2015 03-11 lach at nsela
TRANSCRIPT
National Science Education Leadership Association 2015 Professional Development Institute
LEADING FOR EQUITY Wednesday, March 11, 2015 Hyatt Regency McCormick Place Hotel – Chicago
7:00-4:30 Registration, Hyatt Conference Center, Hyde Park Foyer (Level 1) Hyde Park 7:30-8:30 Breakfast and Networking, Sponsored by Vernier Software and Technology Prairie B (Level 2) 8:30-9:30 Welcome and Opening Introductions, Craig Gabler Hyde Park
Keynote Presentation
Megan Bang University of Washington, Assistant Professor, Education, Equity, and Society “Towards Equitable Science Teaching and Learning: Seeing and Engaging Students’ Diverse Ways of Knowing”
9:45-11:45 Breakout Sessions (selected during registration, complete information at back of program)
Grant Park A (1) “Coordinating Scientific Argumentation, the Next Generation Science Standards, and the Common Core State Standards through the Argument-Driven Inquiry Instructional Model”
Jonathon Grooms, Victor Sampson
Grant Park B (2) “English Language Development Opportunities for ELL Through Meaningful Integration of NGSS and CCSS” Jerry D. Valadez, Maria Simani, Ana G. Lopez, Dawn O’Connor, Joanna Totino
Grant Park C (3) “Implementing the Vision of the Framework and NGSS: A Professional Development Pathway” Sally Crissman, Sara Lacy
Grant Park D (4) “iHub: A Research-Practice Partnership to Design New NGSS Curriculum”
William R. Penuel, Sam Severance, Heather Leary, Patricia Kincaid, Jeffrey Miller 12:00-1:30 Luncheon, Sponsored by Ergopedia Hyde Park
Keynote Speaker + Award Presentations, Led by Nancy Kellogg Michael Lach University of Chicago Director of STEM Education and Strategic Initiatives “Lessons Learned From Leading Science Education Reforms, and Implications For The Future”
1:45-3:15 Breakout Sessions Continued 3:30-4:30 Sense Making Session + Networking, Led by Keri Randolph Hyde Park
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Lessons Learned From Leading Science EducationReforms, and Implications For The Future
Michael Lach
March 11, 2015
Me
CPS Improves More than the Statein Every Grade in Mathematics
2001 to 2006
2027
40
914
24
0
10
20
30
40
3rd 5th 8thIncrease in Percent Meet / Exceed
from 2001 to 2006
Chicago Public Schools Illinois (without CPS)
CPS Improves More than the Statein Every Grade in Science
2001 to 2006
2017
13
60510152025
4th 7th
Increase in Percent Meet / Exceed
from 2001 to 2006
Chicago Public Schools Illinois (without CPS)
Relationship between CMSI Professional Development Attendanceand Student 2005 ISAT Performance
0.4 0.1
-‐0.2
1.8
3.5
1.5
-‐2.0
0.1
-‐3.3-‐4.0
-‐3.0
-‐2.0
-‐1.0
0.0
1.0
2.0
3.0
4.0
3rd Grade 5th Grade 8th Grade
1-‐year Cha
nge in th
e Pe
rcen
t of Stude
nts M
eetin
g/Exceed
ing
State Stan
dards
Low Moderate High
Strategy Development: Science, Technology, Engineering, Mathematics
Strategy Committee MeetingFebruary, 2010
DRAFT AND DELIBERATIVE
RACE TO THE TOP
Michael LachMarch 22, 2011MATHEMATICS AND SCIENCE PARTNERSHIPS PROGRAM: Regional Conference
Research
Evaluation
Development
Policy
Consulting
School and District Support
http://cemse.uchicago.edu/computerscience/OS4CS
www.c-‐stemec.org
Science Teacher
District Administrator
Political Appointee
University Researcher
TeachingCurriculum SupportsChange
LeadershipCommunityOur Future
Teaching
I used to think…It’s all about pedagogy.
I used to think…It’s all about pedagogy.
I used to think…
And now I think…
It’s all about pedagogy.
Content matters. Disciplines are different.
I used to think…
And now I think…
It’s all about pedagogy.
Content matters. Disciplines are different.
Teaching
Curriculum
I used to think…My lesson plans are awesome!
I used to think…My lesson plans are awesome!
I used to think…
And now I think…
My lesson plans are awesome!
Better to enact than author.
Intervention Effect Size
ChartersCharter schools in general 0.00 mathematics
Oversubscribed NYC charter schools 0.09 mathematics
Reconstituting the teacher workforce
Merit pay for teachers in India 0.15 reading and mathematics
Teach for America 0.15 mathematics
Preschool programs
Abecedarian Preschool 0.45 readingHead Start 0.24 letter namingHead Start 0.00 vocabularyEven Start 0.00 vocabulary
Nurse Practitioner Partnership 0.09 reading & math test scores
State Policies State standards 0.00 mathematics
Curriculum comparisons
More effective math curricula 0.30 mathematics
Most effective preschool curricula 0.48 vocabulary
Most effective dropout preventions 1.00 progressing in schoolMost effective early reading programs 0.80 alphabetics
Intervention Effect Size
ChartersCharter schools in general 0.00 mathematics
Oversubscribed NYC charter schools 0.09 mathematics
Reconstituting the teacher workforce
Merit pay for teachers in India 0.15 reading and mathematics
Teach for America 0.15 mathematics
Preschool programs
Abecedarian Preschool 0.45 readingHead Start 0.24 letter namingHead Start 0.00 vocabularyEven Start 0.00 vocabulary
Nurse Practitioner Partnership 0.09 reading & math test scores
State Policies State standards 0.00 mathematics
Curriculum comparisons
More effective math curricula 0.30 mathematics
Most effective preschool curricula 0.48 vocabulary
Most effective dropout preventions 1.00 progressing in schoolMost effective early reading programs 0.80 alphabetics
A Harvard professor once developed an interest in the acoustics of the violin. As an experiment, he collected a range of instruments from a cheap beginner's model to the finest Stradivarius. He assembled a small audience in a concert hall and hung a screen between them and the stage. Then he had virtuoso Yehudi Menuhin stand behind the screen and play each violin for the group. He asked the audience to choose the best-‐sounding violin of the collection.
The professor was stunned by the result: Each violin received about the same number of votes. He expressed his surprise to Menuhin, who compounded his shock by agreeing with the outcome. “Yes, they sounded about the same,” the great musician said. “The difference was that the Strad played itself, while I had to work like hell to make the cheap violin sound like anything at all.”
Teachers know the feeling: A dedicated teacher willing to commit enough energy, skill, and imagination can make a dusty chemistry textbook seem like a passport to a magic land-‐-‐but has to work like hell to do it. Besides, it is at best a short-‐term strategy. Even gifted teachers have neither the energy nor the stamina to work that hard every day, year after year, with every student in every class. Instead, to make it possible for all students to learn effectively and consistently, teachers have to rely to a significant degree on the quality of the materials they use and the learning experiences for students that those materials structure. A dusty science book can too easily alienate students and render them apathetic or even hostile to a subject, regardless of what a teacher does (or does not do).
But an effectively designed student learning experience, structured through the use of the right materials, grabs students' attention, brings ideas to life, and fills a classroom-‐-‐including the teacher-‐-‐with new energy as effectively as a great piece of music.
-‐-‐Dr. Herbert TheirDesigning Inquiry-‐Based Science Materials
I used to think…
And now I think…
My lesson plans are awesome!
Better to enact than author.
Curriculum
Supports
I used to think…Bring on the external supports.
I used to think…Bring on the external supports.
I used to think…
And now I think…
Bring on the external supports.
Bring on the external supports, with schools in the first position.
Science K-‐12 Strategy Alignment
98
High Quality Materials Teacher Capacity Timely DataIn-school Supports
Tier II Supports
Tier III Intervention Enrichment
K
CMSI Materials(one scope
and sequence)
Science Kit
Lending Program
Materials-Aligned Workshop
PD
Explore new credentials for content
specific teachers.
NoneCMSI ISIC,Area
CoachesNone None
IB Primary Years
1
2
345
6 Middle grades
specialization.
IB Middle Years
Science Clubs
7
89
3 Science IDSsIDS
Workshop PD
Hiring and assignm
ent process im
provements.
IDS Quarterlies, IDS Summatives
IDS Coaching Credit
Recovery
Achievement Academies
IB Diploma,honors courses,College Bridge,AP
10
11None
12 None None None None
Red: no strategy, inadequate strategy
Yellow: pilot, experimental, hard-‐to-‐scale, incomplete, little evaluation data
Green: robust, evaluation data support
I used to think…
And now I think…
Bring on the external supports.
Bring on the external supports, with schools in the first position.
Supports
Change
I used to think…Just blow it up.
I used to think…Just blow it up.
I used to think…
And now I think…
Just blow it up.
Change is a process that must be managed.
Prior to 2002, over 87 different K-‐8 mathematics programs were used in CPS.
At the start of 2006, over 50% of CPS K-‐8 schools were using CMSI mathematics instructional materials.
K-‐5 CMSI Mathematics Implementation
34114
18826
63
81
435
318226
0
100
200
300
400
500
2003 2004 2005
Year
Number Of Schools
Everyday Mathematics Math Trailblazers Neither
6-‐8 CMSI Mathematics Implementation
30 70135
25
78
97
440347
263
0
100
200
300
400
500
2003 2004 2005
Year
Number Of Schools
Math Thematics Connected Mathematics Neither
Data is based on preliminary 2006 ISAT results. Results are subject to change pending final 2006 ISAT data from ISBE.
2.3
4.6
1.1 1.3
0.2
3.8
-‐2.3
-‐1.0
-‐3.0
-‐2.0
-‐1.0
0.0
1.0
2.0
3.0
4.0
5.0
Composite Reading Math Science
Year-‐to-‐year cha
nge in % m
eets/exceeds on
PSAE
, 200
8 to 200
9
Wave 1 IDS Schools Comparable Non-‐IDS Schools
Change is a process that must be managed.
Bates, Ken
Roberts, DarrelMatthews, Sylvia
Bates, Ken
Roberts, DarrelMatthews, Sylvia
14 080812 Workshop deck FINAL.ppt
High School Teaching & Learning (Main) – Proposed organizational structure
Anna Pavichevich Coaching
(Sr Mgr, no.)
John Loehr Science Coach
Naeem Kareem Science Coach
Stephanie Glover-Douglas
Science Coach
VACANT Science Coach
(test prep)
Robby Singer Math Coach Lead
Lori Raffanti Mathematics Coach
Sabrina Walker Mathematics Coach
VACANT Mathematics Coach
(test prep)
VACANT English Coach
(test prep)
VACANT English Coach Lead
Elizabeth Rolander English Coach
VACANT English Coach
(test prep)
Noreen Abdullah PSAE Coach Lead
Lorraine Anderson English Coach
(250132, 250095)
Cheryl Brooks PSAE Math
(Prof V, 248270)
Martin Moe SS Manager
Tim Sheldon SS Team Lead
Monica Swope SS Coach
Charlotte Boyd SS Coach
(Gary McNaney) Chicago History
Matters
Angel Campbell Social Studies
Roxanne Cooley Social Studies
Jacquelin McCord Social Studies
Gamila Williams Social Studies
(Ian Needham) CME/CCT/Chase
VACANT AP Director
Larry Waites Sr AP Specialist (Prof V, 243410)
Michael Lach Officer
Kari Benson Admin Assist
Nyvia Crespo Exec Assist
= Layer 2
= Layer 3
= Layer 4
= Layer 5
Rukiya Curvey- Johnson IDS Ops
Mike Smith IDS Data Manager
D. Williamson Ops Team Lead
VACANT Ops Team Lead
Karen Boran IDS Instruction
Manager
VACANT English Specialist
Sendhil Revuluri Math Specialist
VACANT Science Specialist
VACANT SpecEd Specialist
(new)
Jane Crane IDS Instruction
Team Lead
M Tallent-Bennis IDS Instruction
Team Lead
Kathleen Hayes IDS Instruciton
Team Lead
Bonnie Dickerson IDS English Lead America's Choice
Kelly Heinike IDS English Lead
Kaplan K12
Desmond Jones IDS Math Lead
Agile Mind
Rickey Murff IDS Math Lead
Carnegie
(Terri Townes) IDS MathLead
Maria Santiago IDS Science Lead
IIT
Patrick Daubenmire IDS Science Lead
Loyola/UIC
Steven McGee IDS Science Lead
MSC
See details on following pages—
managed via contracts
Teaching & Learning
R Kestenbaum Algebra
Gertie Brogsdale 6–9 Literacy
M. Beatty-Sevier Special Projects
Director
VACANT Special Populations
Summary of open issues: • Decide if Service Learning Manager
(Jon Schmidt) should report to Teaching & Learning
• Decide if Terri Gerrata/Special Initiatives Manager should oversee Gertie, Melanie, Rachel
• Decide if OSS special ed. coaches should be added to Coaching
• Follow-up discussion with Office of Academic Enhancement to determine if there are dedicated AB/IB resources
• Follow-up discussion with e-learning (currently in IT) to determine if resources should be relocation to OSHP
Change is a process that must be managed.
I used to think…
And now I think…
Just blow it up.
Change is a process that must be managed.
Change
Leadership
I used to think…Science needs advocates.
I used to think…Science needs advocates.
I used to think…
And now I think…
Science needs advocates.
Science needs advocates who can lead schools.
Source: Education Insights Reality Check 2006
“Despite forceful calls from business leaders and policymakers to upgrade math and science education, most superintendents (59%) and principals (66%) say this is not a serious problem in their local schools.”
School Leaders ≠ Science
Leaders
I used to think…
And now I think…
Science needs advocates.
Science needs advocates who can lead schools.
Leadership
Community
I used to think…I can do it on my own.
I used to think…I can do it on my own.
I used to think…I can do it on my own.We need each other.
I used to think…I can do it on my own.We need each other.
I used to think…
And now I think…
I can do it on my own.We need each other.
We need each other to push and compare.
http://www.rtt-apr.us/
Task Force
Learning
Network
New
Teacher
Prep
AP CTE
Region
al
coordina
tors
Conten
t PD
Develop
Materials
Science
accoun
tability
New
Schoo
ls
New
Cou
rses
Blen
ded
Learning
DC ✔ ✔
DE ✔ ✔
FL ✔ ✔ ✔ ✔
GA ✔ ✔ ✔ ✔ ✔
HI ✔ ✔ ✔
MA ✔ ✔ ✔ ✔ ✔
MD ✔ ✔
NC ✔ ✔ ✔ ✔
OH ✔ ✔ ✔
RI ✔ ✔
TN ✔ ✔ ✔
NY ✔ ✔
In Alabama, The AMSTI network of STEM training centers and materials management provides equipment and PD to teachers statewide.
Practices Worthy Of Attention
2002 2003 20082000 20011999 2004 2005 2006 2007
Project DirectorHired
Blue RibbonCommittee
Initial Program
Development
Major State Funding
2nd NASA Grant
Continuous Program
Improvement
1st NASA Grant
Site #1 Site #2 Site #3 Sites#4-‐6
Sites#7-‐10
Site #11
20 Schools
41 Schools
74 Schools
104 Schools
196 Schools
365 Schools
574 Schools
628 Schools
2009
In North Carolina, 10 of 35 turnaround schools have focused on STEM, and are being deployed to drive further changes throughout the state.
145
Practices Worthy Of Attention
In Illinois, STEM education reforms sit squarely within the career and technical education sphere.
146
Practices Worthy Of Attention
I used to think…
And now I think…
I can do it on my own.We need each other.
We need each other to push and compare.
Community
Our Future
I used to think…Help is on the way.
I used to think…Help is on the way.
I used to think…
And now I think…
Help is on the way.
Help is on the way, and it is coming from us.
Most K-‐12 public education funding comes from state and local revenue.
Federal7%
State48%
Local45%
1996-‐97
Federal10.5%($57B)
State43.3%
Local36.9%
2009-‐10
In general, state governments generate the revenue necessary for educational expenditures from income taxes, corporate taxes and sales taxes, while local school districts rely heavily on property taxes.
US GDP
11%K-‐12(60%)
highereducation (40%)
Total Education Spend= $1.1T
11% of US GDP is spent on education, $1.1T/year…
…of which 60% goes to K-‐12… …and which mostly comes from state and local sources.
158
I used to think…
And now I think…
Help is on the way.
Help is on the way, and it is coming from us.
Our Future
TeachingCurriculum SupportsChange
LeadershipCommunityOur Future
Content matters.
Better to enact than author.
Bring on the external supports, with schools in the first position.
Change is a process that must be managed.
Science needs advocates who can lead schools.
We need each other to push.
Help is on the way, and it is coming from us.
Thank [email protected]