1 STEM Schools of the Future: Putting it all Together Bob Pearlman STEM Schools of the Future: Putting it all Together PowerPoint Slides at http://www.bobpearlman.org/gaprism.htm
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STEM Schools of the Future: Putting it all Together
Bob Pearlman
STEM Schools of the Future: Putting it all Together
PowerPoint Slides at http://www.bobpearlman.org/gaprism.htm
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Key themes of the conference sessions
Increase professional development opportunities for teachers
Increase supply of math and science teachers
Improve curriculum for math and science
Recruit more young women into math and science
Build partnerships for STEM
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RISING focused the nation’s attention in 2006. But what did we learn about these issues in Silicon Valley in the year 2000?
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Silicon Valley, 2000Silicon Valley, 2000
40% of workforce
in 7 high-tech clusters
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VALLEY OF HEART’S DELIGHT
Silicon Valley, 1970
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2002 Workforce Study
1999 Workforce Study found that Silicon Valley faced a significant workforce gap, costing industry $3-4 billion a year
Gap was composed of losses from unfilled positions plus additional salary premiums for workers linked to outside recruitment and commuting costs
2000, CA State Senator John Vasconcellos called “our workforce gap … the number one crisis facing Silicon Valley today”.
Could a homegrown workforce fill the gap?
Were local students interested in careers in the technology industry?
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How do students get these skills?
Do students want to get these skills?
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The key driver of career motivation is the social network in which students gain access and exposure to information, knowledge and opportunities through members of the network
Parents
Summer Jobs/InternshipsMedia
SchoolRelationships
Individual
Members of Social Network
Source: Student Survey, A.T. Kearney analysis
• Most individuals obtain knowledge about careers through family, friends and mentors
• Students express a strong preference to careers similar to their parents’ careers
• Summer jobs have no future career context or experience
• Internships are experienced by so few that no conclusions could yet be reached
• Many individuals obtain career information form books, magazines, Internet, TV and other media
• Higher performing schools generate more interest in technology careers
High correlation Moderate correlation To be determined in future studies
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Summary of findings The workforce gap in Silicon Valley, comprised of unfilled positions,
outside recruits and commuters, has increased by over 25% since 1997 and cost business more than $6 billion a year in 2000.
High access does not appear to translate into high awareness of or motivation to pursue technology careers.
Motivation to pursue technology careers is less among females than males. Social networks for technology acclimation drive an individual’s motivation
and preparation to pursue technology careers
Student motivation is stimulated by experience, adult and real world immersion, and an expanding social network
“Social networks that can bridge across geography, race and class are key to success in the new economy. ‘Hard’ skills are essential, but it’s the connections and mentoring that provide information about what skills are necessary and a vision of how acquiring them can lead to new opportunities for all our residents”.
-- Professor Manuel Pastor, Jr., University of California, Santa Cruz
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I. Internships•Major impact on high school performance
•Major impact on Post-secondary success
Programs and Strategies that Enhance a Student’s Social Network
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Mentoring can also play a key role. Organizations like International Telementor (http://www.telementor.org/), BeAMentor (http://www.beamentor.org/) and MentorPlace link students with long-term mentors in the workplace by telecommunications. These telementors consult with students on their projects and advise students on their college and career plans.
The best youth programs today connect students with caring adults. Intel’s Computer Clubhouses (http://www.computerclubhouse.org/), based on a design developed by the Boston Museum of Science, provides middle school students with a technology-rich after-school “workplace” and provides each student with an adult mentor.
II. Mentoring
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Leadership Initiatives for Teaching and Technology (LIFT2) offers middle school and high school math, science, and technology teachers a research-based professional learning program that integrates graduate coursework with authentic and relevant externships in "innovative" industries in Massachusetts.
LIFT2
Another way to connect students is to help their teachers become effective networkers. Programs such as IISME (Industry Initiatives in Science and Math Education, http://iisme.org/) provide teachers with 6-8 week summer internships at technology companies. The experience not only updates teacher skills and provides them with new curriculum ideas, it also connects them with the industry contacts that can provide social networking opportunities for their kids.
3. Teacher Externships
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Recruiting, developing, and retaining a new generation of math, science and computer science teachers.
The UTeach Institute was created to provide direction and leadership to expand and replicate the UTeach mathematics, science, and computer science teacher preparation program at universities across the nation. The primary goal of replicating UTeach is to increase the quantity and quality of mathematics, science, and computer science teachers in schools. UTeach is a highly innovative and successful teacher preparation program, which has doubled the number of mathematics and science majors being certified at The University of Texas at Austin.
4. Preparing New Teachers in Math and Science
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But what if we go beyond programs and put it all together in STEM Schools of the Future?
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"What is Manor New Tech?" video -- In their own words, Manor New Tech (Manor, TX) students explain what MNTHS is to them. This video features footage of what is happening on campus every day. Presented by students at the Texas Computer Educators Conference, February 4, 2008.
http://www.youtube.com/watch?v=-klc2KijMG8
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A School Development Organization
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New Tech Network Progress
Portland
Anchorage
New Orleans(2)
Chicago
DenverNorthernCalifornia (8)
North Carolina (6)Los Angeles (4)
Texas
SY 2006-07SY 2006-07SY 2005-06SY 2005-06
N. Eugene
SYSY 2007-082007-08
+ 3
Indiana (3)
New York
Klamath
SY 2008-09SY 2008-09
+ 3
+ 1
42 New Tech High Schools, August, 2008
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New Tech High Schools – College Ready, 21st Century Skills, and STEM
Partnership for 21st Century Skillshttp://www.21stcenturyskills.org
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“Results That Matter: 21st Century Skills and High School Reform”
http://www.21stcenturyskills.org/
Improving high schools requires the nation to redefine “rigor” to encompass not just mastery of core academic subjects, but also mastery of 21st century skills and content. Rigor must reflect all the results that matter for all high school graduates today. Today’s graduates need to be critical thinkers, problem solvers and effective communicators who are proficient in both core subjects and new, 21st century content and skills. These 21st century skills include learning and thinking skills, information and communications technology literacy skills, and life skills.
-- March 24, 2006
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“Through my work with the business community, it has become apparent that there isn’t a lack of employees that are technically proficient but a lack of employees that can adequately communicate and collaborate, innovate and think critically. At this pivotal moment in our nation’s history, legislators and policymakers must focus on the outcomes we know produce graduates capable of competing in the 21st century and forging a viable economic future.”
-- Ken Kay, president of the Partnership for 21st Century Skills.
Partnership for 21st Century Skillshttp://www.21stcenturyskills.org
Released Wednesday, September 10, 2008
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Assessment of 21st Century Skills
Partnership for 21st Century Skillshttp://www.21stcenturyskills.org
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21ST CENTURY SKILLS DEFINED
LEARNING & INNOVATION
Creativity & Innovation
Critical Thinking & Problem-solving
Communication & Collaboration
LIFE & CAREER
Flexibility & Adaptability
Initiative & Self-direction
Social & Cross-cultural Skills
Productivity & Accountability
Leadership & Responsibility
INFORMATION & TECHNOLOGY
Information Literacy
Media Literacy
ICT Literacy
Partnership for 21st Century Skills
http://www.21stcenturyskills.org
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New Technology HS
LEARNING OUTCOMES
Napa 8 Learning Outcomes
• Technology Literacy
• Collaboration
• Critical Thinking
• Oral Communication
• Written Communication
• Career Preparation
• Citizenship and Ethics
• Curricular Literacy (Content Standards)
Sacramento 10 Learning Outcomes:
1. Content Proficient
2. Able to Write Proficiently
3. Orally Proficient
4. Able to Think Critically
5. Technologically Proficient
6. Able to Collaborate
7. Prepared for a Career
8. Solid Citizens with Ethical Behavior
9. Able to Analyze and deal with Data
10. Possessing a solid Work Ethic
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What learning curricula, activities, and experiences, foster 21st Century learning? And what does schooling look like?
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Sacramento New Technology High School – Segment 1
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At the core is a student centered, project and problem based
teaching strategy that is tied to both content standards and
school wide learning outcomes.
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Project- and Problem-Based LearningKeys to 21st Century Learning
To learn collaboration, work in teams.
To learn critical thinking, take on complex problems.
To learn oral communication, present.
To learn written communication, write.
To learn technology, use technology.
To develop citizenship, take on civic and global issues.
To learn about careers, do internships.
To learn content, research and do all of the above.
NTHS teachers start each unit by throwing students into a realistic or real-world project that both engages interest and generates a list of things the student need to know. Projects are designed to tackle complex problems, requiring critical thinking. New Tech’s strategy is simple:
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Each unit begins when students are presented with a complex, standards-based problem
Students form a team, develop a work contract and build a work plan
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Students get to work!
Students are provided an online briefcase specific to the project with information, resources, links and
assessment criteria that help guide them.
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Students Need To Know
Student questions and “need to knows” drive classroom lectures and activities. Sometimes for the whole class … sometime for just
one student
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Students experiment and apply learning
Students test their ideas and experiment to find solutions and breakthroughs while receiving ongoing
feedback from instructors.
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Students get back to work!
Students work and collaborate in a business-like environment, where they know their deliverables and
have the technology tools to do their jobs.
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Students prepare to present
Students work on building presentations to repre-sent their work and defend their solutions
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Students present their solutions!
Students present ideas through debates, skits, panels, presentations, etc… where their work is evaluated by peers,
teachers, parents, and community
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Napa New Technology High School – Segment 2
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Teachers (project designers) need to:
•Define the outcomes
•Develop evaluation tools
Guiding Questions:
How will students demonstrate these skills?
How will we measure these skills?
How will we ensure students reach proficiency in these skills before they graduate?
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The finished product:
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What classroom learning environments support 21st Century Learning?
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Sacramento New Technology High School
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FACILITIES FRAMEWORK
Large classrooms that allow for team teaching, computers,
group work and creates an environment that reflects
school’s purpose.
Technology infrastructure to support 1:1 computer
ratios
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Schools as Workplaces for
21st Century Students
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DIGITAL MEDIA
COLLEGE COURSES
SENIOR PROJECTS
PROFESSIONAL PORTFOLIOS
INTERNSHIPS & COMMUNITY SERVICE
ADDITIONAL REQUIREMENTS
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Professional Development
Schools
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•How do you do 21st Century Learning and Teaching?
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Step 1: Determine the
LEARNING OUTCOMES
• TECHNOLOGY LITERACY
• COLLABORATION
• CRITICAL THINKING
• ORAL COMMUNICATION
• WRITTEN COMMUNICATION
• CAREER PREPARATION
• CITIZENSHIP AND ETHICS
• CURRICULAR LITERACY (CONTENT STANDARDS)
New Technology HS
LEARNING OUTCOMES
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Step 2: Design the Project
Know/ Need to Know
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Guiding Questions:
How will students demonstrate these skills?
How will we measure these skills?
How will we ensure students reach proficiency in these skills before they graduate?
Step 3: Develop the
Assessments (Rubrics)
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The finished product:
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Step 4: Students demonstrate mastery through ….
Products
Presentations
ePortfolios
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Step 5: Provide Feedback to Students
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Key recommendations to Georgia STEM education leaders
Determine the school’s Learning Outcomes (content and 21st Century Skills)
Embed the Learning Outcomes into projects
Design assessments to measure Outcomes
Students prove mastery of Learning Outcomes through Products, Presentations, and Portfolios
Provide students with just-in-time assessment feedback
Learning Outcomes
Projects
Assess 21st Century Skills
Skills-Based Grade Reports
Products Presentations
Portfolios
•Go see 21st Century STEM Schools
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Manor New Technology HS
Inaugurated Sept. 2007 by Gov. Rick Perry (virtual ribbon cutting ceremony– now on YouTube)
T-STEM Academy sponsored by THSP, TEA, Samsung, Applied Materials
Opened grades 9,10 in 2007.
http://www.manorisd.net/newtech/
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Tech Valley HS, Albany, NY
Collaboration of Questar II and Capital Region BOCES
Located at MapInfo Corporation, Rensselaer Technology Park
Serves 48 member districts TVHS Business Alliance
includes major companies and chambers of region
http://www.techvalleyhigh.org/
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http://cfbstaff.cfbisd.edu/tehranim/metsa/index.htm
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New Technology High School (Napa, California) National model school launched in 1996
ICLE Model School, 2005 and 2006
Lead school in national network of 35 schools
Produces successful students (Post-Sec Study)
Post-Secondary Success Study (Rockman et al, 2005)
•89% of the responding alumni attended a 2-year or 4-year college/university or professional or technical institute.
•92% of respondents have applied some or a great deal of what they learned at NTHS to their postsecondary education or career.
•96% of the respondents would choose to attend NTHS again.
•40% of the alumni respondents were either majoring in STEM fields or were working in STEM professions.
http://www.newtechhigh.org
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Napa New Tech High School STEM Majors or Careers (n=240)
40%
60%
43%
57%
37%
63%
0
50
100
150
200
250
300
Nu
mb
er
of
Re
spo
nd
en
ts
All Respondents Males Females
STEM Non-STEM
Over 40% of the alumni respondents reported they were either majoring in a STEM field, had graduated with a degree in a STEM Field, or were working in a STEM related field. National Average is 5.7% (National Sience Board, 2004).
-- Post-Secondary Success Study (Rockman et al, 2005).
(base=147) (base=93)
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NEW TECHNOLOGY HIGH SCHOOLSNapa and Sacramento
Study Tours and Visits(late September March)
http://www.newtechfoundation.org
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Contact Information
Susan Schilling
CEO
www.newtechfoundation.org
707-253-4287
1040 Main St., Suite 302
Napa, CA 94559
Bob Pearlman
Director of Strategic Planning
www.bobpearlman.org
520-881-9965
PowerPoint Slides at www.bobpearlman.org/gaprism.htm