the following:
During the summer/fall of 2012, MBRT will develop training modules and materials for the math specialists; identify, recruit, and train a cadre of interested and qualified volunteers; engage math educators in the implementation design and training of the specialists; and collaborate with the specialists and algebra teachers on the development of evaluation tools for all aspects of the program.
a hosted web-application, serving as the single online destination for all program participants custom pages and dashboards for various audiences (educators, STEM industry specialists/volunteers, administrators) profile information on STEM specialists, companies and career fields information on educator needs and requests aligned to curriculum a match-making engine, to connect willing educators and STEM specialists databases organizing training, events, resources, and outcome surveys communication channels to inform participants and grow the community, and reporting and evaluation capabilities.
As a follow-up to an online survey of 380 algebra teachers, in April 2012, 20 teachers representing eight school districts participated in a focus group to provide key input on the key program design features for the algebra component of STEM Specialists in the Classroom.
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Focus Group and Online Survey of Algebra Teachers
Continuing to gain input from Maryland’s front-line educators, in March of 2012, MBRT conducted an online survey of 380 algebra teachers from 21 Maryland school districts. The survey’s purpose was to determine from the teachers’ point of view where and how they could use support in math instruction from external specialists. The survey responses provided valuable insight on what teachers are looking for in an algebra specialist, guided program development, and are included throughout this report. To further support planning of the STEM Specialists in the Classroom program, MBRT conducted on April 30, 2012, a focus group of 20 highly motivated algebra teachers representing both middle and high schools in four school districts. The focus group generated lively conversations in which teachers provided input on the key program design features for the algebra component of the STEM Specialists in the Classroom program.
The participating teachers had varying levels of classroom experience, from career teachers to careerchangers who were relatively new to the classroom. There was a unifying element, however, and that was their love of math and desire to share it with students. Nearly every teacher cited a desire to help struggling students achieve an “aha” moment where they realize they actually like math and, in fact, are good at it. A
number of teachers described themselves as “attracted to processes,” and as having an “inner engineer.” The focus group participants were asked to weigh in on a number of factors, such as: What grades and ability-level students should the program target? What units, and which standard clusters, from Algebra 1, Algebra 2, and Mathematical Practices are the most challenging for students? Least challenging? Which units or standard clusters would you most like math specialists to address using real-world applications? How can MBRT ensure that math specialists use classroom time effectively to advance the instructional objectives? What type of format should the presentation take? How long should it be? To help inform the creation of the STEM Resource Clearinghouse and STEM Connections, teachers in the focus group and survey were also asked to describe web resources and web-based meeting tools they currently use, as well as any restrictions to web content imposed by the school or district. Teachers also made suggestions on marketing the program and on web material that they would like to see created in support of the new Common Core curriculum.
The online survey’s purpose was to determine from the teachers’ point of view where and how they could use support in math instruction from external specialists. 8
What Teachers Want
FINDINGS OF THE FOCUS GROUP AND ONLINE SURVEY
PRESENTATION CONTENT
Align to the Common Core and Connect to the Real World The most consistent message to be found throughout the focus group conversations and online survey responses is that teachers want support delivering lessons that tie Common Core curricular goals and objectives to real-world applications of math. Teachers gave two main reasons to support this linkage: Real-world problems are motivating to students. As one focus group participant stated, “Students thrive off of real-time events. Most word problems seem contrived or outdated to students.” Seeing the link between classroom and career is a motivator for them. Comments from the survey of algebra teachers also support real-world linkages:
“Students need exposure to the persistence and teamwork used in the world of work.” It is challenging for teachers to find ways for students of varying ability levels to apply math skills and concepts to real problems and projects. Teachers indicated that they would readily accept support from outside specialists if they could demonstrate real-world application of math concepts and practices. In fact, of the online algebra survey respondents, 70% of teachers wanted the math specialist to help them create projects for students. “I’d welcome people into my classroom tomorrow to help make math relevant,” said one focus group
participant. A comment from the online survey describes the challenge succinctly:
“Most math teachers haven’t
been in other math-related professions and need help answering the question, ‘When are we going to use this?’
”
Meet Students’ Ability Levels In a discussion of content and presentation, teachers were quick to note that careful planning is essential to ensure students of all ability levels, including those with learning challenges, will benefit from the math specialist. Teachers were clear that the specialist must understand the ability level(s) of the class he or she is visiting, and design with the teacher a presentation and activities that are engaging, appropriate, and accessible for all students.
Start with the Course, Not the Grade Across Maryland, students take Algebra 1 and Algebra 2 at different grades depending upon their readiness for the subject matter as well as the school district’s overall approach, e.g., some districts are focusing on introducing algebra in earlier grades while others schedule the majority of algebra classes for ninth grade. Teachers were asked where the STEM Specialist in the Classroom program would be most effective. For example, should the program first target middle school or high school algebra classes? Should the cadre of specialists focus first on Algebra 1 or Algebra 2? 9
What Teachers Want
FINDINGS OF THE FOCUS GROUP AND ONLINE SURVEY
PRESENTATION CONTENT
Teachers’ responses were not completely uniform, although there was a majority, and they suggested several approaches:
Another approach suggested was to “start with the middle.” That is, start with the average ability students to affect the largest group of students and therefore make the biggest possible impact, or “bang for the buck.” This would also be valuable in helping the “average” student become motivated and prepared for a STEM career.
Start with Algebra I, targeting students enrolled in the course rather than a grade level, as districts vary in how many students are enrolled in Algebra in middle school versus high school. (This was the approach suggested by the majority of teachers.) Start with lower ability students. These students need the most support. Design lessons and real-world projects that are appropriate for their ability levels and for students with special needs. (Some teachers found this approach to be flawed, as the perceptions of what constitutes low, middle, and high ability vary widely, and students’ abilities vary even within a single classroom.)
Algebra Content and Practice Standards — Areas of Challenge Online survey respondents along with the focus group of teachers expressed an interest first in any help that can be given in linking math to the real world. This indicates that there are opportunities throughout the curriculum for math specialists to support classroom teachers. There were, however, a few patterns worth mentioning in terms of the algebra units and math practices with which teachers feel they could most use support.
What content domains do you think would be most helpful for the specialist to address? 100%
75%
50%
Most Helpful 25%
Very Helpful Somewhat Helpful Not that Helpful
0%
ALGEBRA
MODELING
FUNCTIONS
STATISTICS & PROBABILITY
NUMBER & QUANTITY
OTHER
The table above shows the percentage of survey respondents naming which content domains they think would be most helpful for a math specialist to address in their classroom. The highest rated domains (“very” or “most” helpful) were: 1) Algebra (82%), 2) Modeling (81%), 3) Functions (76%), and 4) Statistics and Probability (73%).
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Source: Survey results from the MBRT online survey of algebra teachers conducted March 2012.
The focus group of algebra teachers was asked which units and content clusters they believe would be most helpful for a specialist to address in Algebra 1 and Algebra 2. Algebra 1: The majority of teachers expressed an interest in having help with two units of the Maryland Common Core State Curriculum Framework for Algebra 1: “Relationships between Quantities and Reasoning with Equations” and “Linear and Exponential Relationships.” Algebra 2: Teachers had a difficult time pinning down just a few specific areas that a specialist should target in Algebra 2. As one teacher put it, “It’s all challenging.” Teachers are eager for support in making real-world connections throughout the Algebra 2 curriculum. However, several teachers did mention “Trigonometric Functions” as being a particular challenge. “Polynomial, Rational and Radical Relationships” was also mentioned as a good opportunity to apply real-world problems. (See charts for Algebra 1 and Algebra 2 Curriculum Framework on pages 12–13.)
“When using exponents to do
index models, real estate, escrow, students think WOW! You really use this!
”
Mathematical Practice Standards Teachers identified two main math practices for which students would benefit from a math specialist’s realworld experience. Number one on their list is helping students “Make sense of problems and persevere in solving them.” According to a focus group teacher,
“One of the biggest challenges is getting students to persevere in problem-solving.” Several other comments echoed this sentiment. Another math practice that teachers identified as an area of challenge for students was “Construct viable arguments and critique the reasoning of others.” An online survey respondent commented regarding this practice,
“Students need to see adults thinking, making arguments, and justifying their reasoning.” Mathematical Practice Standards — Common Core Curriculum Framework for Algebra 1 and 2 Make sense of problems and persevere in solving them. Reason abstractly and quantitatively. Construct viable arguments and critique the reasoning of others. Model with mathematics. Use appropriate tools strategically. Attend to precision. Look for and make use of structure. Look for and express regularity in repeated reasoning. 11
What Teachers Want
FINDINGS OF THE FOCUS GROUP AND ONLINE SURVEY
MARYLAND COMMON CORE STATE CURRICULUM FRAMEWORK FOR ALGEBRA 1 JUNE 2011
STANDARD CLUSTERS
UNITS
MARYLAND COMMON CORE STATE CURRICULUM FRAMEWORK FOR ALGEBRA 1 JUNE 2011
UNIT 1
UNIT 2
UNIT 3
UNIT 4
UNIT 5
RELATIONSHIPS BETWEEN QUANTITIES AND REASONING WITH EQUATIONS
LINEAR AND EXPONENTIAL RELATIONSHIPS
DESCRIPTIVE STATISTICS
EXPRESSIONS AND EQUATIONS
QUADRATIC FUNCTIONS AND MODELING
Reason quantitatively and use units to solve problems.
Extend the properties of exponents to rational exponents.
Interpret the structure of expressions.
Interpret the structure of expressions.
Solve systems of equations.
Summarize, represent, and interpret data on a single count or measurement variable.
Create equations that describe numbers or relationships.
Represent and solve equations and inequalities graphically.
Understand solving equations as a process of reasoning and explain the reasoning.
Understand the concept of a function and use function notation.
Solve equations and inequalities in one variable.
Interpret functions that arise in applications in terms of a context. Analyze functions using different representations. Build a function that models a relationship between two quantities. Build new functions from existing functions. Construct and compare linear, quadratic, and exponential models and solve problems. Interpret expressions for functions in terms of the situation they model.
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The majority of focus group teachers expressed an interest in having help with Units 1 and 2 of the Maryland Common Core State Curriculum Framework for Algebra 1.
Summarize, represent, and interpret data on two categorical and quantitative variables. Interpret linear models.
Write expressions in equivalent forms to solve problems. Perform arithmetic operations on polynomials. Create equations that describe numbers or relationships. Solve equations and inequalities in one variable. Solve systems of equations.
Use properties of rational and irrational numbers. Interpret functions that arise in applications in terms of a context. Analyze functions using different representations. Build a function that models a relationship between two quantities. Construct and compare linear, quadratic, and exponential models and solve problems.
STANDARD CLUSTERS
UNITS
MARYLAND COMMON CORE STATE CURRICULUM FRAMEWORK FOR ALGEBRA 2 JUNE 2011
UNIT 1
UNIT 2
UNIT 3
UNIT 4
POLYNOMIAL, RATIONAL AND RADICAL RELATIONSHIPS
TRIGONOMETRIC FUNCTIONS
MODELING WITH FUNCTIONS
INFERENCES AND CONCLUSIONS FROM DATA
Perform arithmetic operations with complex numbers.
Extend the domain of trigonometric functions using the unit circle.
Create equations that describe numbers of relationships.
Use complex numbers in polynomial identities and equations.
Model periodic phenomena with trigonometric function.
Interpret functions that arise in applications in terms of a context.
Interpret the structure of expressions.
Prove and apply trigonometric identities.
Analyze functions using different representations.
Write expressions in equivalent forms to solve problems.
Build a function that models a relationship between two quantities.
Perform arithmetic operations on polynomials.
Construct and compare linear, quadratic, and exponential models and solve problems.
Understand the relationship between zeros and factors of polynomials.
Summarize, represent, and interpret data on single count or measurement variable. Understand and evaluate random processes underlying statistical experiments. Make inferences and justify conclusions from sample surveys, experiments and observational studies. Use probability to evaluate outcomes of decisions.
Use polynomial identities to solve problems. Rewrite rational expressions. Understand solving equations as a process of reasoning and explain the reasoning. Represent and solve equations and inequalities graphically.
Teachers are eager for support in making real-world connections throughout the Algebra 2 curriculum. As one teacher put it, “It’s all challenging.”
Analyze functions using different representations.
Unit 1 of the Algebra 2 curriculum was mentioned as a good opportunity to apply real-world problems.
Several of the focus group teachers mentioned Unit 2 as being a particular challenge.
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What Teachers Want
FINDINGS OF THE FOCUS GROUP AND ONLINE SURVEY
PRESENTATION FORMAT AND LOGISTICS
Presentation Design
Presentation Length
Teachers were asked whether the project should focus on creating a library of presentations that any specialist could select and deliver to any math class, or should it focus on a process by which presentations are created by each specialist and targeted for a particular class and ability level.
Teachers were flexible on the duration of the specialist’s presentation, as long it supports the teachers’ curricular goals and is interesting for students. As one teacher described it, “The length is open; it can be a full or half period as long as it is engaging and useful.” Teachers were very clear that instructional time is precious, so specialists must be effective and drive the curriculum if they are going to be using class time.
Most teachers favor a customized presentation that is planned in consultation with the teacher to ensure it will be tied to curriculum goals, appropriate for the students’ ability levels, and engaging to students. Teachers were doubtful that a pre-designed or “pat” presentation could be worthwhile or interesting for students. As one teacher said,
“Only customized presentations, never pre-fabricated, or it won’t be believed or well received. It will be boring.
”
Making the Connection Teachers felt it was important to have some kind of introduction to the math specialists for both themselves and students prior to the specialists’ classroom visit. Several teachers supported video as a method of introduction. Teachers asked that these videos feature the specialist at work to help set the stage for his or her presentation and to stimulate students’ interest and ability to participate in a discussion of concepts in preparation for the specialist’s visit.
Overwhelmingly, teachers expressed a desire for specialists to engage students in hands-on activities that link math to the real world. One survey respondent stated plainly, “Lecturing is a waste of time.” Teachers and students are eager to see “a real-life job activity using classroom skills.”
Teachers were very clear that instructional time is precious, so specialists must be effective and drive the curriculum if they are going to be using class time. 14
STRATEGIES RELATED TO MATH SPECIALISTS
Ongoing Connections
Characteristics of the Ideal Specialist
Teachers communicated a desire for an ongoing relationship with a math specialist. One visit is beneficial, but teachers believe repeated visits from one professional would have the greatest impact on student achievement. For example, a specialist who develops a relationship with a particular school might visit classrooms, mentor students, and help to develop project-based opportunities for students in math and science.
Predictably, teachers rated a specialist’s “experience using math skills on the job” as an important capability/characteristic (91% rated it “very” or “most” important). But being “well-prepared” ranked highest (98%). Teachers also believe that the specialist’s ability to be engaging with students is important (94%). As one teacher put it,
“Specialists need to be
A bioscience specialist who participated in the pilot of STEM Specialists in the Classroom suggested multiple visits to one class throughout the year, and referred to this ongoing relationship as “continuity of care.”
engaging and exciting. Teachers would most likely buy in to the program then.
” TEACHER SURVEY RATINGS
43.2%
38.9%
51.2%
43.2%
43.0%
43.0%
51.9%
46.2%
28.0%
54.4%
64.0%
BEING WELLPREPARED RANKED HIGHEST OVERALL (98%) IN THE COMBINED “MOST” AND “VERY” IMPORTANT CATEGORIES.
36.7% 91% RATED A SPECIALIST’S EXPERIENCE USING MATH SKILLS ON THE JOB “VERY” OR “MOST” IMPORTANT.
MOST IMPORTANT
VERY IMPORTANT
SOMEWHAT IMPORTANT
NOT THAT IMPORTANT
What capabilities/characteristics should a specialist possess? ON-THE-JOB EXPERIENCE USING ALGEBRA 1 OR ALGEBRA 2 CONTENT (AS DEFINED BY THE COMMON CORE CURRICULUM) ARTICULATE WELL PREPARED
GOOD RAPPORT WITH TEENS ENGAGING SPEAKER KNOWLEDGEABLE ABOUT HOW STUDENTS LEARN OTHER
Source: Survey results from the MBRT online survey of algebra teachers conducted March 2012.
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What Teachers Want
FINDINGS OF THE FOCUS GROUP AND ONLINE SURVEY
STRATEGIES RELATED TO MATH SPECIALISTS
Teachers also expressed additional capabilities and characteristics they would like to see in a specialist. According to teachers, specialists should: Understand and adapt to students’ current ability levels and skills. Be comfortable with students and know how to relate to them. Be flexible and have a sense of humor. Be prepared for students who will test them. Provide concrete examples of math applied to the real world. Be candid about their path to a STEM career. Students need to conceptually connect their academics to the specialist’s career.
Training for the Specialists Teachers would like to see the math specialists receive some sort of training before entering classrooms. Such training should relate back to the characteristics and capabilities discussed previously. Teachers also asked that specialists be advised to keep any lectures or explanations brief, and also to check for student understanding during the presentation. This way, the
specialist can adjust his or her presentation as needed to ensure that students are “getting it.” It was also recommended that, when possible, teachers should participate in the training of specialists.
Interaction between the Teacher and the Specialists Teachers deem planning time critical to ensure that specialists understand the curricular objectives, are planning an engaging activity, and are prepared to meet the ability levels of the students. Clearly, teachers want to have time to plan or at least talk through presentations with specialists. Of teachers surveyed, most expect and are willing to spend from 30 to 60 minutes planning with a specialist before a presentation. One teacher commented:
“Teachers wish to establish
an understanding with the specialists before they come in. We want to make sure that it’s not just straight lecture.
Teachers asked that specialists be advised to keep any lectures or explanations brief, and also to check for student understanding during the presentation, to ensure that students are “getting it.”
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”
MARKETING THE STEM SPECIALISTS IN THE CLASSROOM PROGRAM
Expanding STEM Specialists in the Classroom from a single-subject pilot in two schools in year one to a multisubject launch in six school districts in year two — and to 22 districts in year three — will require a plan for marketing the program to superintendents, principals, and teachers. At a time when new, more rigorous standards and assessments are being implemented, and teacher evaluations are linked to student performance on the new assessments, teachers and administrators will need to be convinced of the program’s value proposition in meeting academic objectives. Teachers were asked how MBRT might interest teachers in the program and encourage them to request an algebra specialist.
Teachers shared that if a colleague were to benefit from a specialist and shared the experience with them, they would be motivated to try the program.
Also, if teachers could observe a STEM specialist working in another classroom, they might be more likely to invite one into their own classroom.
Focus group participants suggested the use of video clips of the specialists in action to introduce the program to teachers and administrators. Teachers also believe that if the STEM Specialists in the Classroom program had a prestige or credibility associated with it, more teachers would participate. That is, if the program is seen as a career boost or “elevating the teacher in status,” more teachers would likely participate.
At a time when new, more rigorous standards and assessments are being implemented, and teacher evaluations are linked to student performance on the new assessments, teachers and administrators will need to be convinced of the program’s value proposition in meeting academic objectives.
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What Teachers Want
FINDINGS OF THE FOCUS GROUP AND ONLINE SURVEY
STEMnet Online Tools (thestemnet.com) Teachers are enthusiastic about a website that would link algebra skills and concepts to a bank of resources, including specialists. They emphasize the need for content to be tied to Common Core Curriculum for Algebra 1 and 2. While teachers are likely to go online to find information and resources, they are not currently going online to discuss issues or collaborate in an online community.
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thestemnet.com
Technology Challenges
Teachers asked that the STEMnet website be focused on their essential need, which is finding specialists and inviting them to participate in their classroom. They want this basic function met easily and quickly, without hunting through a complicated set of unnecessary features. They should be able to quickly identify the topic and the appropriate specialist and view a snapshot of the specialist’s background: title, employer, area of expertise, years working in a STEM field, educational background, expectations for the classroom visit, and previous experience presenting to or working with teens.
Teachers expressed a few challenges in terms of technology in their classrooms. A number of sites are blocked in schools, for example Facebook. Therefore, it would not be feasible to use Facebook to interact with specialists or schedule meetings. Some schools have access to YouTube, while others do not. Essentially, as MBRT designs the STEMnet website and interactive tools, it must keep in mind that not all classrooms have access to all websites.
The website display also should provide contact information for the specialist along with specialist’s availability, any travel restrictions, a brief description of the presentation, short video clips of what specialists did in previously visited classrooms, and any technology/ material requirements for the presentation.
While many respondents (69%) are interested in using web-based meeting tools like Skype to communicate and collaborate with specialists, two-thirds of teachers state that their classrooms are not presently prepared to access these tools.
In terms of communicating with specialists via technology, online survey respondents overwhelmingly favored email generated by the STEMnet website (73%) over discussions threaded within the site (23%), phone calls (12%), or texts (11%). INTERESTED IN USING WEB-BASED MEETING TOOLS 69%
ABLE TO USE/ ACCESS WEB-BASED MEETING TOOLS 33%
80% 60%
EMAIL GENERATED BY STEMNET WEBSITE 73%
40%
DISCUSSIONS THREADED WITHIN THE SITE 23%
20%
PHONE CALLS 12%
0%
TEXTING 11%
Online survey respondents overwhelmingly favored email generated by the STEMnet website as the preferred method of communicating with specialists.
Twice as many teachers are interested in using web-based tools than have the ability to use them.
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What Teachers Want
FINDINGS OF THE FOCUS GROUP AND ONLINE SURVEY
EVALUATION
Due to time constraints, the focus group discussions on evaluation were somewhat limited in that they focused on the content of the specialist’s presentation and on how a specialist’s presentation might be judged successful. Formative and summative evaluations on similar short-term outreach projects need to be researched, and tools need to be developed to monitor and assess development, delivery, and impact of the overall program.
The teachers recognized the importance of evaluating both short- and long-term outcomes of this program, but also acknowledged the difficulties in making any link between short-term interventions and longterm results. Improvements in HSA scores or county assessments, increases in college admission rates and declared STEM majors, and long-term interest in science are outcomes extremely difficult to correlate with shortduration outreach programs. Yet, the very premise of a program such as Specialists in the Classroom is that such a short-term intervention can and does have beneficial results on long-term outcomes.
Evaluating the Specialist’s Presentation While teachers recognized the sensitivity in evaluating the specialist’s presentation — they don’t want to publicly alienate a volunteer — they did express the need for a quality measure of the presentation. When asked “How might we determine if the program is a success?” an overwhelming number of responses suggested the use of teacher and student feedback surveys. Teachers suggested a variety of feedback mechanisms that might be employed to evaluate the effectiveness of the specialist and the presentation: Teacher and specialist debrief after the presentation Teacher completes an online survey that might include a comment section and ratings of specific components:
content delivery student engagement student interest level of student questions level of student learning and understanding overall impact of presentation
Students, teachers, and specialists should participate in the evaluation of the overall experience with the Specialists in the Classroom program, as well as in the evaluation of the specific presentation made by the specialist. 20
Students complete a survey that includes such questions as:
Was it interesting? Did you understand it?
Others were more inclined to expect specific academic outcomes, such as improved performance on assessments. As one teacher put it,
“Our schools are being held
Did you learn anything? Do you want to know more? What was the most interesting part of the presentation? Would you like to hear the specialist again? Would you like to have another presentation on a different topic? Specialists complete a self-assessment:
The teachers suggested that the specialists create their own self-rating. Specific criteria for success, however, ranged widely among teachers — from increased student interest in math to improved test scores. Some teachers felt that if “students are engaged” and they “get an understanding of how math works,” the presentation would be successful. As one teacher described it, “Kids would be energized and see the real-life application of algebra.” Another stated,
“If my students would be more willing to try STEM problems, and to persevere in them, I would call this a success.
accountable to improve their test scores.... If the program doesn’t improve scores, then it’s not worth our time.
”
To obviate the typical delay in obtaining test results (the HSA is taken in May and results are received during the summer), some teachers suggested that a pre-/postpresentation survey be administered to students to determine if learning objectives had been met. Despite the difference in desired outcomes, most teachers felt students could benefit from the presence and knowledge of an engaging workplace specialist. One teacher expressed this common sentiment,
“As students begin to see
uses for the math they are learning, they become excited and gain interest in taking more math courses.
”
”
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STEMnet TEACHER HUB SPECIALISTS IN THE CLASSROOM
Next Steps During the summer of 2012, MBRT will work with a group of algebra (and biology) teachers to design implementation of STEM Specialists in the Classroom and to develop/obtain resources for the STEM Resource Clearinghouse in preparation for the launch of both programs in the fall.
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Teachers will:
MBRT will:
Develop sample lessons using specialists and presentation templates.
Recruit teachers to participate in a Summer Team and coordinate their efforts.
Collaborate with specialists to design sample presentations.
Identify and select six school districts to participate in fall implementation.
Find, review, critique, and meta-tag materials and resources to ensure alignment.
Design, develop, and test online tools for STEM Specialists in the Classroom and the STEM Resource Clearinghouse.
Make suggestions to inform process design, including: introducing the project to school administrators/ teachers recruiting/training volunteers development/testing of online tools selecting/scheduling volunteers for presentations
Identify and recruit a cadre of interested and qualified specialists to collaborate with the Summer Team and to participate in algebra and biology classroom presentations. Continue development of the STEMnet Student Hub and Parent Hub.
working with volunteers prior to presentation designing presentation format evaluating effectiveness of presentation/program sharing results/lessons learned.
DURING THE 2012 – 13 SCHOOL YEAR, STEM Specialists will be trained and deployed in algebra and biology classrooms in at least 12 secondary schools in six school districts. The STEM Resource Clearinghouse is scheduled for launch in November of 2012. The STEM Challenge Program for students also will be launched in November as part of the STEMnet Student Hub. Planning and development will begin on: STEM Specialists in the Classroom — chemistry and physics STEM Resource Clearinghouse — chemistry and physics STEM Connections, the third component of the Teacher Hub STEM Workplace Exposure Opportunities, the third component of the Student Hub
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IN A NUTSHELL MBRT
STEMnet Teacher Hub
Founded in 1992, the Maryland Business Roundtable for Education (MBRT) is a nonprofit coalition of leading employers that have made a long-term commitment to improve education and student achievement in Maryland.
Preparing today’s students for college and tomorrow’s jobs is a complex task and a tremendous responsibility that requires the greatest resources we can muster. Teachers cannot do it alone. Students and teachers must have access to — and benefit from — the best information and the brightest minds. These resources exist — in the workplace, in higher education, in government agencies, and in the community. Finding and deploying them is the challenge that STEMnet will meet.
With a prestigious Board of corporate executives, more than 3,000 business volunteers, and partnerships in every school district, MBRT works to achieve meaningful, measurable and systemic improvement in schools and student learning. We believe the keys to this improvement are high standards, quality teaching, rigorous assessments and strong accountability. Working at both the policy and grassroots levels, MBRT brings the voice of employers to decision makers, students, educators, parents and others who influence students, to help shape Maryland’s future workforce and strengthen Maryland’s economy.
STEM MBRT believes that widespread competency and strong innovation in Science, Technology, Engineering and Math will ensure Maryland’s — and the nation’s — ability to compete internationally, prosper economically and provide opportunity for its young people.
STEM Innovation Network — STEMnet The Governor’s STEM Task Force developed seven major recommendations to strengthen STEM teaching, learning, research and workforce/economic development. Recommendation 7 — creation of a STEM Innovation Network — is critical in accomplishing all of the Task Force recommendations. MBRT is leading the charge and has committed, leveraged, and solicited resources — human, technical and financial — to create Maryland’s STEM Innovation Network. STEMnet will:
Provide universal access to STEM information, resources, and opportunities in Maryland. Establish a virtual environment in which “communities of practice” will emerge to promote new and innovative programs and share critical information. Lead to extraordinary results in student preparation for 21st century jobs.
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With funding from a federal Race To The Top contract through the Maryland State Department of Education, along with generous corporate funding and in-kind support from Northrop Grumman, AT&T, IBM and others, MBRT developed the online platform for STEMnet and is building the first two Hubs — a Teacher Hub and a Student Hub — which will be launched in the fall of 2012. The STEMnet Teacher Hub and Student Hub will:
Provide teacher and student access to Maryland’s rich inventory of STEM resources. Deliver programs, services and support to teachers and students. Facilitate communication and collaboration among partners, teachers and students. Translate new knowledge into meaningful results and accelerated solutions. Establish a vibrant human network to support Maryland’s world class teachers and students. Turn on and turn up our pipeline of STEM workers.
STEMnet Parent Hub Understanding the critical role parents play in fostering academic achievement and guiding student decisions, plans are underway to develop a Parent Hub on STEMnet. With initial funding from the Maryland Higher Education Commission and the Maryland State Department of Education, the Parent Hub will give parents the information, tools, strategies, and connections to support their efforts in guiding their children from elementary through middle school, high school and college and into rewarding careers.
MBRT Board of Directors James F. Pitts, Chairman Northrop Grumman Corporation Karen I. Campbell Verizon James Connaughton Constellation Energy Group/Excelon Mark Fetting Legg Mason, Inc. Randall M. Griffin Corporate Office Properties Trust Kevin M. Hall KPMG Stephanie Hill Lockheed Martin Corporation Freeman Hrabowski, III UMBC John C. Inglis National Security Agency William E. “Brit” Kirwan University System of Maryland Sandra Kurtinitis Community College of Baltimore County Ellen Lord Textron Defense Systems/AAI Kevin J. Manning Stevenson University Robert S. Marshall Earth Networks, Inc. Ronald R. Peterson Johns Hopkins Health System Henry A. Rosenberg, Jr. Rosemore, Inc. Regina Schofield Battelle
Special Thanks to: FOCUS GROUP PARTICIPANTS:
20 secondary algebra teachers representing: Anne Arundel County Baltimore City Baltimore County Cecil County Frederick County Howard County Kent County Prince George’s County SURVEY PARTICIPANTS:
381 secondary algebra teachers representing: 21 of 24 Maryland school districts SUMMER TEAM OF ALGEBRA/ BIOLOGY TEACHERS:
17 teachers representing: Baltimore City Baltimore County Harford County Prince George’s County MARYLAND STATE DEPARTMENT OF EDUCATION
For their guidance and support, particularly: Mary Cary, Assistant State Superintendent for Instruction Donna Clem, STEM Coordinator Donna Watts, Mathematics Coordinator Miriam Tillman, Focus Group Facilitator
James B. Sellinger IBM Corporation
Lauren Blundin, Writer
Janet Smith OneMain Financial
Doug Cole, Designer, Cole Design
John D. Thomas SAIC David M. Velazquez Pepco Holdings, Inc. Alan Wilson McCormick & Company, Inc. Chairmen Emeritus Norman R. Augustine Edward F. Mitchell Raymond A. “Chip” Mason Executive Director June E. Streckfus
Robert W. Madden, Photographer Max Franz, Rich Dennison, and Clare Piet – Daily Record photographers Kathleen M. Seay, MBRT Project Director/Editor Northrop Grumman, Printing
The Maryland Business Roundtable for Education is a 501(c)(3) nonprofit organization. Contributions are tax deductible.
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Maryland Business Roundtable for Education 5520 Research Park Drive, Suite 150 Baltimore, Maryland 21228 Tel 410-788-0333 www.mbrt.org
mail@mbrt.org
To learn more about STEMnet, visit www.mbrt.org/stem To volunteer as a STEM Specialist in the Classroom, visit www.thestemnet.com
2012 STEMnet INVESTORS: BATTELLE, CISCO, CITI/ONEMAIN FINANCIAL, CONSTELLATION ENERGY, IBM, MARYLAND STATE DEPARTMENT OF EDUCATION, MARYLAND HIGHER EDUCATION COMMISSION, NASA, NORTHROP GRUMMAN, T. ROWE PRICE, TIME CENTER
THANKS TO NORTHROP GRUMMAN FOR PRINTING THIS REPORT.
The contents of this publication were developed under a grant from the U.S. Department of Education. However, those contents do not necessarily represent the policy of the U.S. Department of Education, and you should not assume endorsement by the Federal Government. STEMnet is a service mark of Maryland Business Roundtable for Education.