@mcesaaz /mcesaaz Engineering STEM Identity (ESI) Developing Teacher Support for STEM Professional Learning Using Video Conferencing
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mcesaaz
mcesaaz
Engineering STEM Identity (ESI)
Developing Teacher Support for
STEM Professional Learning Using
Video Conferencing
Welcome and Introductions
Presentation Outcomesbull Understand Maricopa County Education Service Agency (MCESA) key
initiatives
bull Preview Goals of the Engineering STEM Identity (ESI) Project
bull Consider how MCESArsquos Engineering STEM Identity program use of
videoconferencing could be utilized by other ESAs
bull Review highlights of Preliminary data results
bull Q amp A
Maricopa County
By the Numbers728077Students
58School Districts
435Individual
Charter Schools32015Teachers
A Few Districts in Maricopa County
Mobile
Elementary
Goodyear
Phoenix
Union HS
Queen Creek
Unified
Mesa Unified
Chandler
UnifiedSentinel
Elementary
Dateland
32
2326392
5186
41653
64932
VISION Creating conditions for all children
and youth to succeed through
bull Education Innovation
bull Executive Leadership
bull Economic Management
Education Innovation
CHALLENGE
ldquoToo Few Students are Persisting in
STEM Coursesrdquo
SOLUTION
Engineering STEM Identity
Engineering STEM Identity
ESI STEM Identity
Activities
Goals of Engineering STEM Identity
bull Increase student achievement on a state science and math assessment
bull Increase student engagement in STEM subject areas measured by a Career
Interest Survey
bull Increase teacher STEM pedagogical content knowledge measured by Basic
Energy Concept Inventory (BECI)
bull Increase teacher confidence in STEM measured by STEBI
ESI STEM Teachers Trained in Modeling Instruction
via Videoconferencing
Modeling instruction is the integration
of content and pedagogy around making
and using scientific models so it is
applicable to the whole STEM domain
ESI STEM Teachers Trained in Modeling
Instruction via Videoconferencing
Scientific Academic Language
Posing Questions
Explaining Rationale
Authentic Engagement
Videoconference in remote
locations of Arizona
Details Modeling Instruction Blended-
Videoconference Summer Institute Training
Two - 3- Week Trainings
June and July
7 different locations including
MCESA
44 Participants Science
andor Math Teachers and
STEM Coaches
32 Participants chose
Videoconference Training for
a majority of training
Snapshot from Videoconference
Summer Modeling Instruction Training
8 Years average teaching experience
65 Participants teach science
35 Participants teach math
72 of Participants chose
Videoconferencing for Training
Data from Videoconference
Summer Modeling Instruction Training
Level of Agreement referencing the
IVL (Interactive Video Lab)
environment for Professional Learning
Strongly
Agree
Agree Neutral Disagree Strongly
Disagree
The IVL made my attendance in the
workshops convenient
48 32 15 5 0
The IVL provided opportunities for me to
interact with workshop facilitators and
participants in meaningful ways16 69 15 0 0
The IVL made my workshop experience
positive and meaningful
11 69 15 5 0
If I were to engage in this training again I
would attend training via the IVL 11 47 32 10 0
Technology Used for Videoconferencing
Teacher Training
3 - Mounted Wall Cameras
IVL Carts (Interactive Video
Lab)
bull Each school site
bull On-site at MCESA
Cisco Jabber Video for TelePresence
ESI STEM Teacher Coaching via
VideoconferencingGoal By 2016 increase teachersrsquo effectiveness and confidence in
implementing redesigned course content and instructional
practices
Objectivesbull Increase teacher confidence in STEM Education
bull Increase teacher STEM pedagogical content knowledge
Coaching ESI Teachers via Videoconference
bull Provides training and support for teachers on incorporating the
modeling instructional method
bull Interacts with teachers to prepare for and during classroom Peer
Panel meetings
bull Interacts with teachers to support curricular development for course
re-design
Qualitative Data from ESI Teachers
on Videoconference Coachingbull In what ways did the STEM Coach support you in implementing ldquoModeling
Instructionrdquo
ldquoHe joined one of our whiteboard sessions and gave me feedback on ways that I might continue doing
some of the things I am doing and might tweak what I am doing to ensure the students were getting the
big concepts they were supposed tordquo
ldquoA ton of times through the IVL [ie teacher is referring to formal STEM coaching sessions] we reviewed
questions I hadrdquo
bull How did the feedback provided by the STEM Coach assist you in your day to day
teaching
ldquoDefinitely reinforced the importance of letting the students do their work rather than direct instruction get
the kids to explore the topic themselves before doing some direct instructionrdquo
ldquoI would say pacing so I knew how long to stay on something and when to move on Even if I can skip
around some areas--at first I thought I had to go in sequential order--definitely with pacingrdquo
Year 1 - Data from ESI Teachers
BECI - Basic Energy Concept Inventory- Teacher
ESI Teachers showed an 125 mean increase in teacher content
STEBI ndash Science Teaching Efficacy Belief Instrument
ESI Teachers did not show an increase in science teacher confidence
Teacher Testimonial Video after one year of
using Modeling Instruction and
coached via videoconference
Modeling Instruction Video
STEM Professionals increase teacher STEM
Knowledge via Videoconference
Recruit STEM Professionals
Train STEM Professionals
Classroom Engagement for students and teachers via
Videoconference
STEM Professionals
ARCADIS-US Intel
ASU Medtronic
Axosoft SAP
Freeport-McMoRan State Farm
Local Motors Kimley-Horn
Orcutt Winslow SPS + Architects
Insight American Express
Over 350 STEM professionals trained for ESI activities
Employers of volunteers include the following
Role Model Training for STEM Professionals
Two Videoconference Choices for STEM Role Models
bull Serve as a STEM
ldquoConsultantrdquo
ndashMake connections between
the classroom and the ldquoreal
worldrdquo
ndashOffer advice and feedback
to students on their ldquoSTEM
Challengerdquo
Serve as a STEM ldquoConsultantrdquo
bull Make connections between the
classroom and ldquoreal-worldrdquo
bull Offer advice and feedback to
teachers and students on
ldquoSTEM Challenge Cohort Projectsrdquo
Share your ldquoSTEM Storyrdquo
bullWhere do you live when you were
younger
bullWhat inspired you as a child
bullWhat things did you like to do
bullWho was your Role Model
bullWhat events had an impact on
your chosen career today
Videoconference with STEM Professionals
for Challenge Cohort Projects
Classrooms interact with each other and STEM
Professionals via videoconference to learn from
each other and problem-solve for a
School Challenge Project using the
Engineering Design Process-
Increase Self-Efficacy
Curricular Relevance
Increase Sense of Institutional Belonging
STEM Professionals videoconference with teachers to support Authentic Engagement
Qualitative Data of Teachers learning from STEM
Professionals via Videoconference
bull In what ways did the STEM Professional support you in preparing to lead the
Engineering Challenge
ldquoJared has given us the most help because he was the first [STEM professional] we met with and
sustainability is his area Hes got some friends in the gardening area He gave us some charts
showing us how to plan things We talked about compostingrdquo
ldquoHearing about what they do in their daily routines at work as an engineer or architectrdquo
ldquoThey talk about what it takes to work on projects how they started their backgroundrdquo
Videoconferencing technology for STEM Professionals to
Support Teacher Professional Learning in Classrooms
Laptopcomputer
smartphone
Interactive
Video Cart
Highlights of Preliminary Data
ATI Galileo Math and Science
Career Interest Survey
BECI
Qualitative Data
Highlights
of
Preliminary Student Data
Reported by ESI External Evaluators - SWECA- Dr Stephen Powers PhD Lead Evaluator
Science and Math Highlights
ESI students showed statistically significant increase from pretest to
posttest in math and science
6th grade showed 8 mean increase in both math and science
The end of year showed progress in Science with a 6 overall
total gain from the pretest mean
Highlights
of
Preliminary Data Results
Science
Grade Actual Scale
Growth
Expected
Growth
6 7854 5238
7 4504 1583
8 6172 4943
Observed Gain Vs Growth ExpectationGrades 6 7 and 8 Science ESI students
Actual Scale Growth was greater than Expected Growth
Highlights
of
Preliminary Data Results
Career Interest Survey
Students in ESI showed a statistical increase of engagement in Engineering
The mean percent gain
Science 2
Technology 4
Engineering 10
Mathematics 4
Highlights
of
Preliminary Data Results
Qualitative Data
Teacher STEM
Pro Spotlights
Student STEM
Pro Spotlights
Teacher Leading
Challenge
Cohort
Teacher Peer
Panel
Interactions
Student Peer
Panel Interactions
ldquoMy students have
become more
engaged in
Science and
developed a
deeper interest in
the different
professionsrdquo
ldquoThis gave me
more thoughts of
how I can get to
my goal of my
future STEM jobrdquo
My favorite aspect
of LCC was how the
engineering design
process was broken
down into steps I
was able to give the
kids an outlook of
how engineers workrdquo
ldquoA huge positive
was that it
allowed my
students to use
questioning
strategies in a
real-life situation
with peersrdquo
ldquoI think the STEM
Program is a great
way to interact
with others learn
from other classes
and expand our
education in
sciencerdquo
MCESA Engineering STEM Identity featured on
US Dept of Education Office of Technology - Story Site
Story Site
Developing Teacher Support for STEM Professional
Learning
using Videoconferencing
QA
mcesaaz
mcesaaz
wwwmaricopagovmcesaLoriShoughmcesaMaricopagov
GaleBeauchampmcesamaricopagov
Welcome and Introductions
Presentation Outcomesbull Understand Maricopa County Education Service Agency (MCESA) key
initiatives
bull Preview Goals of the Engineering STEM Identity (ESI) Project
bull Consider how MCESArsquos Engineering STEM Identity program use of
videoconferencing could be utilized by other ESAs
bull Review highlights of Preliminary data results
bull Q amp A
Maricopa County
By the Numbers728077Students
58School Districts
435Individual
Charter Schools32015Teachers
A Few Districts in Maricopa County
Mobile
Elementary
Goodyear
Phoenix
Union HS
Queen Creek
Unified
Mesa Unified
Chandler
UnifiedSentinel
Elementary
Dateland
32
2326392
5186
41653
64932
VISION Creating conditions for all children
and youth to succeed through
bull Education Innovation
bull Executive Leadership
bull Economic Management
Education Innovation
CHALLENGE
ldquoToo Few Students are Persisting in
STEM Coursesrdquo
SOLUTION
Engineering STEM Identity
Engineering STEM Identity
ESI STEM Identity
Activities
Goals of Engineering STEM Identity
bull Increase student achievement on a state science and math assessment
bull Increase student engagement in STEM subject areas measured by a Career
Interest Survey
bull Increase teacher STEM pedagogical content knowledge measured by Basic
Energy Concept Inventory (BECI)
bull Increase teacher confidence in STEM measured by STEBI
ESI STEM Teachers Trained in Modeling Instruction
via Videoconferencing
Modeling instruction is the integration
of content and pedagogy around making
and using scientific models so it is
applicable to the whole STEM domain
ESI STEM Teachers Trained in Modeling
Instruction via Videoconferencing
Scientific Academic Language
Posing Questions
Explaining Rationale
Authentic Engagement
Videoconference in remote
locations of Arizona
Details Modeling Instruction Blended-
Videoconference Summer Institute Training
Two - 3- Week Trainings
June and July
7 different locations including
MCESA
44 Participants Science
andor Math Teachers and
STEM Coaches
32 Participants chose
Videoconference Training for
a majority of training
Snapshot from Videoconference
Summer Modeling Instruction Training
8 Years average teaching experience
65 Participants teach science
35 Participants teach math
72 of Participants chose
Videoconferencing for Training
Data from Videoconference
Summer Modeling Instruction Training
Level of Agreement referencing the
IVL (Interactive Video Lab)
environment for Professional Learning
Strongly
Agree
Agree Neutral Disagree Strongly
Disagree
The IVL made my attendance in the
workshops convenient
48 32 15 5 0
The IVL provided opportunities for me to
interact with workshop facilitators and
participants in meaningful ways16 69 15 0 0
The IVL made my workshop experience
positive and meaningful
11 69 15 5 0
If I were to engage in this training again I
would attend training via the IVL 11 47 32 10 0
Technology Used for Videoconferencing
Teacher Training
3 - Mounted Wall Cameras
IVL Carts (Interactive Video
Lab)
bull Each school site
bull On-site at MCESA
Cisco Jabber Video for TelePresence
ESI STEM Teacher Coaching via
VideoconferencingGoal By 2016 increase teachersrsquo effectiveness and confidence in
implementing redesigned course content and instructional
practices
Objectivesbull Increase teacher confidence in STEM Education
bull Increase teacher STEM pedagogical content knowledge
Coaching ESI Teachers via Videoconference
bull Provides training and support for teachers on incorporating the
modeling instructional method
bull Interacts with teachers to prepare for and during classroom Peer
Panel meetings
bull Interacts with teachers to support curricular development for course
re-design
Qualitative Data from ESI Teachers
on Videoconference Coachingbull In what ways did the STEM Coach support you in implementing ldquoModeling
Instructionrdquo
ldquoHe joined one of our whiteboard sessions and gave me feedback on ways that I might continue doing
some of the things I am doing and might tweak what I am doing to ensure the students were getting the
big concepts they were supposed tordquo
ldquoA ton of times through the IVL [ie teacher is referring to formal STEM coaching sessions] we reviewed
questions I hadrdquo
bull How did the feedback provided by the STEM Coach assist you in your day to day
teaching
ldquoDefinitely reinforced the importance of letting the students do their work rather than direct instruction get
the kids to explore the topic themselves before doing some direct instructionrdquo
ldquoI would say pacing so I knew how long to stay on something and when to move on Even if I can skip
around some areas--at first I thought I had to go in sequential order--definitely with pacingrdquo
Year 1 - Data from ESI Teachers
BECI - Basic Energy Concept Inventory- Teacher
ESI Teachers showed an 125 mean increase in teacher content
STEBI ndash Science Teaching Efficacy Belief Instrument
ESI Teachers did not show an increase in science teacher confidence
Teacher Testimonial Video after one year of
using Modeling Instruction and
coached via videoconference
Modeling Instruction Video
STEM Professionals increase teacher STEM
Knowledge via Videoconference
Recruit STEM Professionals
Train STEM Professionals
Classroom Engagement for students and teachers via
Videoconference
STEM Professionals
ARCADIS-US Intel
ASU Medtronic
Axosoft SAP
Freeport-McMoRan State Farm
Local Motors Kimley-Horn
Orcutt Winslow SPS + Architects
Insight American Express
Over 350 STEM professionals trained for ESI activities
Employers of volunteers include the following
Role Model Training for STEM Professionals
Two Videoconference Choices for STEM Role Models
bull Serve as a STEM
ldquoConsultantrdquo
ndashMake connections between
the classroom and the ldquoreal
worldrdquo
ndashOffer advice and feedback
to students on their ldquoSTEM
Challengerdquo
Serve as a STEM ldquoConsultantrdquo
bull Make connections between the
classroom and ldquoreal-worldrdquo
bull Offer advice and feedback to
teachers and students on
ldquoSTEM Challenge Cohort Projectsrdquo
Share your ldquoSTEM Storyrdquo
bullWhere do you live when you were
younger
bullWhat inspired you as a child
bullWhat things did you like to do
bullWho was your Role Model
bullWhat events had an impact on
your chosen career today
Videoconference with STEM Professionals
for Challenge Cohort Projects
Classrooms interact with each other and STEM
Professionals via videoconference to learn from
each other and problem-solve for a
School Challenge Project using the
Engineering Design Process-
Increase Self-Efficacy
Curricular Relevance
Increase Sense of Institutional Belonging
STEM Professionals videoconference with teachers to support Authentic Engagement
Qualitative Data of Teachers learning from STEM
Professionals via Videoconference
bull In what ways did the STEM Professional support you in preparing to lead the
Engineering Challenge
ldquoJared has given us the most help because he was the first [STEM professional] we met with and
sustainability is his area Hes got some friends in the gardening area He gave us some charts
showing us how to plan things We talked about compostingrdquo
ldquoHearing about what they do in their daily routines at work as an engineer or architectrdquo
ldquoThey talk about what it takes to work on projects how they started their backgroundrdquo
Videoconferencing technology for STEM Professionals to
Support Teacher Professional Learning in Classrooms
Laptopcomputer
smartphone
Interactive
Video Cart
Highlights of Preliminary Data
ATI Galileo Math and Science
Career Interest Survey
BECI
Qualitative Data
Highlights
of
Preliminary Student Data
Reported by ESI External Evaluators - SWECA- Dr Stephen Powers PhD Lead Evaluator
Science and Math Highlights
ESI students showed statistically significant increase from pretest to
posttest in math and science
6th grade showed 8 mean increase in both math and science
The end of year showed progress in Science with a 6 overall
total gain from the pretest mean
Highlights
of
Preliminary Data Results
Science
Grade Actual Scale
Growth
Expected
Growth
6 7854 5238
7 4504 1583
8 6172 4943
Observed Gain Vs Growth ExpectationGrades 6 7 and 8 Science ESI students
Actual Scale Growth was greater than Expected Growth
Highlights
of
Preliminary Data Results
Career Interest Survey
Students in ESI showed a statistical increase of engagement in Engineering
The mean percent gain
Science 2
Technology 4
Engineering 10
Mathematics 4
Highlights
of
Preliminary Data Results
Qualitative Data
Teacher STEM
Pro Spotlights
Student STEM
Pro Spotlights
Teacher Leading
Challenge
Cohort
Teacher Peer
Panel
Interactions
Student Peer
Panel Interactions
ldquoMy students have
become more
engaged in
Science and
developed a
deeper interest in
the different
professionsrdquo
ldquoThis gave me
more thoughts of
how I can get to
my goal of my
future STEM jobrdquo
My favorite aspect
of LCC was how the
engineering design
process was broken
down into steps I
was able to give the
kids an outlook of
how engineers workrdquo
ldquoA huge positive
was that it
allowed my
students to use
questioning
strategies in a
real-life situation
with peersrdquo
ldquoI think the STEM
Program is a great
way to interact
with others learn
from other classes
and expand our
education in
sciencerdquo
MCESA Engineering STEM Identity featured on
US Dept of Education Office of Technology - Story Site
Story Site
Developing Teacher Support for STEM Professional
Learning
using Videoconferencing
QA
mcesaaz
mcesaaz
wwwmaricopagovmcesaLoriShoughmcesaMaricopagov
GaleBeauchampmcesamaricopagov
Presentation Outcomesbull Understand Maricopa County Education Service Agency (MCESA) key
initiatives
bull Preview Goals of the Engineering STEM Identity (ESI) Project
bull Consider how MCESArsquos Engineering STEM Identity program use of
videoconferencing could be utilized by other ESAs
bull Review highlights of Preliminary data results
bull Q amp A
Maricopa County
By the Numbers728077Students
58School Districts
435Individual
Charter Schools32015Teachers
A Few Districts in Maricopa County
Mobile
Elementary
Goodyear
Phoenix
Union HS
Queen Creek
Unified
Mesa Unified
Chandler
UnifiedSentinel
Elementary
Dateland
32
2326392
5186
41653
64932
VISION Creating conditions for all children
and youth to succeed through
bull Education Innovation
bull Executive Leadership
bull Economic Management
Education Innovation
CHALLENGE
ldquoToo Few Students are Persisting in
STEM Coursesrdquo
SOLUTION
Engineering STEM Identity
Engineering STEM Identity
ESI STEM Identity
Activities
Goals of Engineering STEM Identity
bull Increase student achievement on a state science and math assessment
bull Increase student engagement in STEM subject areas measured by a Career
Interest Survey
bull Increase teacher STEM pedagogical content knowledge measured by Basic
Energy Concept Inventory (BECI)
bull Increase teacher confidence in STEM measured by STEBI
ESI STEM Teachers Trained in Modeling Instruction
via Videoconferencing
Modeling instruction is the integration
of content and pedagogy around making
and using scientific models so it is
applicable to the whole STEM domain
ESI STEM Teachers Trained in Modeling
Instruction via Videoconferencing
Scientific Academic Language
Posing Questions
Explaining Rationale
Authentic Engagement
Videoconference in remote
locations of Arizona
Details Modeling Instruction Blended-
Videoconference Summer Institute Training
Two - 3- Week Trainings
June and July
7 different locations including
MCESA
44 Participants Science
andor Math Teachers and
STEM Coaches
32 Participants chose
Videoconference Training for
a majority of training
Snapshot from Videoconference
Summer Modeling Instruction Training
8 Years average teaching experience
65 Participants teach science
35 Participants teach math
72 of Participants chose
Videoconferencing for Training
Data from Videoconference
Summer Modeling Instruction Training
Level of Agreement referencing the
IVL (Interactive Video Lab)
environment for Professional Learning
Strongly
Agree
Agree Neutral Disagree Strongly
Disagree
The IVL made my attendance in the
workshops convenient
48 32 15 5 0
The IVL provided opportunities for me to
interact with workshop facilitators and
participants in meaningful ways16 69 15 0 0
The IVL made my workshop experience
positive and meaningful
11 69 15 5 0
If I were to engage in this training again I
would attend training via the IVL 11 47 32 10 0
Technology Used for Videoconferencing
Teacher Training
3 - Mounted Wall Cameras
IVL Carts (Interactive Video
Lab)
bull Each school site
bull On-site at MCESA
Cisco Jabber Video for TelePresence
ESI STEM Teacher Coaching via
VideoconferencingGoal By 2016 increase teachersrsquo effectiveness and confidence in
implementing redesigned course content and instructional
practices
Objectivesbull Increase teacher confidence in STEM Education
bull Increase teacher STEM pedagogical content knowledge
Coaching ESI Teachers via Videoconference
bull Provides training and support for teachers on incorporating the
modeling instructional method
bull Interacts with teachers to prepare for and during classroom Peer
Panel meetings
bull Interacts with teachers to support curricular development for course
re-design
Qualitative Data from ESI Teachers
on Videoconference Coachingbull In what ways did the STEM Coach support you in implementing ldquoModeling
Instructionrdquo
ldquoHe joined one of our whiteboard sessions and gave me feedback on ways that I might continue doing
some of the things I am doing and might tweak what I am doing to ensure the students were getting the
big concepts they were supposed tordquo
ldquoA ton of times through the IVL [ie teacher is referring to formal STEM coaching sessions] we reviewed
questions I hadrdquo
bull How did the feedback provided by the STEM Coach assist you in your day to day
teaching
ldquoDefinitely reinforced the importance of letting the students do their work rather than direct instruction get
the kids to explore the topic themselves before doing some direct instructionrdquo
ldquoI would say pacing so I knew how long to stay on something and when to move on Even if I can skip
around some areas--at first I thought I had to go in sequential order--definitely with pacingrdquo
Year 1 - Data from ESI Teachers
BECI - Basic Energy Concept Inventory- Teacher
ESI Teachers showed an 125 mean increase in teacher content
STEBI ndash Science Teaching Efficacy Belief Instrument
ESI Teachers did not show an increase in science teacher confidence
Teacher Testimonial Video after one year of
using Modeling Instruction and
coached via videoconference
Modeling Instruction Video
STEM Professionals increase teacher STEM
Knowledge via Videoconference
Recruit STEM Professionals
Train STEM Professionals
Classroom Engagement for students and teachers via
Videoconference
STEM Professionals
ARCADIS-US Intel
ASU Medtronic
Axosoft SAP
Freeport-McMoRan State Farm
Local Motors Kimley-Horn
Orcutt Winslow SPS + Architects
Insight American Express
Over 350 STEM professionals trained for ESI activities
Employers of volunteers include the following
Role Model Training for STEM Professionals
Two Videoconference Choices for STEM Role Models
bull Serve as a STEM
ldquoConsultantrdquo
ndashMake connections between
the classroom and the ldquoreal
worldrdquo
ndashOffer advice and feedback
to students on their ldquoSTEM
Challengerdquo
Serve as a STEM ldquoConsultantrdquo
bull Make connections between the
classroom and ldquoreal-worldrdquo
bull Offer advice and feedback to
teachers and students on
ldquoSTEM Challenge Cohort Projectsrdquo
Share your ldquoSTEM Storyrdquo
bullWhere do you live when you were
younger
bullWhat inspired you as a child
bullWhat things did you like to do
bullWho was your Role Model
bullWhat events had an impact on
your chosen career today
Videoconference with STEM Professionals
for Challenge Cohort Projects
Classrooms interact with each other and STEM
Professionals via videoconference to learn from
each other and problem-solve for a
School Challenge Project using the
Engineering Design Process-
Increase Self-Efficacy
Curricular Relevance
Increase Sense of Institutional Belonging
STEM Professionals videoconference with teachers to support Authentic Engagement
Qualitative Data of Teachers learning from STEM
Professionals via Videoconference
bull In what ways did the STEM Professional support you in preparing to lead the
Engineering Challenge
ldquoJared has given us the most help because he was the first [STEM professional] we met with and
sustainability is his area Hes got some friends in the gardening area He gave us some charts
showing us how to plan things We talked about compostingrdquo
ldquoHearing about what they do in their daily routines at work as an engineer or architectrdquo
ldquoThey talk about what it takes to work on projects how they started their backgroundrdquo
Videoconferencing technology for STEM Professionals to
Support Teacher Professional Learning in Classrooms
Laptopcomputer
smartphone
Interactive
Video Cart
Highlights of Preliminary Data
ATI Galileo Math and Science
Career Interest Survey
BECI
Qualitative Data
Highlights
of
Preliminary Student Data
Reported by ESI External Evaluators - SWECA- Dr Stephen Powers PhD Lead Evaluator
Science and Math Highlights
ESI students showed statistically significant increase from pretest to
posttest in math and science
6th grade showed 8 mean increase in both math and science
The end of year showed progress in Science with a 6 overall
total gain from the pretest mean
Highlights
of
Preliminary Data Results
Science
Grade Actual Scale
Growth
Expected
Growth
6 7854 5238
7 4504 1583
8 6172 4943
Observed Gain Vs Growth ExpectationGrades 6 7 and 8 Science ESI students
Actual Scale Growth was greater than Expected Growth
Highlights
of
Preliminary Data Results
Career Interest Survey
Students in ESI showed a statistical increase of engagement in Engineering
The mean percent gain
Science 2
Technology 4
Engineering 10
Mathematics 4
Highlights
of
Preliminary Data Results
Qualitative Data
Teacher STEM
Pro Spotlights
Student STEM
Pro Spotlights
Teacher Leading
Challenge
Cohort
Teacher Peer
Panel
Interactions
Student Peer
Panel Interactions
ldquoMy students have
become more
engaged in
Science and
developed a
deeper interest in
the different
professionsrdquo
ldquoThis gave me
more thoughts of
how I can get to
my goal of my
future STEM jobrdquo
My favorite aspect
of LCC was how the
engineering design
process was broken
down into steps I
was able to give the
kids an outlook of
how engineers workrdquo
ldquoA huge positive
was that it
allowed my
students to use
questioning
strategies in a
real-life situation
with peersrdquo
ldquoI think the STEM
Program is a great
way to interact
with others learn
from other classes
and expand our
education in
sciencerdquo
MCESA Engineering STEM Identity featured on
US Dept of Education Office of Technology - Story Site
Story Site
Developing Teacher Support for STEM Professional
Learning
using Videoconferencing
QA
mcesaaz
mcesaaz
wwwmaricopagovmcesaLoriShoughmcesaMaricopagov
GaleBeauchampmcesamaricopagov
Maricopa County
By the Numbers728077Students
58School Districts
435Individual
Charter Schools32015Teachers
A Few Districts in Maricopa County
Mobile
Elementary
Goodyear
Phoenix
Union HS
Queen Creek
Unified
Mesa Unified
Chandler
UnifiedSentinel
Elementary
Dateland
32
2326392
5186
41653
64932
VISION Creating conditions for all children
and youth to succeed through
bull Education Innovation
bull Executive Leadership
bull Economic Management
Education Innovation
CHALLENGE
ldquoToo Few Students are Persisting in
STEM Coursesrdquo
SOLUTION
Engineering STEM Identity
Engineering STEM Identity
ESI STEM Identity
Activities
Goals of Engineering STEM Identity
bull Increase student achievement on a state science and math assessment
bull Increase student engagement in STEM subject areas measured by a Career
Interest Survey
bull Increase teacher STEM pedagogical content knowledge measured by Basic
Energy Concept Inventory (BECI)
bull Increase teacher confidence in STEM measured by STEBI
ESI STEM Teachers Trained in Modeling Instruction
via Videoconferencing
Modeling instruction is the integration
of content and pedagogy around making
and using scientific models so it is
applicable to the whole STEM domain
ESI STEM Teachers Trained in Modeling
Instruction via Videoconferencing
Scientific Academic Language
Posing Questions
Explaining Rationale
Authentic Engagement
Videoconference in remote
locations of Arizona
Details Modeling Instruction Blended-
Videoconference Summer Institute Training
Two - 3- Week Trainings
June and July
7 different locations including
MCESA
44 Participants Science
andor Math Teachers and
STEM Coaches
32 Participants chose
Videoconference Training for
a majority of training
Snapshot from Videoconference
Summer Modeling Instruction Training
8 Years average teaching experience
65 Participants teach science
35 Participants teach math
72 of Participants chose
Videoconferencing for Training
Data from Videoconference
Summer Modeling Instruction Training
Level of Agreement referencing the
IVL (Interactive Video Lab)
environment for Professional Learning
Strongly
Agree
Agree Neutral Disagree Strongly
Disagree
The IVL made my attendance in the
workshops convenient
48 32 15 5 0
The IVL provided opportunities for me to
interact with workshop facilitators and
participants in meaningful ways16 69 15 0 0
The IVL made my workshop experience
positive and meaningful
11 69 15 5 0
If I were to engage in this training again I
would attend training via the IVL 11 47 32 10 0
Technology Used for Videoconferencing
Teacher Training
3 - Mounted Wall Cameras
IVL Carts (Interactive Video
Lab)
bull Each school site
bull On-site at MCESA
Cisco Jabber Video for TelePresence
ESI STEM Teacher Coaching via
VideoconferencingGoal By 2016 increase teachersrsquo effectiveness and confidence in
implementing redesigned course content and instructional
practices
Objectivesbull Increase teacher confidence in STEM Education
bull Increase teacher STEM pedagogical content knowledge
Coaching ESI Teachers via Videoconference
bull Provides training and support for teachers on incorporating the
modeling instructional method
bull Interacts with teachers to prepare for and during classroom Peer
Panel meetings
bull Interacts with teachers to support curricular development for course
re-design
Qualitative Data from ESI Teachers
on Videoconference Coachingbull In what ways did the STEM Coach support you in implementing ldquoModeling
Instructionrdquo
ldquoHe joined one of our whiteboard sessions and gave me feedback on ways that I might continue doing
some of the things I am doing and might tweak what I am doing to ensure the students were getting the
big concepts they were supposed tordquo
ldquoA ton of times through the IVL [ie teacher is referring to formal STEM coaching sessions] we reviewed
questions I hadrdquo
bull How did the feedback provided by the STEM Coach assist you in your day to day
teaching
ldquoDefinitely reinforced the importance of letting the students do their work rather than direct instruction get
the kids to explore the topic themselves before doing some direct instructionrdquo
ldquoI would say pacing so I knew how long to stay on something and when to move on Even if I can skip
around some areas--at first I thought I had to go in sequential order--definitely with pacingrdquo
Year 1 - Data from ESI Teachers
BECI - Basic Energy Concept Inventory- Teacher
ESI Teachers showed an 125 mean increase in teacher content
STEBI ndash Science Teaching Efficacy Belief Instrument
ESI Teachers did not show an increase in science teacher confidence
Teacher Testimonial Video after one year of
using Modeling Instruction and
coached via videoconference
Modeling Instruction Video
STEM Professionals increase teacher STEM
Knowledge via Videoconference
Recruit STEM Professionals
Train STEM Professionals
Classroom Engagement for students and teachers via
Videoconference
STEM Professionals
ARCADIS-US Intel
ASU Medtronic
Axosoft SAP
Freeport-McMoRan State Farm
Local Motors Kimley-Horn
Orcutt Winslow SPS + Architects
Insight American Express
Over 350 STEM professionals trained for ESI activities
Employers of volunteers include the following
Role Model Training for STEM Professionals
Two Videoconference Choices for STEM Role Models
bull Serve as a STEM
ldquoConsultantrdquo
ndashMake connections between
the classroom and the ldquoreal
worldrdquo
ndashOffer advice and feedback
to students on their ldquoSTEM
Challengerdquo
Serve as a STEM ldquoConsultantrdquo
bull Make connections between the
classroom and ldquoreal-worldrdquo
bull Offer advice and feedback to
teachers and students on
ldquoSTEM Challenge Cohort Projectsrdquo
Share your ldquoSTEM Storyrdquo
bullWhere do you live when you were
younger
bullWhat inspired you as a child
bullWhat things did you like to do
bullWho was your Role Model
bullWhat events had an impact on
your chosen career today
Videoconference with STEM Professionals
for Challenge Cohort Projects
Classrooms interact with each other and STEM
Professionals via videoconference to learn from
each other and problem-solve for a
School Challenge Project using the
Engineering Design Process-
Increase Self-Efficacy
Curricular Relevance
Increase Sense of Institutional Belonging
STEM Professionals videoconference with teachers to support Authentic Engagement
Qualitative Data of Teachers learning from STEM
Professionals via Videoconference
bull In what ways did the STEM Professional support you in preparing to lead the
Engineering Challenge
ldquoJared has given us the most help because he was the first [STEM professional] we met with and
sustainability is his area Hes got some friends in the gardening area He gave us some charts
showing us how to plan things We talked about compostingrdquo
ldquoHearing about what they do in their daily routines at work as an engineer or architectrdquo
ldquoThey talk about what it takes to work on projects how they started their backgroundrdquo
Videoconferencing technology for STEM Professionals to
Support Teacher Professional Learning in Classrooms
Laptopcomputer
smartphone
Interactive
Video Cart
Highlights of Preliminary Data
ATI Galileo Math and Science
Career Interest Survey
BECI
Qualitative Data
Highlights
of
Preliminary Student Data
Reported by ESI External Evaluators - SWECA- Dr Stephen Powers PhD Lead Evaluator
Science and Math Highlights
ESI students showed statistically significant increase from pretest to
posttest in math and science
6th grade showed 8 mean increase in both math and science
The end of year showed progress in Science with a 6 overall
total gain from the pretest mean
Highlights
of
Preliminary Data Results
Science
Grade Actual Scale
Growth
Expected
Growth
6 7854 5238
7 4504 1583
8 6172 4943
Observed Gain Vs Growth ExpectationGrades 6 7 and 8 Science ESI students
Actual Scale Growth was greater than Expected Growth
Highlights
of
Preliminary Data Results
Career Interest Survey
Students in ESI showed a statistical increase of engagement in Engineering
The mean percent gain
Science 2
Technology 4
Engineering 10
Mathematics 4
Highlights
of
Preliminary Data Results
Qualitative Data
Teacher STEM
Pro Spotlights
Student STEM
Pro Spotlights
Teacher Leading
Challenge
Cohort
Teacher Peer
Panel
Interactions
Student Peer
Panel Interactions
ldquoMy students have
become more
engaged in
Science and
developed a
deeper interest in
the different
professionsrdquo
ldquoThis gave me
more thoughts of
how I can get to
my goal of my
future STEM jobrdquo
My favorite aspect
of LCC was how the
engineering design
process was broken
down into steps I
was able to give the
kids an outlook of
how engineers workrdquo
ldquoA huge positive
was that it
allowed my
students to use
questioning
strategies in a
real-life situation
with peersrdquo
ldquoI think the STEM
Program is a great
way to interact
with others learn
from other classes
and expand our
education in
sciencerdquo
MCESA Engineering STEM Identity featured on
US Dept of Education Office of Technology - Story Site
Story Site
Developing Teacher Support for STEM Professional
Learning
using Videoconferencing
QA
mcesaaz
mcesaaz
wwwmaricopagovmcesaLoriShoughmcesaMaricopagov
GaleBeauchampmcesamaricopagov
A Few Districts in Maricopa County
Mobile
Elementary
Goodyear
Phoenix
Union HS
Queen Creek
Unified
Mesa Unified
Chandler
UnifiedSentinel
Elementary
Dateland
32
2326392
5186
41653
64932
VISION Creating conditions for all children
and youth to succeed through
bull Education Innovation
bull Executive Leadership
bull Economic Management
Education Innovation
CHALLENGE
ldquoToo Few Students are Persisting in
STEM Coursesrdquo
SOLUTION
Engineering STEM Identity
Engineering STEM Identity
ESI STEM Identity
Activities
Goals of Engineering STEM Identity
bull Increase student achievement on a state science and math assessment
bull Increase student engagement in STEM subject areas measured by a Career
Interest Survey
bull Increase teacher STEM pedagogical content knowledge measured by Basic
Energy Concept Inventory (BECI)
bull Increase teacher confidence in STEM measured by STEBI
ESI STEM Teachers Trained in Modeling Instruction
via Videoconferencing
Modeling instruction is the integration
of content and pedagogy around making
and using scientific models so it is
applicable to the whole STEM domain
ESI STEM Teachers Trained in Modeling
Instruction via Videoconferencing
Scientific Academic Language
Posing Questions
Explaining Rationale
Authentic Engagement
Videoconference in remote
locations of Arizona
Details Modeling Instruction Blended-
Videoconference Summer Institute Training
Two - 3- Week Trainings
June and July
7 different locations including
MCESA
44 Participants Science
andor Math Teachers and
STEM Coaches
32 Participants chose
Videoconference Training for
a majority of training
Snapshot from Videoconference
Summer Modeling Instruction Training
8 Years average teaching experience
65 Participants teach science
35 Participants teach math
72 of Participants chose
Videoconferencing for Training
Data from Videoconference
Summer Modeling Instruction Training
Level of Agreement referencing the
IVL (Interactive Video Lab)
environment for Professional Learning
Strongly
Agree
Agree Neutral Disagree Strongly
Disagree
The IVL made my attendance in the
workshops convenient
48 32 15 5 0
The IVL provided opportunities for me to
interact with workshop facilitators and
participants in meaningful ways16 69 15 0 0
The IVL made my workshop experience
positive and meaningful
11 69 15 5 0
If I were to engage in this training again I
would attend training via the IVL 11 47 32 10 0
Technology Used for Videoconferencing
Teacher Training
3 - Mounted Wall Cameras
IVL Carts (Interactive Video
Lab)
bull Each school site
bull On-site at MCESA
Cisco Jabber Video for TelePresence
ESI STEM Teacher Coaching via
VideoconferencingGoal By 2016 increase teachersrsquo effectiveness and confidence in
implementing redesigned course content and instructional
practices
Objectivesbull Increase teacher confidence in STEM Education
bull Increase teacher STEM pedagogical content knowledge
Coaching ESI Teachers via Videoconference
bull Provides training and support for teachers on incorporating the
modeling instructional method
bull Interacts with teachers to prepare for and during classroom Peer
Panel meetings
bull Interacts with teachers to support curricular development for course
re-design
Qualitative Data from ESI Teachers
on Videoconference Coachingbull In what ways did the STEM Coach support you in implementing ldquoModeling
Instructionrdquo
ldquoHe joined one of our whiteboard sessions and gave me feedback on ways that I might continue doing
some of the things I am doing and might tweak what I am doing to ensure the students were getting the
big concepts they were supposed tordquo
ldquoA ton of times through the IVL [ie teacher is referring to formal STEM coaching sessions] we reviewed
questions I hadrdquo
bull How did the feedback provided by the STEM Coach assist you in your day to day
teaching
ldquoDefinitely reinforced the importance of letting the students do their work rather than direct instruction get
the kids to explore the topic themselves before doing some direct instructionrdquo
ldquoI would say pacing so I knew how long to stay on something and when to move on Even if I can skip
around some areas--at first I thought I had to go in sequential order--definitely with pacingrdquo
Year 1 - Data from ESI Teachers
BECI - Basic Energy Concept Inventory- Teacher
ESI Teachers showed an 125 mean increase in teacher content
STEBI ndash Science Teaching Efficacy Belief Instrument
ESI Teachers did not show an increase in science teacher confidence
Teacher Testimonial Video after one year of
using Modeling Instruction and
coached via videoconference
Modeling Instruction Video
STEM Professionals increase teacher STEM
Knowledge via Videoconference
Recruit STEM Professionals
Train STEM Professionals
Classroom Engagement for students and teachers via
Videoconference
STEM Professionals
ARCADIS-US Intel
ASU Medtronic
Axosoft SAP
Freeport-McMoRan State Farm
Local Motors Kimley-Horn
Orcutt Winslow SPS + Architects
Insight American Express
Over 350 STEM professionals trained for ESI activities
Employers of volunteers include the following
Role Model Training for STEM Professionals
Two Videoconference Choices for STEM Role Models
bull Serve as a STEM
ldquoConsultantrdquo
ndashMake connections between
the classroom and the ldquoreal
worldrdquo
ndashOffer advice and feedback
to students on their ldquoSTEM
Challengerdquo
Serve as a STEM ldquoConsultantrdquo
bull Make connections between the
classroom and ldquoreal-worldrdquo
bull Offer advice and feedback to
teachers and students on
ldquoSTEM Challenge Cohort Projectsrdquo
Share your ldquoSTEM Storyrdquo
bullWhere do you live when you were
younger
bullWhat inspired you as a child
bullWhat things did you like to do
bullWho was your Role Model
bullWhat events had an impact on
your chosen career today
Videoconference with STEM Professionals
for Challenge Cohort Projects
Classrooms interact with each other and STEM
Professionals via videoconference to learn from
each other and problem-solve for a
School Challenge Project using the
Engineering Design Process-
Increase Self-Efficacy
Curricular Relevance
Increase Sense of Institutional Belonging
STEM Professionals videoconference with teachers to support Authentic Engagement
Qualitative Data of Teachers learning from STEM
Professionals via Videoconference
bull In what ways did the STEM Professional support you in preparing to lead the
Engineering Challenge
ldquoJared has given us the most help because he was the first [STEM professional] we met with and
sustainability is his area Hes got some friends in the gardening area He gave us some charts
showing us how to plan things We talked about compostingrdquo
ldquoHearing about what they do in their daily routines at work as an engineer or architectrdquo
ldquoThey talk about what it takes to work on projects how they started their backgroundrdquo
Videoconferencing technology for STEM Professionals to
Support Teacher Professional Learning in Classrooms
Laptopcomputer
smartphone
Interactive
Video Cart
Highlights of Preliminary Data
ATI Galileo Math and Science
Career Interest Survey
BECI
Qualitative Data
Highlights
of
Preliminary Student Data
Reported by ESI External Evaluators - SWECA- Dr Stephen Powers PhD Lead Evaluator
Science and Math Highlights
ESI students showed statistically significant increase from pretest to
posttest in math and science
6th grade showed 8 mean increase in both math and science
The end of year showed progress in Science with a 6 overall
total gain from the pretest mean
Highlights
of
Preliminary Data Results
Science
Grade Actual Scale
Growth
Expected
Growth
6 7854 5238
7 4504 1583
8 6172 4943
Observed Gain Vs Growth ExpectationGrades 6 7 and 8 Science ESI students
Actual Scale Growth was greater than Expected Growth
Highlights
of
Preliminary Data Results
Career Interest Survey
Students in ESI showed a statistical increase of engagement in Engineering
The mean percent gain
Science 2
Technology 4
Engineering 10
Mathematics 4
Highlights
of
Preliminary Data Results
Qualitative Data
Teacher STEM
Pro Spotlights
Student STEM
Pro Spotlights
Teacher Leading
Challenge
Cohort
Teacher Peer
Panel
Interactions
Student Peer
Panel Interactions
ldquoMy students have
become more
engaged in
Science and
developed a
deeper interest in
the different
professionsrdquo
ldquoThis gave me
more thoughts of
how I can get to
my goal of my
future STEM jobrdquo
My favorite aspect
of LCC was how the
engineering design
process was broken
down into steps I
was able to give the
kids an outlook of
how engineers workrdquo
ldquoA huge positive
was that it
allowed my
students to use
questioning
strategies in a
real-life situation
with peersrdquo
ldquoI think the STEM
Program is a great
way to interact
with others learn
from other classes
and expand our
education in
sciencerdquo
MCESA Engineering STEM Identity featured on
US Dept of Education Office of Technology - Story Site
Story Site
Developing Teacher Support for STEM Professional
Learning
using Videoconferencing
QA
mcesaaz
mcesaaz
wwwmaricopagovmcesaLoriShoughmcesaMaricopagov
GaleBeauchampmcesamaricopagov
VISION Creating conditions for all children
and youth to succeed through
bull Education Innovation
bull Executive Leadership
bull Economic Management
Education Innovation
CHALLENGE
ldquoToo Few Students are Persisting in
STEM Coursesrdquo
SOLUTION
Engineering STEM Identity
Engineering STEM Identity
ESI STEM Identity
Activities
Goals of Engineering STEM Identity
bull Increase student achievement on a state science and math assessment
bull Increase student engagement in STEM subject areas measured by a Career
Interest Survey
bull Increase teacher STEM pedagogical content knowledge measured by Basic
Energy Concept Inventory (BECI)
bull Increase teacher confidence in STEM measured by STEBI
ESI STEM Teachers Trained in Modeling Instruction
via Videoconferencing
Modeling instruction is the integration
of content and pedagogy around making
and using scientific models so it is
applicable to the whole STEM domain
ESI STEM Teachers Trained in Modeling
Instruction via Videoconferencing
Scientific Academic Language
Posing Questions
Explaining Rationale
Authentic Engagement
Videoconference in remote
locations of Arizona
Details Modeling Instruction Blended-
Videoconference Summer Institute Training
Two - 3- Week Trainings
June and July
7 different locations including
MCESA
44 Participants Science
andor Math Teachers and
STEM Coaches
32 Participants chose
Videoconference Training for
a majority of training
Snapshot from Videoconference
Summer Modeling Instruction Training
8 Years average teaching experience
65 Participants teach science
35 Participants teach math
72 of Participants chose
Videoconferencing for Training
Data from Videoconference
Summer Modeling Instruction Training
Level of Agreement referencing the
IVL (Interactive Video Lab)
environment for Professional Learning
Strongly
Agree
Agree Neutral Disagree Strongly
Disagree
The IVL made my attendance in the
workshops convenient
48 32 15 5 0
The IVL provided opportunities for me to
interact with workshop facilitators and
participants in meaningful ways16 69 15 0 0
The IVL made my workshop experience
positive and meaningful
11 69 15 5 0
If I were to engage in this training again I
would attend training via the IVL 11 47 32 10 0
Technology Used for Videoconferencing
Teacher Training
3 - Mounted Wall Cameras
IVL Carts (Interactive Video
Lab)
bull Each school site
bull On-site at MCESA
Cisco Jabber Video for TelePresence
ESI STEM Teacher Coaching via
VideoconferencingGoal By 2016 increase teachersrsquo effectiveness and confidence in
implementing redesigned course content and instructional
practices
Objectivesbull Increase teacher confidence in STEM Education
bull Increase teacher STEM pedagogical content knowledge
Coaching ESI Teachers via Videoconference
bull Provides training and support for teachers on incorporating the
modeling instructional method
bull Interacts with teachers to prepare for and during classroom Peer
Panel meetings
bull Interacts with teachers to support curricular development for course
re-design
Qualitative Data from ESI Teachers
on Videoconference Coachingbull In what ways did the STEM Coach support you in implementing ldquoModeling
Instructionrdquo
ldquoHe joined one of our whiteboard sessions and gave me feedback on ways that I might continue doing
some of the things I am doing and might tweak what I am doing to ensure the students were getting the
big concepts they were supposed tordquo
ldquoA ton of times through the IVL [ie teacher is referring to formal STEM coaching sessions] we reviewed
questions I hadrdquo
bull How did the feedback provided by the STEM Coach assist you in your day to day
teaching
ldquoDefinitely reinforced the importance of letting the students do their work rather than direct instruction get
the kids to explore the topic themselves before doing some direct instructionrdquo
ldquoI would say pacing so I knew how long to stay on something and when to move on Even if I can skip
around some areas--at first I thought I had to go in sequential order--definitely with pacingrdquo
Year 1 - Data from ESI Teachers
BECI - Basic Energy Concept Inventory- Teacher
ESI Teachers showed an 125 mean increase in teacher content
STEBI ndash Science Teaching Efficacy Belief Instrument
ESI Teachers did not show an increase in science teacher confidence
Teacher Testimonial Video after one year of
using Modeling Instruction and
coached via videoconference
Modeling Instruction Video
STEM Professionals increase teacher STEM
Knowledge via Videoconference
Recruit STEM Professionals
Train STEM Professionals
Classroom Engagement for students and teachers via
Videoconference
STEM Professionals
ARCADIS-US Intel
ASU Medtronic
Axosoft SAP
Freeport-McMoRan State Farm
Local Motors Kimley-Horn
Orcutt Winslow SPS + Architects
Insight American Express
Over 350 STEM professionals trained for ESI activities
Employers of volunteers include the following
Role Model Training for STEM Professionals
Two Videoconference Choices for STEM Role Models
bull Serve as a STEM
ldquoConsultantrdquo
ndashMake connections between
the classroom and the ldquoreal
worldrdquo
ndashOffer advice and feedback
to students on their ldquoSTEM
Challengerdquo
Serve as a STEM ldquoConsultantrdquo
bull Make connections between the
classroom and ldquoreal-worldrdquo
bull Offer advice and feedback to
teachers and students on
ldquoSTEM Challenge Cohort Projectsrdquo
Share your ldquoSTEM Storyrdquo
bullWhere do you live when you were
younger
bullWhat inspired you as a child
bullWhat things did you like to do
bullWho was your Role Model
bullWhat events had an impact on
your chosen career today
Videoconference with STEM Professionals
for Challenge Cohort Projects
Classrooms interact with each other and STEM
Professionals via videoconference to learn from
each other and problem-solve for a
School Challenge Project using the
Engineering Design Process-
Increase Self-Efficacy
Curricular Relevance
Increase Sense of Institutional Belonging
STEM Professionals videoconference with teachers to support Authentic Engagement
Qualitative Data of Teachers learning from STEM
Professionals via Videoconference
bull In what ways did the STEM Professional support you in preparing to lead the
Engineering Challenge
ldquoJared has given us the most help because he was the first [STEM professional] we met with and
sustainability is his area Hes got some friends in the gardening area He gave us some charts
showing us how to plan things We talked about compostingrdquo
ldquoHearing about what they do in their daily routines at work as an engineer or architectrdquo
ldquoThey talk about what it takes to work on projects how they started their backgroundrdquo
Videoconferencing technology for STEM Professionals to
Support Teacher Professional Learning in Classrooms
Laptopcomputer
smartphone
Interactive
Video Cart
Highlights of Preliminary Data
ATI Galileo Math and Science
Career Interest Survey
BECI
Qualitative Data
Highlights
of
Preliminary Student Data
Reported by ESI External Evaluators - SWECA- Dr Stephen Powers PhD Lead Evaluator
Science and Math Highlights
ESI students showed statistically significant increase from pretest to
posttest in math and science
6th grade showed 8 mean increase in both math and science
The end of year showed progress in Science with a 6 overall
total gain from the pretest mean
Highlights
of
Preliminary Data Results
Science
Grade Actual Scale
Growth
Expected
Growth
6 7854 5238
7 4504 1583
8 6172 4943
Observed Gain Vs Growth ExpectationGrades 6 7 and 8 Science ESI students
Actual Scale Growth was greater than Expected Growth
Highlights
of
Preliminary Data Results
Career Interest Survey
Students in ESI showed a statistical increase of engagement in Engineering
The mean percent gain
Science 2
Technology 4
Engineering 10
Mathematics 4
Highlights
of
Preliminary Data Results
Qualitative Data
Teacher STEM
Pro Spotlights
Student STEM
Pro Spotlights
Teacher Leading
Challenge
Cohort
Teacher Peer
Panel
Interactions
Student Peer
Panel Interactions
ldquoMy students have
become more
engaged in
Science and
developed a
deeper interest in
the different
professionsrdquo
ldquoThis gave me
more thoughts of
how I can get to
my goal of my
future STEM jobrdquo
My favorite aspect
of LCC was how the
engineering design
process was broken
down into steps I
was able to give the
kids an outlook of
how engineers workrdquo
ldquoA huge positive
was that it
allowed my
students to use
questioning
strategies in a
real-life situation
with peersrdquo
ldquoI think the STEM
Program is a great
way to interact
with others learn
from other classes
and expand our
education in
sciencerdquo
MCESA Engineering STEM Identity featured on
US Dept of Education Office of Technology - Story Site
Story Site
Developing Teacher Support for STEM Professional
Learning
using Videoconferencing
QA
mcesaaz
mcesaaz
wwwmaricopagovmcesaLoriShoughmcesaMaricopagov
GaleBeauchampmcesamaricopagov
Education Innovation
CHALLENGE
ldquoToo Few Students are Persisting in
STEM Coursesrdquo
SOLUTION
Engineering STEM Identity
Engineering STEM Identity
ESI STEM Identity
Activities
Goals of Engineering STEM Identity
bull Increase student achievement on a state science and math assessment
bull Increase student engagement in STEM subject areas measured by a Career
Interest Survey
bull Increase teacher STEM pedagogical content knowledge measured by Basic
Energy Concept Inventory (BECI)
bull Increase teacher confidence in STEM measured by STEBI
ESI STEM Teachers Trained in Modeling Instruction
via Videoconferencing
Modeling instruction is the integration
of content and pedagogy around making
and using scientific models so it is
applicable to the whole STEM domain
ESI STEM Teachers Trained in Modeling
Instruction via Videoconferencing
Scientific Academic Language
Posing Questions
Explaining Rationale
Authentic Engagement
Videoconference in remote
locations of Arizona
Details Modeling Instruction Blended-
Videoconference Summer Institute Training
Two - 3- Week Trainings
June and July
7 different locations including
MCESA
44 Participants Science
andor Math Teachers and
STEM Coaches
32 Participants chose
Videoconference Training for
a majority of training
Snapshot from Videoconference
Summer Modeling Instruction Training
8 Years average teaching experience
65 Participants teach science
35 Participants teach math
72 of Participants chose
Videoconferencing for Training
Data from Videoconference
Summer Modeling Instruction Training
Level of Agreement referencing the
IVL (Interactive Video Lab)
environment for Professional Learning
Strongly
Agree
Agree Neutral Disagree Strongly
Disagree
The IVL made my attendance in the
workshops convenient
48 32 15 5 0
The IVL provided opportunities for me to
interact with workshop facilitators and
participants in meaningful ways16 69 15 0 0
The IVL made my workshop experience
positive and meaningful
11 69 15 5 0
If I were to engage in this training again I
would attend training via the IVL 11 47 32 10 0
Technology Used for Videoconferencing
Teacher Training
3 - Mounted Wall Cameras
IVL Carts (Interactive Video
Lab)
bull Each school site
bull On-site at MCESA
Cisco Jabber Video for TelePresence
ESI STEM Teacher Coaching via
VideoconferencingGoal By 2016 increase teachersrsquo effectiveness and confidence in
implementing redesigned course content and instructional
practices
Objectivesbull Increase teacher confidence in STEM Education
bull Increase teacher STEM pedagogical content knowledge
Coaching ESI Teachers via Videoconference
bull Provides training and support for teachers on incorporating the
modeling instructional method
bull Interacts with teachers to prepare for and during classroom Peer
Panel meetings
bull Interacts with teachers to support curricular development for course
re-design
Qualitative Data from ESI Teachers
on Videoconference Coachingbull In what ways did the STEM Coach support you in implementing ldquoModeling
Instructionrdquo
ldquoHe joined one of our whiteboard sessions and gave me feedback on ways that I might continue doing
some of the things I am doing and might tweak what I am doing to ensure the students were getting the
big concepts they were supposed tordquo
ldquoA ton of times through the IVL [ie teacher is referring to formal STEM coaching sessions] we reviewed
questions I hadrdquo
bull How did the feedback provided by the STEM Coach assist you in your day to day
teaching
ldquoDefinitely reinforced the importance of letting the students do their work rather than direct instruction get
the kids to explore the topic themselves before doing some direct instructionrdquo
ldquoI would say pacing so I knew how long to stay on something and when to move on Even if I can skip
around some areas--at first I thought I had to go in sequential order--definitely with pacingrdquo
Year 1 - Data from ESI Teachers
BECI - Basic Energy Concept Inventory- Teacher
ESI Teachers showed an 125 mean increase in teacher content
STEBI ndash Science Teaching Efficacy Belief Instrument
ESI Teachers did not show an increase in science teacher confidence
Teacher Testimonial Video after one year of
using Modeling Instruction and
coached via videoconference
Modeling Instruction Video
STEM Professionals increase teacher STEM
Knowledge via Videoconference
Recruit STEM Professionals
Train STEM Professionals
Classroom Engagement for students and teachers via
Videoconference
STEM Professionals
ARCADIS-US Intel
ASU Medtronic
Axosoft SAP
Freeport-McMoRan State Farm
Local Motors Kimley-Horn
Orcutt Winslow SPS + Architects
Insight American Express
Over 350 STEM professionals trained for ESI activities
Employers of volunteers include the following
Role Model Training for STEM Professionals
Two Videoconference Choices for STEM Role Models
bull Serve as a STEM
ldquoConsultantrdquo
ndashMake connections between
the classroom and the ldquoreal
worldrdquo
ndashOffer advice and feedback
to students on their ldquoSTEM
Challengerdquo
Serve as a STEM ldquoConsultantrdquo
bull Make connections between the
classroom and ldquoreal-worldrdquo
bull Offer advice and feedback to
teachers and students on
ldquoSTEM Challenge Cohort Projectsrdquo
Share your ldquoSTEM Storyrdquo
bullWhere do you live when you were
younger
bullWhat inspired you as a child
bullWhat things did you like to do
bullWho was your Role Model
bullWhat events had an impact on
your chosen career today
Videoconference with STEM Professionals
for Challenge Cohort Projects
Classrooms interact with each other and STEM
Professionals via videoconference to learn from
each other and problem-solve for a
School Challenge Project using the
Engineering Design Process-
Increase Self-Efficacy
Curricular Relevance
Increase Sense of Institutional Belonging
STEM Professionals videoconference with teachers to support Authentic Engagement
Qualitative Data of Teachers learning from STEM
Professionals via Videoconference
bull In what ways did the STEM Professional support you in preparing to lead the
Engineering Challenge
ldquoJared has given us the most help because he was the first [STEM professional] we met with and
sustainability is his area Hes got some friends in the gardening area He gave us some charts
showing us how to plan things We talked about compostingrdquo
ldquoHearing about what they do in their daily routines at work as an engineer or architectrdquo
ldquoThey talk about what it takes to work on projects how they started their backgroundrdquo
Videoconferencing technology for STEM Professionals to
Support Teacher Professional Learning in Classrooms
Laptopcomputer
smartphone
Interactive
Video Cart
Highlights of Preliminary Data
ATI Galileo Math and Science
Career Interest Survey
BECI
Qualitative Data
Highlights
of
Preliminary Student Data
Reported by ESI External Evaluators - SWECA- Dr Stephen Powers PhD Lead Evaluator
Science and Math Highlights
ESI students showed statistically significant increase from pretest to
posttest in math and science
6th grade showed 8 mean increase in both math and science
The end of year showed progress in Science with a 6 overall
total gain from the pretest mean
Highlights
of
Preliminary Data Results
Science
Grade Actual Scale
Growth
Expected
Growth
6 7854 5238
7 4504 1583
8 6172 4943
Observed Gain Vs Growth ExpectationGrades 6 7 and 8 Science ESI students
Actual Scale Growth was greater than Expected Growth
Highlights
of
Preliminary Data Results
Career Interest Survey
Students in ESI showed a statistical increase of engagement in Engineering
The mean percent gain
Science 2
Technology 4
Engineering 10
Mathematics 4
Highlights
of
Preliminary Data Results
Qualitative Data
Teacher STEM
Pro Spotlights
Student STEM
Pro Spotlights
Teacher Leading
Challenge
Cohort
Teacher Peer
Panel
Interactions
Student Peer
Panel Interactions
ldquoMy students have
become more
engaged in
Science and
developed a
deeper interest in
the different
professionsrdquo
ldquoThis gave me
more thoughts of
how I can get to
my goal of my
future STEM jobrdquo
My favorite aspect
of LCC was how the
engineering design
process was broken
down into steps I
was able to give the
kids an outlook of
how engineers workrdquo
ldquoA huge positive
was that it
allowed my
students to use
questioning
strategies in a
real-life situation
with peersrdquo
ldquoI think the STEM
Program is a great
way to interact
with others learn
from other classes
and expand our
education in
sciencerdquo
MCESA Engineering STEM Identity featured on
US Dept of Education Office of Technology - Story Site
Story Site
Developing Teacher Support for STEM Professional
Learning
using Videoconferencing
QA
mcesaaz
mcesaaz
wwwmaricopagovmcesaLoriShoughmcesaMaricopagov
GaleBeauchampmcesamaricopagov
SOLUTION
Engineering STEM Identity
Engineering STEM Identity
ESI STEM Identity
Activities
Goals of Engineering STEM Identity
bull Increase student achievement on a state science and math assessment
bull Increase student engagement in STEM subject areas measured by a Career
Interest Survey
bull Increase teacher STEM pedagogical content knowledge measured by Basic
Energy Concept Inventory (BECI)
bull Increase teacher confidence in STEM measured by STEBI
ESI STEM Teachers Trained in Modeling Instruction
via Videoconferencing
Modeling instruction is the integration
of content and pedagogy around making
and using scientific models so it is
applicable to the whole STEM domain
ESI STEM Teachers Trained in Modeling
Instruction via Videoconferencing
Scientific Academic Language
Posing Questions
Explaining Rationale
Authentic Engagement
Videoconference in remote
locations of Arizona
Details Modeling Instruction Blended-
Videoconference Summer Institute Training
Two - 3- Week Trainings
June and July
7 different locations including
MCESA
44 Participants Science
andor Math Teachers and
STEM Coaches
32 Participants chose
Videoconference Training for
a majority of training
Snapshot from Videoconference
Summer Modeling Instruction Training
8 Years average teaching experience
65 Participants teach science
35 Participants teach math
72 of Participants chose
Videoconferencing for Training
Data from Videoconference
Summer Modeling Instruction Training
Level of Agreement referencing the
IVL (Interactive Video Lab)
environment for Professional Learning
Strongly
Agree
Agree Neutral Disagree Strongly
Disagree
The IVL made my attendance in the
workshops convenient
48 32 15 5 0
The IVL provided opportunities for me to
interact with workshop facilitators and
participants in meaningful ways16 69 15 0 0
The IVL made my workshop experience
positive and meaningful
11 69 15 5 0
If I were to engage in this training again I
would attend training via the IVL 11 47 32 10 0
Technology Used for Videoconferencing
Teacher Training
3 - Mounted Wall Cameras
IVL Carts (Interactive Video
Lab)
bull Each school site
bull On-site at MCESA
Cisco Jabber Video for TelePresence
ESI STEM Teacher Coaching via
VideoconferencingGoal By 2016 increase teachersrsquo effectiveness and confidence in
implementing redesigned course content and instructional
practices
Objectivesbull Increase teacher confidence in STEM Education
bull Increase teacher STEM pedagogical content knowledge
Coaching ESI Teachers via Videoconference
bull Provides training and support for teachers on incorporating the
modeling instructional method
bull Interacts with teachers to prepare for and during classroom Peer
Panel meetings
bull Interacts with teachers to support curricular development for course
re-design
Qualitative Data from ESI Teachers
on Videoconference Coachingbull In what ways did the STEM Coach support you in implementing ldquoModeling
Instructionrdquo
ldquoHe joined one of our whiteboard sessions and gave me feedback on ways that I might continue doing
some of the things I am doing and might tweak what I am doing to ensure the students were getting the
big concepts they were supposed tordquo
ldquoA ton of times through the IVL [ie teacher is referring to formal STEM coaching sessions] we reviewed
questions I hadrdquo
bull How did the feedback provided by the STEM Coach assist you in your day to day
teaching
ldquoDefinitely reinforced the importance of letting the students do their work rather than direct instruction get
the kids to explore the topic themselves before doing some direct instructionrdquo
ldquoI would say pacing so I knew how long to stay on something and when to move on Even if I can skip
around some areas--at first I thought I had to go in sequential order--definitely with pacingrdquo
Year 1 - Data from ESI Teachers
BECI - Basic Energy Concept Inventory- Teacher
ESI Teachers showed an 125 mean increase in teacher content
STEBI ndash Science Teaching Efficacy Belief Instrument
ESI Teachers did not show an increase in science teacher confidence
Teacher Testimonial Video after one year of
using Modeling Instruction and
coached via videoconference
Modeling Instruction Video
STEM Professionals increase teacher STEM
Knowledge via Videoconference
Recruit STEM Professionals
Train STEM Professionals
Classroom Engagement for students and teachers via
Videoconference
STEM Professionals
ARCADIS-US Intel
ASU Medtronic
Axosoft SAP
Freeport-McMoRan State Farm
Local Motors Kimley-Horn
Orcutt Winslow SPS + Architects
Insight American Express
Over 350 STEM professionals trained for ESI activities
Employers of volunteers include the following
Role Model Training for STEM Professionals
Two Videoconference Choices for STEM Role Models
bull Serve as a STEM
ldquoConsultantrdquo
ndashMake connections between
the classroom and the ldquoreal
worldrdquo
ndashOffer advice and feedback
to students on their ldquoSTEM
Challengerdquo
Serve as a STEM ldquoConsultantrdquo
bull Make connections between the
classroom and ldquoreal-worldrdquo
bull Offer advice and feedback to
teachers and students on
ldquoSTEM Challenge Cohort Projectsrdquo
Share your ldquoSTEM Storyrdquo
bullWhere do you live when you were
younger
bullWhat inspired you as a child
bullWhat things did you like to do
bullWho was your Role Model
bullWhat events had an impact on
your chosen career today
Videoconference with STEM Professionals
for Challenge Cohort Projects
Classrooms interact with each other and STEM
Professionals via videoconference to learn from
each other and problem-solve for a
School Challenge Project using the
Engineering Design Process-
Increase Self-Efficacy
Curricular Relevance
Increase Sense of Institutional Belonging
STEM Professionals videoconference with teachers to support Authentic Engagement
Qualitative Data of Teachers learning from STEM
Professionals via Videoconference
bull In what ways did the STEM Professional support you in preparing to lead the
Engineering Challenge
ldquoJared has given us the most help because he was the first [STEM professional] we met with and
sustainability is his area Hes got some friends in the gardening area He gave us some charts
showing us how to plan things We talked about compostingrdquo
ldquoHearing about what they do in their daily routines at work as an engineer or architectrdquo
ldquoThey talk about what it takes to work on projects how they started their backgroundrdquo
Videoconferencing technology for STEM Professionals to
Support Teacher Professional Learning in Classrooms
Laptopcomputer
smartphone
Interactive
Video Cart
Highlights of Preliminary Data
ATI Galileo Math and Science
Career Interest Survey
BECI
Qualitative Data
Highlights
of
Preliminary Student Data
Reported by ESI External Evaluators - SWECA- Dr Stephen Powers PhD Lead Evaluator
Science and Math Highlights
ESI students showed statistically significant increase from pretest to
posttest in math and science
6th grade showed 8 mean increase in both math and science
The end of year showed progress in Science with a 6 overall
total gain from the pretest mean
Highlights
of
Preliminary Data Results
Science
Grade Actual Scale
Growth
Expected
Growth
6 7854 5238
7 4504 1583
8 6172 4943
Observed Gain Vs Growth ExpectationGrades 6 7 and 8 Science ESI students
Actual Scale Growth was greater than Expected Growth
Highlights
of
Preliminary Data Results
Career Interest Survey
Students in ESI showed a statistical increase of engagement in Engineering
The mean percent gain
Science 2
Technology 4
Engineering 10
Mathematics 4
Highlights
of
Preliminary Data Results
Qualitative Data
Teacher STEM
Pro Spotlights
Student STEM
Pro Spotlights
Teacher Leading
Challenge
Cohort
Teacher Peer
Panel
Interactions
Student Peer
Panel Interactions
ldquoMy students have
become more
engaged in
Science and
developed a
deeper interest in
the different
professionsrdquo
ldquoThis gave me
more thoughts of
how I can get to
my goal of my
future STEM jobrdquo
My favorite aspect
of LCC was how the
engineering design
process was broken
down into steps I
was able to give the
kids an outlook of
how engineers workrdquo
ldquoA huge positive
was that it
allowed my
students to use
questioning
strategies in a
real-life situation
with peersrdquo
ldquoI think the STEM
Program is a great
way to interact
with others learn
from other classes
and expand our
education in
sciencerdquo
MCESA Engineering STEM Identity featured on
US Dept of Education Office of Technology - Story Site
Story Site
Developing Teacher Support for STEM Professional
Learning
using Videoconferencing
QA
mcesaaz
mcesaaz
wwwmaricopagovmcesaLoriShoughmcesaMaricopagov
GaleBeauchampmcesamaricopagov
Engineering STEM Identity
ESI STEM Identity
Activities
Goals of Engineering STEM Identity
bull Increase student achievement on a state science and math assessment
bull Increase student engagement in STEM subject areas measured by a Career
Interest Survey
bull Increase teacher STEM pedagogical content knowledge measured by Basic
Energy Concept Inventory (BECI)
bull Increase teacher confidence in STEM measured by STEBI
ESI STEM Teachers Trained in Modeling Instruction
via Videoconferencing
Modeling instruction is the integration
of content and pedagogy around making
and using scientific models so it is
applicable to the whole STEM domain
ESI STEM Teachers Trained in Modeling
Instruction via Videoconferencing
Scientific Academic Language
Posing Questions
Explaining Rationale
Authentic Engagement
Videoconference in remote
locations of Arizona
Details Modeling Instruction Blended-
Videoconference Summer Institute Training
Two - 3- Week Trainings
June and July
7 different locations including
MCESA
44 Participants Science
andor Math Teachers and
STEM Coaches
32 Participants chose
Videoconference Training for
a majority of training
Snapshot from Videoconference
Summer Modeling Instruction Training
8 Years average teaching experience
65 Participants teach science
35 Participants teach math
72 of Participants chose
Videoconferencing for Training
Data from Videoconference
Summer Modeling Instruction Training
Level of Agreement referencing the
IVL (Interactive Video Lab)
environment for Professional Learning
Strongly
Agree
Agree Neutral Disagree Strongly
Disagree
The IVL made my attendance in the
workshops convenient
48 32 15 5 0
The IVL provided opportunities for me to
interact with workshop facilitators and
participants in meaningful ways16 69 15 0 0
The IVL made my workshop experience
positive and meaningful
11 69 15 5 0
If I were to engage in this training again I
would attend training via the IVL 11 47 32 10 0
Technology Used for Videoconferencing
Teacher Training
3 - Mounted Wall Cameras
IVL Carts (Interactive Video
Lab)
bull Each school site
bull On-site at MCESA
Cisco Jabber Video for TelePresence
ESI STEM Teacher Coaching via
VideoconferencingGoal By 2016 increase teachersrsquo effectiveness and confidence in
implementing redesigned course content and instructional
practices
Objectivesbull Increase teacher confidence in STEM Education
bull Increase teacher STEM pedagogical content knowledge
Coaching ESI Teachers via Videoconference
bull Provides training and support for teachers on incorporating the
modeling instructional method
bull Interacts with teachers to prepare for and during classroom Peer
Panel meetings
bull Interacts with teachers to support curricular development for course
re-design
Qualitative Data from ESI Teachers
on Videoconference Coachingbull In what ways did the STEM Coach support you in implementing ldquoModeling
Instructionrdquo
ldquoHe joined one of our whiteboard sessions and gave me feedback on ways that I might continue doing
some of the things I am doing and might tweak what I am doing to ensure the students were getting the
big concepts they were supposed tordquo
ldquoA ton of times through the IVL [ie teacher is referring to formal STEM coaching sessions] we reviewed
questions I hadrdquo
bull How did the feedback provided by the STEM Coach assist you in your day to day
teaching
ldquoDefinitely reinforced the importance of letting the students do their work rather than direct instruction get
the kids to explore the topic themselves before doing some direct instructionrdquo
ldquoI would say pacing so I knew how long to stay on something and when to move on Even if I can skip
around some areas--at first I thought I had to go in sequential order--definitely with pacingrdquo
Year 1 - Data from ESI Teachers
BECI - Basic Energy Concept Inventory- Teacher
ESI Teachers showed an 125 mean increase in teacher content
STEBI ndash Science Teaching Efficacy Belief Instrument
ESI Teachers did not show an increase in science teacher confidence
Teacher Testimonial Video after one year of
using Modeling Instruction and
coached via videoconference
Modeling Instruction Video
STEM Professionals increase teacher STEM
Knowledge via Videoconference
Recruit STEM Professionals
Train STEM Professionals
Classroom Engagement for students and teachers via
Videoconference
STEM Professionals
ARCADIS-US Intel
ASU Medtronic
Axosoft SAP
Freeport-McMoRan State Farm
Local Motors Kimley-Horn
Orcutt Winslow SPS + Architects
Insight American Express
Over 350 STEM professionals trained for ESI activities
Employers of volunteers include the following
Role Model Training for STEM Professionals
Two Videoconference Choices for STEM Role Models
bull Serve as a STEM
ldquoConsultantrdquo
ndashMake connections between
the classroom and the ldquoreal
worldrdquo
ndashOffer advice and feedback
to students on their ldquoSTEM
Challengerdquo
Serve as a STEM ldquoConsultantrdquo
bull Make connections between the
classroom and ldquoreal-worldrdquo
bull Offer advice and feedback to
teachers and students on
ldquoSTEM Challenge Cohort Projectsrdquo
Share your ldquoSTEM Storyrdquo
bullWhere do you live when you were
younger
bullWhat inspired you as a child
bullWhat things did you like to do
bullWho was your Role Model
bullWhat events had an impact on
your chosen career today
Videoconference with STEM Professionals
for Challenge Cohort Projects
Classrooms interact with each other and STEM
Professionals via videoconference to learn from
each other and problem-solve for a
School Challenge Project using the
Engineering Design Process-
Increase Self-Efficacy
Curricular Relevance
Increase Sense of Institutional Belonging
STEM Professionals videoconference with teachers to support Authentic Engagement
Qualitative Data of Teachers learning from STEM
Professionals via Videoconference
bull In what ways did the STEM Professional support you in preparing to lead the
Engineering Challenge
ldquoJared has given us the most help because he was the first [STEM professional] we met with and
sustainability is his area Hes got some friends in the gardening area He gave us some charts
showing us how to plan things We talked about compostingrdquo
ldquoHearing about what they do in their daily routines at work as an engineer or architectrdquo
ldquoThey talk about what it takes to work on projects how they started their backgroundrdquo
Videoconferencing technology for STEM Professionals to
Support Teacher Professional Learning in Classrooms
Laptopcomputer
smartphone
Interactive
Video Cart
Highlights of Preliminary Data
ATI Galileo Math and Science
Career Interest Survey
BECI
Qualitative Data
Highlights
of
Preliminary Student Data
Reported by ESI External Evaluators - SWECA- Dr Stephen Powers PhD Lead Evaluator
Science and Math Highlights
ESI students showed statistically significant increase from pretest to
posttest in math and science
6th grade showed 8 mean increase in both math and science
The end of year showed progress in Science with a 6 overall
total gain from the pretest mean
Highlights
of
Preliminary Data Results
Science
Grade Actual Scale
Growth
Expected
Growth
6 7854 5238
7 4504 1583
8 6172 4943
Observed Gain Vs Growth ExpectationGrades 6 7 and 8 Science ESI students
Actual Scale Growth was greater than Expected Growth
Highlights
of
Preliminary Data Results
Career Interest Survey
Students in ESI showed a statistical increase of engagement in Engineering
The mean percent gain
Science 2
Technology 4
Engineering 10
Mathematics 4
Highlights
of
Preliminary Data Results
Qualitative Data
Teacher STEM
Pro Spotlights
Student STEM
Pro Spotlights
Teacher Leading
Challenge
Cohort
Teacher Peer
Panel
Interactions
Student Peer
Panel Interactions
ldquoMy students have
become more
engaged in
Science and
developed a
deeper interest in
the different
professionsrdquo
ldquoThis gave me
more thoughts of
how I can get to
my goal of my
future STEM jobrdquo
My favorite aspect
of LCC was how the
engineering design
process was broken
down into steps I
was able to give the
kids an outlook of
how engineers workrdquo
ldquoA huge positive
was that it
allowed my
students to use
questioning
strategies in a
real-life situation
with peersrdquo
ldquoI think the STEM
Program is a great
way to interact
with others learn
from other classes
and expand our
education in
sciencerdquo
MCESA Engineering STEM Identity featured on
US Dept of Education Office of Technology - Story Site
Story Site
Developing Teacher Support for STEM Professional
Learning
using Videoconferencing
QA
mcesaaz
mcesaaz
wwwmaricopagovmcesaLoriShoughmcesaMaricopagov
GaleBeauchampmcesamaricopagov
Goals of Engineering STEM Identity
bull Increase student achievement on a state science and math assessment
bull Increase student engagement in STEM subject areas measured by a Career
Interest Survey
bull Increase teacher STEM pedagogical content knowledge measured by Basic
Energy Concept Inventory (BECI)
bull Increase teacher confidence in STEM measured by STEBI
ESI STEM Teachers Trained in Modeling Instruction
via Videoconferencing
Modeling instruction is the integration
of content and pedagogy around making
and using scientific models so it is
applicable to the whole STEM domain
ESI STEM Teachers Trained in Modeling
Instruction via Videoconferencing
Scientific Academic Language
Posing Questions
Explaining Rationale
Authentic Engagement
Videoconference in remote
locations of Arizona
Details Modeling Instruction Blended-
Videoconference Summer Institute Training
Two - 3- Week Trainings
June and July
7 different locations including
MCESA
44 Participants Science
andor Math Teachers and
STEM Coaches
32 Participants chose
Videoconference Training for
a majority of training
Snapshot from Videoconference
Summer Modeling Instruction Training
8 Years average teaching experience
65 Participants teach science
35 Participants teach math
72 of Participants chose
Videoconferencing for Training
Data from Videoconference
Summer Modeling Instruction Training
Level of Agreement referencing the
IVL (Interactive Video Lab)
environment for Professional Learning
Strongly
Agree
Agree Neutral Disagree Strongly
Disagree
The IVL made my attendance in the
workshops convenient
48 32 15 5 0
The IVL provided opportunities for me to
interact with workshop facilitators and
participants in meaningful ways16 69 15 0 0
The IVL made my workshop experience
positive and meaningful
11 69 15 5 0
If I were to engage in this training again I
would attend training via the IVL 11 47 32 10 0
Technology Used for Videoconferencing
Teacher Training
3 - Mounted Wall Cameras
IVL Carts (Interactive Video
Lab)
bull Each school site
bull On-site at MCESA
Cisco Jabber Video for TelePresence
ESI STEM Teacher Coaching via
VideoconferencingGoal By 2016 increase teachersrsquo effectiveness and confidence in
implementing redesigned course content and instructional
practices
Objectivesbull Increase teacher confidence in STEM Education
bull Increase teacher STEM pedagogical content knowledge
Coaching ESI Teachers via Videoconference
bull Provides training and support for teachers on incorporating the
modeling instructional method
bull Interacts with teachers to prepare for and during classroom Peer
Panel meetings
bull Interacts with teachers to support curricular development for course
re-design
Qualitative Data from ESI Teachers
on Videoconference Coachingbull In what ways did the STEM Coach support you in implementing ldquoModeling
Instructionrdquo
ldquoHe joined one of our whiteboard sessions and gave me feedback on ways that I might continue doing
some of the things I am doing and might tweak what I am doing to ensure the students were getting the
big concepts they were supposed tordquo
ldquoA ton of times through the IVL [ie teacher is referring to formal STEM coaching sessions] we reviewed
questions I hadrdquo
bull How did the feedback provided by the STEM Coach assist you in your day to day
teaching
ldquoDefinitely reinforced the importance of letting the students do their work rather than direct instruction get
the kids to explore the topic themselves before doing some direct instructionrdquo
ldquoI would say pacing so I knew how long to stay on something and when to move on Even if I can skip
around some areas--at first I thought I had to go in sequential order--definitely with pacingrdquo
Year 1 - Data from ESI Teachers
BECI - Basic Energy Concept Inventory- Teacher
ESI Teachers showed an 125 mean increase in teacher content
STEBI ndash Science Teaching Efficacy Belief Instrument
ESI Teachers did not show an increase in science teacher confidence
Teacher Testimonial Video after one year of
using Modeling Instruction and
coached via videoconference
Modeling Instruction Video
STEM Professionals increase teacher STEM
Knowledge via Videoconference
Recruit STEM Professionals
Train STEM Professionals
Classroom Engagement for students and teachers via
Videoconference
STEM Professionals
ARCADIS-US Intel
ASU Medtronic
Axosoft SAP
Freeport-McMoRan State Farm
Local Motors Kimley-Horn
Orcutt Winslow SPS + Architects
Insight American Express
Over 350 STEM professionals trained for ESI activities
Employers of volunteers include the following
Role Model Training for STEM Professionals
Two Videoconference Choices for STEM Role Models
bull Serve as a STEM
ldquoConsultantrdquo
ndashMake connections between
the classroom and the ldquoreal
worldrdquo
ndashOffer advice and feedback
to students on their ldquoSTEM
Challengerdquo
Serve as a STEM ldquoConsultantrdquo
bull Make connections between the
classroom and ldquoreal-worldrdquo
bull Offer advice and feedback to
teachers and students on
ldquoSTEM Challenge Cohort Projectsrdquo
Share your ldquoSTEM Storyrdquo
bullWhere do you live when you were
younger
bullWhat inspired you as a child
bullWhat things did you like to do
bullWho was your Role Model
bullWhat events had an impact on
your chosen career today
Videoconference with STEM Professionals
for Challenge Cohort Projects
Classrooms interact with each other and STEM
Professionals via videoconference to learn from
each other and problem-solve for a
School Challenge Project using the
Engineering Design Process-
Increase Self-Efficacy
Curricular Relevance
Increase Sense of Institutional Belonging
STEM Professionals videoconference with teachers to support Authentic Engagement
Qualitative Data of Teachers learning from STEM
Professionals via Videoconference
bull In what ways did the STEM Professional support you in preparing to lead the
Engineering Challenge
ldquoJared has given us the most help because he was the first [STEM professional] we met with and
sustainability is his area Hes got some friends in the gardening area He gave us some charts
showing us how to plan things We talked about compostingrdquo
ldquoHearing about what they do in their daily routines at work as an engineer or architectrdquo
ldquoThey talk about what it takes to work on projects how they started their backgroundrdquo
Videoconferencing technology for STEM Professionals to
Support Teacher Professional Learning in Classrooms
Laptopcomputer
smartphone
Interactive
Video Cart
Highlights of Preliminary Data
ATI Galileo Math and Science
Career Interest Survey
BECI
Qualitative Data
Highlights
of
Preliminary Student Data
Reported by ESI External Evaluators - SWECA- Dr Stephen Powers PhD Lead Evaluator
Science and Math Highlights
ESI students showed statistically significant increase from pretest to
posttest in math and science
6th grade showed 8 mean increase in both math and science
The end of year showed progress in Science with a 6 overall
total gain from the pretest mean
Highlights
of
Preliminary Data Results
Science
Grade Actual Scale
Growth
Expected
Growth
6 7854 5238
7 4504 1583
8 6172 4943
Observed Gain Vs Growth ExpectationGrades 6 7 and 8 Science ESI students
Actual Scale Growth was greater than Expected Growth
Highlights
of
Preliminary Data Results
Career Interest Survey
Students in ESI showed a statistical increase of engagement in Engineering
The mean percent gain
Science 2
Technology 4
Engineering 10
Mathematics 4
Highlights
of
Preliminary Data Results
Qualitative Data
Teacher STEM
Pro Spotlights
Student STEM
Pro Spotlights
Teacher Leading
Challenge
Cohort
Teacher Peer
Panel
Interactions
Student Peer
Panel Interactions
ldquoMy students have
become more
engaged in
Science and
developed a
deeper interest in
the different
professionsrdquo
ldquoThis gave me
more thoughts of
how I can get to
my goal of my
future STEM jobrdquo
My favorite aspect
of LCC was how the
engineering design
process was broken
down into steps I
was able to give the
kids an outlook of
how engineers workrdquo
ldquoA huge positive
was that it
allowed my
students to use
questioning
strategies in a
real-life situation
with peersrdquo
ldquoI think the STEM
Program is a great
way to interact
with others learn
from other classes
and expand our
education in
sciencerdquo
MCESA Engineering STEM Identity featured on
US Dept of Education Office of Technology - Story Site
Story Site
Developing Teacher Support for STEM Professional
Learning
using Videoconferencing
QA
mcesaaz
mcesaaz
wwwmaricopagovmcesaLoriShoughmcesaMaricopagov
GaleBeauchampmcesamaricopagov
ESI STEM Teachers Trained in Modeling Instruction
via Videoconferencing
Modeling instruction is the integration
of content and pedagogy around making
and using scientific models so it is
applicable to the whole STEM domain
ESI STEM Teachers Trained in Modeling
Instruction via Videoconferencing
Scientific Academic Language
Posing Questions
Explaining Rationale
Authentic Engagement
Videoconference in remote
locations of Arizona
Details Modeling Instruction Blended-
Videoconference Summer Institute Training
Two - 3- Week Trainings
June and July
7 different locations including
MCESA
44 Participants Science
andor Math Teachers and
STEM Coaches
32 Participants chose
Videoconference Training for
a majority of training
Snapshot from Videoconference
Summer Modeling Instruction Training
8 Years average teaching experience
65 Participants teach science
35 Participants teach math
72 of Participants chose
Videoconferencing for Training
Data from Videoconference
Summer Modeling Instruction Training
Level of Agreement referencing the
IVL (Interactive Video Lab)
environment for Professional Learning
Strongly
Agree
Agree Neutral Disagree Strongly
Disagree
The IVL made my attendance in the
workshops convenient
48 32 15 5 0
The IVL provided opportunities for me to
interact with workshop facilitators and
participants in meaningful ways16 69 15 0 0
The IVL made my workshop experience
positive and meaningful
11 69 15 5 0
If I were to engage in this training again I
would attend training via the IVL 11 47 32 10 0
Technology Used for Videoconferencing
Teacher Training
3 - Mounted Wall Cameras
IVL Carts (Interactive Video
Lab)
bull Each school site
bull On-site at MCESA
Cisco Jabber Video for TelePresence
ESI STEM Teacher Coaching via
VideoconferencingGoal By 2016 increase teachersrsquo effectiveness and confidence in
implementing redesigned course content and instructional
practices
Objectivesbull Increase teacher confidence in STEM Education
bull Increase teacher STEM pedagogical content knowledge
Coaching ESI Teachers via Videoconference
bull Provides training and support for teachers on incorporating the
modeling instructional method
bull Interacts with teachers to prepare for and during classroom Peer
Panel meetings
bull Interacts with teachers to support curricular development for course
re-design
Qualitative Data from ESI Teachers
on Videoconference Coachingbull In what ways did the STEM Coach support you in implementing ldquoModeling
Instructionrdquo
ldquoHe joined one of our whiteboard sessions and gave me feedback on ways that I might continue doing
some of the things I am doing and might tweak what I am doing to ensure the students were getting the
big concepts they were supposed tordquo
ldquoA ton of times through the IVL [ie teacher is referring to formal STEM coaching sessions] we reviewed
questions I hadrdquo
bull How did the feedback provided by the STEM Coach assist you in your day to day
teaching
ldquoDefinitely reinforced the importance of letting the students do their work rather than direct instruction get
the kids to explore the topic themselves before doing some direct instructionrdquo
ldquoI would say pacing so I knew how long to stay on something and when to move on Even if I can skip
around some areas--at first I thought I had to go in sequential order--definitely with pacingrdquo
Year 1 - Data from ESI Teachers
BECI - Basic Energy Concept Inventory- Teacher
ESI Teachers showed an 125 mean increase in teacher content
STEBI ndash Science Teaching Efficacy Belief Instrument
ESI Teachers did not show an increase in science teacher confidence
Teacher Testimonial Video after one year of
using Modeling Instruction and
coached via videoconference
Modeling Instruction Video
STEM Professionals increase teacher STEM
Knowledge via Videoconference
Recruit STEM Professionals
Train STEM Professionals
Classroom Engagement for students and teachers via
Videoconference
STEM Professionals
ARCADIS-US Intel
ASU Medtronic
Axosoft SAP
Freeport-McMoRan State Farm
Local Motors Kimley-Horn
Orcutt Winslow SPS + Architects
Insight American Express
Over 350 STEM professionals trained for ESI activities
Employers of volunteers include the following
Role Model Training for STEM Professionals
Two Videoconference Choices for STEM Role Models
bull Serve as a STEM
ldquoConsultantrdquo
ndashMake connections between
the classroom and the ldquoreal
worldrdquo
ndashOffer advice and feedback
to students on their ldquoSTEM
Challengerdquo
Serve as a STEM ldquoConsultantrdquo
bull Make connections between the
classroom and ldquoreal-worldrdquo
bull Offer advice and feedback to
teachers and students on
ldquoSTEM Challenge Cohort Projectsrdquo
Share your ldquoSTEM Storyrdquo
bullWhere do you live when you were
younger
bullWhat inspired you as a child
bullWhat things did you like to do
bullWho was your Role Model
bullWhat events had an impact on
your chosen career today
Videoconference with STEM Professionals
for Challenge Cohort Projects
Classrooms interact with each other and STEM
Professionals via videoconference to learn from
each other and problem-solve for a
School Challenge Project using the
Engineering Design Process-
Increase Self-Efficacy
Curricular Relevance
Increase Sense of Institutional Belonging
STEM Professionals videoconference with teachers to support Authentic Engagement
Qualitative Data of Teachers learning from STEM
Professionals via Videoconference
bull In what ways did the STEM Professional support you in preparing to lead the
Engineering Challenge
ldquoJared has given us the most help because he was the first [STEM professional] we met with and
sustainability is his area Hes got some friends in the gardening area He gave us some charts
showing us how to plan things We talked about compostingrdquo
ldquoHearing about what they do in their daily routines at work as an engineer or architectrdquo
ldquoThey talk about what it takes to work on projects how they started their backgroundrdquo
Videoconferencing technology for STEM Professionals to
Support Teacher Professional Learning in Classrooms
Laptopcomputer
smartphone
Interactive
Video Cart
Highlights of Preliminary Data
ATI Galileo Math and Science
Career Interest Survey
BECI
Qualitative Data
Highlights
of
Preliminary Student Data
Reported by ESI External Evaluators - SWECA- Dr Stephen Powers PhD Lead Evaluator
Science and Math Highlights
ESI students showed statistically significant increase from pretest to
posttest in math and science
6th grade showed 8 mean increase in both math and science
The end of year showed progress in Science with a 6 overall
total gain from the pretest mean
Highlights
of
Preliminary Data Results
Science
Grade Actual Scale
Growth
Expected
Growth
6 7854 5238
7 4504 1583
8 6172 4943
Observed Gain Vs Growth ExpectationGrades 6 7 and 8 Science ESI students
Actual Scale Growth was greater than Expected Growth
Highlights
of
Preliminary Data Results
Career Interest Survey
Students in ESI showed a statistical increase of engagement in Engineering
The mean percent gain
Science 2
Technology 4
Engineering 10
Mathematics 4
Highlights
of
Preliminary Data Results
Qualitative Data
Teacher STEM
Pro Spotlights
Student STEM
Pro Spotlights
Teacher Leading
Challenge
Cohort
Teacher Peer
Panel
Interactions
Student Peer
Panel Interactions
ldquoMy students have
become more
engaged in
Science and
developed a
deeper interest in
the different
professionsrdquo
ldquoThis gave me
more thoughts of
how I can get to
my goal of my
future STEM jobrdquo
My favorite aspect
of LCC was how the
engineering design
process was broken
down into steps I
was able to give the
kids an outlook of
how engineers workrdquo
ldquoA huge positive
was that it
allowed my
students to use
questioning
strategies in a
real-life situation
with peersrdquo
ldquoI think the STEM
Program is a great
way to interact
with others learn
from other classes
and expand our
education in
sciencerdquo
MCESA Engineering STEM Identity featured on
US Dept of Education Office of Technology - Story Site
Story Site
Developing Teacher Support for STEM Professional
Learning
using Videoconferencing
QA
mcesaaz
mcesaaz
wwwmaricopagovmcesaLoriShoughmcesaMaricopagov
GaleBeauchampmcesamaricopagov
ESI STEM Teachers Trained in Modeling
Instruction via Videoconferencing
Scientific Academic Language
Posing Questions
Explaining Rationale
Authentic Engagement
Videoconference in remote
locations of Arizona
Details Modeling Instruction Blended-
Videoconference Summer Institute Training
Two - 3- Week Trainings
June and July
7 different locations including
MCESA
44 Participants Science
andor Math Teachers and
STEM Coaches
32 Participants chose
Videoconference Training for
a majority of training
Snapshot from Videoconference
Summer Modeling Instruction Training
8 Years average teaching experience
65 Participants teach science
35 Participants teach math
72 of Participants chose
Videoconferencing for Training
Data from Videoconference
Summer Modeling Instruction Training
Level of Agreement referencing the
IVL (Interactive Video Lab)
environment for Professional Learning
Strongly
Agree
Agree Neutral Disagree Strongly
Disagree
The IVL made my attendance in the
workshops convenient
48 32 15 5 0
The IVL provided opportunities for me to
interact with workshop facilitators and
participants in meaningful ways16 69 15 0 0
The IVL made my workshop experience
positive and meaningful
11 69 15 5 0
If I were to engage in this training again I
would attend training via the IVL 11 47 32 10 0
Technology Used for Videoconferencing
Teacher Training
3 - Mounted Wall Cameras
IVL Carts (Interactive Video
Lab)
bull Each school site
bull On-site at MCESA
Cisco Jabber Video for TelePresence
ESI STEM Teacher Coaching via
VideoconferencingGoal By 2016 increase teachersrsquo effectiveness and confidence in
implementing redesigned course content and instructional
practices
Objectivesbull Increase teacher confidence in STEM Education
bull Increase teacher STEM pedagogical content knowledge
Coaching ESI Teachers via Videoconference
bull Provides training and support for teachers on incorporating the
modeling instructional method
bull Interacts with teachers to prepare for and during classroom Peer
Panel meetings
bull Interacts with teachers to support curricular development for course
re-design
Qualitative Data from ESI Teachers
on Videoconference Coachingbull In what ways did the STEM Coach support you in implementing ldquoModeling
Instructionrdquo
ldquoHe joined one of our whiteboard sessions and gave me feedback on ways that I might continue doing
some of the things I am doing and might tweak what I am doing to ensure the students were getting the
big concepts they were supposed tordquo
ldquoA ton of times through the IVL [ie teacher is referring to formal STEM coaching sessions] we reviewed
questions I hadrdquo
bull How did the feedback provided by the STEM Coach assist you in your day to day
teaching
ldquoDefinitely reinforced the importance of letting the students do their work rather than direct instruction get
the kids to explore the topic themselves before doing some direct instructionrdquo
ldquoI would say pacing so I knew how long to stay on something and when to move on Even if I can skip
around some areas--at first I thought I had to go in sequential order--definitely with pacingrdquo
Year 1 - Data from ESI Teachers
BECI - Basic Energy Concept Inventory- Teacher
ESI Teachers showed an 125 mean increase in teacher content
STEBI ndash Science Teaching Efficacy Belief Instrument
ESI Teachers did not show an increase in science teacher confidence
Teacher Testimonial Video after one year of
using Modeling Instruction and
coached via videoconference
Modeling Instruction Video
STEM Professionals increase teacher STEM
Knowledge via Videoconference
Recruit STEM Professionals
Train STEM Professionals
Classroom Engagement for students and teachers via
Videoconference
STEM Professionals
ARCADIS-US Intel
ASU Medtronic
Axosoft SAP
Freeport-McMoRan State Farm
Local Motors Kimley-Horn
Orcutt Winslow SPS + Architects
Insight American Express
Over 350 STEM professionals trained for ESI activities
Employers of volunteers include the following
Role Model Training for STEM Professionals
Two Videoconference Choices for STEM Role Models
bull Serve as a STEM
ldquoConsultantrdquo
ndashMake connections between
the classroom and the ldquoreal
worldrdquo
ndashOffer advice and feedback
to students on their ldquoSTEM
Challengerdquo
Serve as a STEM ldquoConsultantrdquo
bull Make connections between the
classroom and ldquoreal-worldrdquo
bull Offer advice and feedback to
teachers and students on
ldquoSTEM Challenge Cohort Projectsrdquo
Share your ldquoSTEM Storyrdquo
bullWhere do you live when you were
younger
bullWhat inspired you as a child
bullWhat things did you like to do
bullWho was your Role Model
bullWhat events had an impact on
your chosen career today
Videoconference with STEM Professionals
for Challenge Cohort Projects
Classrooms interact with each other and STEM
Professionals via videoconference to learn from
each other and problem-solve for a
School Challenge Project using the
Engineering Design Process-
Increase Self-Efficacy
Curricular Relevance
Increase Sense of Institutional Belonging
STEM Professionals videoconference with teachers to support Authentic Engagement
Qualitative Data of Teachers learning from STEM
Professionals via Videoconference
bull In what ways did the STEM Professional support you in preparing to lead the
Engineering Challenge
ldquoJared has given us the most help because he was the first [STEM professional] we met with and
sustainability is his area Hes got some friends in the gardening area He gave us some charts
showing us how to plan things We talked about compostingrdquo
ldquoHearing about what they do in their daily routines at work as an engineer or architectrdquo
ldquoThey talk about what it takes to work on projects how they started their backgroundrdquo
Videoconferencing technology for STEM Professionals to
Support Teacher Professional Learning in Classrooms
Laptopcomputer
smartphone
Interactive
Video Cart
Highlights of Preliminary Data
ATI Galileo Math and Science
Career Interest Survey
BECI
Qualitative Data
Highlights
of
Preliminary Student Data
Reported by ESI External Evaluators - SWECA- Dr Stephen Powers PhD Lead Evaluator
Science and Math Highlights
ESI students showed statistically significant increase from pretest to
posttest in math and science
6th grade showed 8 mean increase in both math and science
The end of year showed progress in Science with a 6 overall
total gain from the pretest mean
Highlights
of
Preliminary Data Results
Science
Grade Actual Scale
Growth
Expected
Growth
6 7854 5238
7 4504 1583
8 6172 4943
Observed Gain Vs Growth ExpectationGrades 6 7 and 8 Science ESI students
Actual Scale Growth was greater than Expected Growth
Highlights
of
Preliminary Data Results
Career Interest Survey
Students in ESI showed a statistical increase of engagement in Engineering
The mean percent gain
Science 2
Technology 4
Engineering 10
Mathematics 4
Highlights
of
Preliminary Data Results
Qualitative Data
Teacher STEM
Pro Spotlights
Student STEM
Pro Spotlights
Teacher Leading
Challenge
Cohort
Teacher Peer
Panel
Interactions
Student Peer
Panel Interactions
ldquoMy students have
become more
engaged in
Science and
developed a
deeper interest in
the different
professionsrdquo
ldquoThis gave me
more thoughts of
how I can get to
my goal of my
future STEM jobrdquo
My favorite aspect
of LCC was how the
engineering design
process was broken
down into steps I
was able to give the
kids an outlook of
how engineers workrdquo
ldquoA huge positive
was that it
allowed my
students to use
questioning
strategies in a
real-life situation
with peersrdquo
ldquoI think the STEM
Program is a great
way to interact
with others learn
from other classes
and expand our
education in
sciencerdquo
MCESA Engineering STEM Identity featured on
US Dept of Education Office of Technology - Story Site
Story Site
Developing Teacher Support for STEM Professional
Learning
using Videoconferencing
QA
mcesaaz
mcesaaz
wwwmaricopagovmcesaLoriShoughmcesaMaricopagov
GaleBeauchampmcesamaricopagov
Videoconference in remote
locations of Arizona
Details Modeling Instruction Blended-
Videoconference Summer Institute Training
Two - 3- Week Trainings
June and July
7 different locations including
MCESA
44 Participants Science
andor Math Teachers and
STEM Coaches
32 Participants chose
Videoconference Training for
a majority of training
Snapshot from Videoconference
Summer Modeling Instruction Training
8 Years average teaching experience
65 Participants teach science
35 Participants teach math
72 of Participants chose
Videoconferencing for Training
Data from Videoconference
Summer Modeling Instruction Training
Level of Agreement referencing the
IVL (Interactive Video Lab)
environment for Professional Learning
Strongly
Agree
Agree Neutral Disagree Strongly
Disagree
The IVL made my attendance in the
workshops convenient
48 32 15 5 0
The IVL provided opportunities for me to
interact with workshop facilitators and
participants in meaningful ways16 69 15 0 0
The IVL made my workshop experience
positive and meaningful
11 69 15 5 0
If I were to engage in this training again I
would attend training via the IVL 11 47 32 10 0
Technology Used for Videoconferencing
Teacher Training
3 - Mounted Wall Cameras
IVL Carts (Interactive Video
Lab)
bull Each school site
bull On-site at MCESA
Cisco Jabber Video for TelePresence
ESI STEM Teacher Coaching via
VideoconferencingGoal By 2016 increase teachersrsquo effectiveness and confidence in
implementing redesigned course content and instructional
practices
Objectivesbull Increase teacher confidence in STEM Education
bull Increase teacher STEM pedagogical content knowledge
Coaching ESI Teachers via Videoconference
bull Provides training and support for teachers on incorporating the
modeling instructional method
bull Interacts with teachers to prepare for and during classroom Peer
Panel meetings
bull Interacts with teachers to support curricular development for course
re-design
Qualitative Data from ESI Teachers
on Videoconference Coachingbull In what ways did the STEM Coach support you in implementing ldquoModeling
Instructionrdquo
ldquoHe joined one of our whiteboard sessions and gave me feedback on ways that I might continue doing
some of the things I am doing and might tweak what I am doing to ensure the students were getting the
big concepts they were supposed tordquo
ldquoA ton of times through the IVL [ie teacher is referring to formal STEM coaching sessions] we reviewed
questions I hadrdquo
bull How did the feedback provided by the STEM Coach assist you in your day to day
teaching
ldquoDefinitely reinforced the importance of letting the students do their work rather than direct instruction get
the kids to explore the topic themselves before doing some direct instructionrdquo
ldquoI would say pacing so I knew how long to stay on something and when to move on Even if I can skip
around some areas--at first I thought I had to go in sequential order--definitely with pacingrdquo
Year 1 - Data from ESI Teachers
BECI - Basic Energy Concept Inventory- Teacher
ESI Teachers showed an 125 mean increase in teacher content
STEBI ndash Science Teaching Efficacy Belief Instrument
ESI Teachers did not show an increase in science teacher confidence
Teacher Testimonial Video after one year of
using Modeling Instruction and
coached via videoconference
Modeling Instruction Video
STEM Professionals increase teacher STEM
Knowledge via Videoconference
Recruit STEM Professionals
Train STEM Professionals
Classroom Engagement for students and teachers via
Videoconference
STEM Professionals
ARCADIS-US Intel
ASU Medtronic
Axosoft SAP
Freeport-McMoRan State Farm
Local Motors Kimley-Horn
Orcutt Winslow SPS + Architects
Insight American Express
Over 350 STEM professionals trained for ESI activities
Employers of volunteers include the following
Role Model Training for STEM Professionals
Two Videoconference Choices for STEM Role Models
bull Serve as a STEM
ldquoConsultantrdquo
ndashMake connections between
the classroom and the ldquoreal
worldrdquo
ndashOffer advice and feedback
to students on their ldquoSTEM
Challengerdquo
Serve as a STEM ldquoConsultantrdquo
bull Make connections between the
classroom and ldquoreal-worldrdquo
bull Offer advice and feedback to
teachers and students on
ldquoSTEM Challenge Cohort Projectsrdquo
Share your ldquoSTEM Storyrdquo
bullWhere do you live when you were
younger
bullWhat inspired you as a child
bullWhat things did you like to do
bullWho was your Role Model
bullWhat events had an impact on
your chosen career today
Videoconference with STEM Professionals
for Challenge Cohort Projects
Classrooms interact with each other and STEM
Professionals via videoconference to learn from
each other and problem-solve for a
School Challenge Project using the
Engineering Design Process-
Increase Self-Efficacy
Curricular Relevance
Increase Sense of Institutional Belonging
STEM Professionals videoconference with teachers to support Authentic Engagement
Qualitative Data of Teachers learning from STEM
Professionals via Videoconference
bull In what ways did the STEM Professional support you in preparing to lead the
Engineering Challenge
ldquoJared has given us the most help because he was the first [STEM professional] we met with and
sustainability is his area Hes got some friends in the gardening area He gave us some charts
showing us how to plan things We talked about compostingrdquo
ldquoHearing about what they do in their daily routines at work as an engineer or architectrdquo
ldquoThey talk about what it takes to work on projects how they started their backgroundrdquo
Videoconferencing technology for STEM Professionals to
Support Teacher Professional Learning in Classrooms
Laptopcomputer
smartphone
Interactive
Video Cart
Highlights of Preliminary Data
ATI Galileo Math and Science
Career Interest Survey
BECI
Qualitative Data
Highlights
of
Preliminary Student Data
Reported by ESI External Evaluators - SWECA- Dr Stephen Powers PhD Lead Evaluator
Science and Math Highlights
ESI students showed statistically significant increase from pretest to
posttest in math and science
6th grade showed 8 mean increase in both math and science
The end of year showed progress in Science with a 6 overall
total gain from the pretest mean
Highlights
of
Preliminary Data Results
Science
Grade Actual Scale
Growth
Expected
Growth
6 7854 5238
7 4504 1583
8 6172 4943
Observed Gain Vs Growth ExpectationGrades 6 7 and 8 Science ESI students
Actual Scale Growth was greater than Expected Growth
Highlights
of
Preliminary Data Results
Career Interest Survey
Students in ESI showed a statistical increase of engagement in Engineering
The mean percent gain
Science 2
Technology 4
Engineering 10
Mathematics 4
Highlights
of
Preliminary Data Results
Qualitative Data
Teacher STEM
Pro Spotlights
Student STEM
Pro Spotlights
Teacher Leading
Challenge
Cohort
Teacher Peer
Panel
Interactions
Student Peer
Panel Interactions
ldquoMy students have
become more
engaged in
Science and
developed a
deeper interest in
the different
professionsrdquo
ldquoThis gave me
more thoughts of
how I can get to
my goal of my
future STEM jobrdquo
My favorite aspect
of LCC was how the
engineering design
process was broken
down into steps I
was able to give the
kids an outlook of
how engineers workrdquo
ldquoA huge positive
was that it
allowed my
students to use
questioning
strategies in a
real-life situation
with peersrdquo
ldquoI think the STEM
Program is a great
way to interact
with others learn
from other classes
and expand our
education in
sciencerdquo
MCESA Engineering STEM Identity featured on
US Dept of Education Office of Technology - Story Site
Story Site
Developing Teacher Support for STEM Professional
Learning
using Videoconferencing
QA
mcesaaz
mcesaaz
wwwmaricopagovmcesaLoriShoughmcesaMaricopagov
GaleBeauchampmcesamaricopagov
Details Modeling Instruction Blended-
Videoconference Summer Institute Training
Two - 3- Week Trainings
June and July
7 different locations including
MCESA
44 Participants Science
andor Math Teachers and
STEM Coaches
32 Participants chose
Videoconference Training for
a majority of training
Snapshot from Videoconference
Summer Modeling Instruction Training
8 Years average teaching experience
65 Participants teach science
35 Participants teach math
72 of Participants chose
Videoconferencing for Training
Data from Videoconference
Summer Modeling Instruction Training
Level of Agreement referencing the
IVL (Interactive Video Lab)
environment for Professional Learning
Strongly
Agree
Agree Neutral Disagree Strongly
Disagree
The IVL made my attendance in the
workshops convenient
48 32 15 5 0
The IVL provided opportunities for me to
interact with workshop facilitators and
participants in meaningful ways16 69 15 0 0
The IVL made my workshop experience
positive and meaningful
11 69 15 5 0
If I were to engage in this training again I
would attend training via the IVL 11 47 32 10 0
Technology Used for Videoconferencing
Teacher Training
3 - Mounted Wall Cameras
IVL Carts (Interactive Video
Lab)
bull Each school site
bull On-site at MCESA
Cisco Jabber Video for TelePresence
ESI STEM Teacher Coaching via
VideoconferencingGoal By 2016 increase teachersrsquo effectiveness and confidence in
implementing redesigned course content and instructional
practices
Objectivesbull Increase teacher confidence in STEM Education
bull Increase teacher STEM pedagogical content knowledge
Coaching ESI Teachers via Videoconference
bull Provides training and support for teachers on incorporating the
modeling instructional method
bull Interacts with teachers to prepare for and during classroom Peer
Panel meetings
bull Interacts with teachers to support curricular development for course
re-design
Qualitative Data from ESI Teachers
on Videoconference Coachingbull In what ways did the STEM Coach support you in implementing ldquoModeling
Instructionrdquo
ldquoHe joined one of our whiteboard sessions and gave me feedback on ways that I might continue doing
some of the things I am doing and might tweak what I am doing to ensure the students were getting the
big concepts they were supposed tordquo
ldquoA ton of times through the IVL [ie teacher is referring to formal STEM coaching sessions] we reviewed
questions I hadrdquo
bull How did the feedback provided by the STEM Coach assist you in your day to day
teaching
ldquoDefinitely reinforced the importance of letting the students do their work rather than direct instruction get
the kids to explore the topic themselves before doing some direct instructionrdquo
ldquoI would say pacing so I knew how long to stay on something and when to move on Even if I can skip
around some areas--at first I thought I had to go in sequential order--definitely with pacingrdquo
Year 1 - Data from ESI Teachers
BECI - Basic Energy Concept Inventory- Teacher
ESI Teachers showed an 125 mean increase in teacher content
STEBI ndash Science Teaching Efficacy Belief Instrument
ESI Teachers did not show an increase in science teacher confidence
Teacher Testimonial Video after one year of
using Modeling Instruction and
coached via videoconference
Modeling Instruction Video
STEM Professionals increase teacher STEM
Knowledge via Videoconference
Recruit STEM Professionals
Train STEM Professionals
Classroom Engagement for students and teachers via
Videoconference
STEM Professionals
ARCADIS-US Intel
ASU Medtronic
Axosoft SAP
Freeport-McMoRan State Farm
Local Motors Kimley-Horn
Orcutt Winslow SPS + Architects
Insight American Express
Over 350 STEM professionals trained for ESI activities
Employers of volunteers include the following
Role Model Training for STEM Professionals
Two Videoconference Choices for STEM Role Models
bull Serve as a STEM
ldquoConsultantrdquo
ndashMake connections between
the classroom and the ldquoreal
worldrdquo
ndashOffer advice and feedback
to students on their ldquoSTEM
Challengerdquo
Serve as a STEM ldquoConsultantrdquo
bull Make connections between the
classroom and ldquoreal-worldrdquo
bull Offer advice and feedback to
teachers and students on
ldquoSTEM Challenge Cohort Projectsrdquo
Share your ldquoSTEM Storyrdquo
bullWhere do you live when you were
younger
bullWhat inspired you as a child
bullWhat things did you like to do
bullWho was your Role Model
bullWhat events had an impact on
your chosen career today
Videoconference with STEM Professionals
for Challenge Cohort Projects
Classrooms interact with each other and STEM
Professionals via videoconference to learn from
each other and problem-solve for a
School Challenge Project using the
Engineering Design Process-
Increase Self-Efficacy
Curricular Relevance
Increase Sense of Institutional Belonging
STEM Professionals videoconference with teachers to support Authentic Engagement
Qualitative Data of Teachers learning from STEM
Professionals via Videoconference
bull In what ways did the STEM Professional support you in preparing to lead the
Engineering Challenge
ldquoJared has given us the most help because he was the first [STEM professional] we met with and
sustainability is his area Hes got some friends in the gardening area He gave us some charts
showing us how to plan things We talked about compostingrdquo
ldquoHearing about what they do in their daily routines at work as an engineer or architectrdquo
ldquoThey talk about what it takes to work on projects how they started their backgroundrdquo
Videoconferencing technology for STEM Professionals to
Support Teacher Professional Learning in Classrooms
Laptopcomputer
smartphone
Interactive
Video Cart
Highlights of Preliminary Data
ATI Galileo Math and Science
Career Interest Survey
BECI
Qualitative Data
Highlights
of
Preliminary Student Data
Reported by ESI External Evaluators - SWECA- Dr Stephen Powers PhD Lead Evaluator
Science and Math Highlights
ESI students showed statistically significant increase from pretest to
posttest in math and science
6th grade showed 8 mean increase in both math and science
The end of year showed progress in Science with a 6 overall
total gain from the pretest mean
Highlights
of
Preliminary Data Results
Science
Grade Actual Scale
Growth
Expected
Growth
6 7854 5238
7 4504 1583
8 6172 4943
Observed Gain Vs Growth ExpectationGrades 6 7 and 8 Science ESI students
Actual Scale Growth was greater than Expected Growth
Highlights
of
Preliminary Data Results
Career Interest Survey
Students in ESI showed a statistical increase of engagement in Engineering
The mean percent gain
Science 2
Technology 4
Engineering 10
Mathematics 4
Highlights
of
Preliminary Data Results
Qualitative Data
Teacher STEM
Pro Spotlights
Student STEM
Pro Spotlights
Teacher Leading
Challenge
Cohort
Teacher Peer
Panel
Interactions
Student Peer
Panel Interactions
ldquoMy students have
become more
engaged in
Science and
developed a
deeper interest in
the different
professionsrdquo
ldquoThis gave me
more thoughts of
how I can get to
my goal of my
future STEM jobrdquo
My favorite aspect
of LCC was how the
engineering design
process was broken
down into steps I
was able to give the
kids an outlook of
how engineers workrdquo
ldquoA huge positive
was that it
allowed my
students to use
questioning
strategies in a
real-life situation
with peersrdquo
ldquoI think the STEM
Program is a great
way to interact
with others learn
from other classes
and expand our
education in
sciencerdquo
MCESA Engineering STEM Identity featured on
US Dept of Education Office of Technology - Story Site
Story Site
Developing Teacher Support for STEM Professional
Learning
using Videoconferencing
QA
mcesaaz
mcesaaz
wwwmaricopagovmcesaLoriShoughmcesaMaricopagov
GaleBeauchampmcesamaricopagov
Snapshot from Videoconference
Summer Modeling Instruction Training
8 Years average teaching experience
65 Participants teach science
35 Participants teach math
72 of Participants chose
Videoconferencing for Training
Data from Videoconference
Summer Modeling Instruction Training
Level of Agreement referencing the
IVL (Interactive Video Lab)
environment for Professional Learning
Strongly
Agree
Agree Neutral Disagree Strongly
Disagree
The IVL made my attendance in the
workshops convenient
48 32 15 5 0
The IVL provided opportunities for me to
interact with workshop facilitators and
participants in meaningful ways16 69 15 0 0
The IVL made my workshop experience
positive and meaningful
11 69 15 5 0
If I were to engage in this training again I
would attend training via the IVL 11 47 32 10 0
Technology Used for Videoconferencing
Teacher Training
3 - Mounted Wall Cameras
IVL Carts (Interactive Video
Lab)
bull Each school site
bull On-site at MCESA
Cisco Jabber Video for TelePresence
ESI STEM Teacher Coaching via
VideoconferencingGoal By 2016 increase teachersrsquo effectiveness and confidence in
implementing redesigned course content and instructional
practices
Objectivesbull Increase teacher confidence in STEM Education
bull Increase teacher STEM pedagogical content knowledge
Coaching ESI Teachers via Videoconference
bull Provides training and support for teachers on incorporating the
modeling instructional method
bull Interacts with teachers to prepare for and during classroom Peer
Panel meetings
bull Interacts with teachers to support curricular development for course
re-design
Qualitative Data from ESI Teachers
on Videoconference Coachingbull In what ways did the STEM Coach support you in implementing ldquoModeling
Instructionrdquo
ldquoHe joined one of our whiteboard sessions and gave me feedback on ways that I might continue doing
some of the things I am doing and might tweak what I am doing to ensure the students were getting the
big concepts they were supposed tordquo
ldquoA ton of times through the IVL [ie teacher is referring to formal STEM coaching sessions] we reviewed
questions I hadrdquo
bull How did the feedback provided by the STEM Coach assist you in your day to day
teaching
ldquoDefinitely reinforced the importance of letting the students do their work rather than direct instruction get
the kids to explore the topic themselves before doing some direct instructionrdquo
ldquoI would say pacing so I knew how long to stay on something and when to move on Even if I can skip
around some areas--at first I thought I had to go in sequential order--definitely with pacingrdquo
Year 1 - Data from ESI Teachers
BECI - Basic Energy Concept Inventory- Teacher
ESI Teachers showed an 125 mean increase in teacher content
STEBI ndash Science Teaching Efficacy Belief Instrument
ESI Teachers did not show an increase in science teacher confidence
Teacher Testimonial Video after one year of
using Modeling Instruction and
coached via videoconference
Modeling Instruction Video
STEM Professionals increase teacher STEM
Knowledge via Videoconference
Recruit STEM Professionals
Train STEM Professionals
Classroom Engagement for students and teachers via
Videoconference
STEM Professionals
ARCADIS-US Intel
ASU Medtronic
Axosoft SAP
Freeport-McMoRan State Farm
Local Motors Kimley-Horn
Orcutt Winslow SPS + Architects
Insight American Express
Over 350 STEM professionals trained for ESI activities
Employers of volunteers include the following
Role Model Training for STEM Professionals
Two Videoconference Choices for STEM Role Models
bull Serve as a STEM
ldquoConsultantrdquo
ndashMake connections between
the classroom and the ldquoreal
worldrdquo
ndashOffer advice and feedback
to students on their ldquoSTEM
Challengerdquo
Serve as a STEM ldquoConsultantrdquo
bull Make connections between the
classroom and ldquoreal-worldrdquo
bull Offer advice and feedback to
teachers and students on
ldquoSTEM Challenge Cohort Projectsrdquo
Share your ldquoSTEM Storyrdquo
bullWhere do you live when you were
younger
bullWhat inspired you as a child
bullWhat things did you like to do
bullWho was your Role Model
bullWhat events had an impact on
your chosen career today
Videoconference with STEM Professionals
for Challenge Cohort Projects
Classrooms interact with each other and STEM
Professionals via videoconference to learn from
each other and problem-solve for a
School Challenge Project using the
Engineering Design Process-
Increase Self-Efficacy
Curricular Relevance
Increase Sense of Institutional Belonging
STEM Professionals videoconference with teachers to support Authentic Engagement
Qualitative Data of Teachers learning from STEM
Professionals via Videoconference
bull In what ways did the STEM Professional support you in preparing to lead the
Engineering Challenge
ldquoJared has given us the most help because he was the first [STEM professional] we met with and
sustainability is his area Hes got some friends in the gardening area He gave us some charts
showing us how to plan things We talked about compostingrdquo
ldquoHearing about what they do in their daily routines at work as an engineer or architectrdquo
ldquoThey talk about what it takes to work on projects how they started their backgroundrdquo
Videoconferencing technology for STEM Professionals to
Support Teacher Professional Learning in Classrooms
Laptopcomputer
smartphone
Interactive
Video Cart
Highlights of Preliminary Data
ATI Galileo Math and Science
Career Interest Survey
BECI
Qualitative Data
Highlights
of
Preliminary Student Data
Reported by ESI External Evaluators - SWECA- Dr Stephen Powers PhD Lead Evaluator
Science and Math Highlights
ESI students showed statistically significant increase from pretest to
posttest in math and science
6th grade showed 8 mean increase in both math and science
The end of year showed progress in Science with a 6 overall
total gain from the pretest mean
Highlights
of
Preliminary Data Results
Science
Grade Actual Scale
Growth
Expected
Growth
6 7854 5238
7 4504 1583
8 6172 4943
Observed Gain Vs Growth ExpectationGrades 6 7 and 8 Science ESI students
Actual Scale Growth was greater than Expected Growth
Highlights
of
Preliminary Data Results
Career Interest Survey
Students in ESI showed a statistical increase of engagement in Engineering
The mean percent gain
Science 2
Technology 4
Engineering 10
Mathematics 4
Highlights
of
Preliminary Data Results
Qualitative Data
Teacher STEM
Pro Spotlights
Student STEM
Pro Spotlights
Teacher Leading
Challenge
Cohort
Teacher Peer
Panel
Interactions
Student Peer
Panel Interactions
ldquoMy students have
become more
engaged in
Science and
developed a
deeper interest in
the different
professionsrdquo
ldquoThis gave me
more thoughts of
how I can get to
my goal of my
future STEM jobrdquo
My favorite aspect
of LCC was how the
engineering design
process was broken
down into steps I
was able to give the
kids an outlook of
how engineers workrdquo
ldquoA huge positive
was that it
allowed my
students to use
questioning
strategies in a
real-life situation
with peersrdquo
ldquoI think the STEM
Program is a great
way to interact
with others learn
from other classes
and expand our
education in
sciencerdquo
MCESA Engineering STEM Identity featured on
US Dept of Education Office of Technology - Story Site
Story Site
Developing Teacher Support for STEM Professional
Learning
using Videoconferencing
QA
mcesaaz
mcesaaz
wwwmaricopagovmcesaLoriShoughmcesaMaricopagov
GaleBeauchampmcesamaricopagov
Data from Videoconference
Summer Modeling Instruction Training
Level of Agreement referencing the
IVL (Interactive Video Lab)
environment for Professional Learning
Strongly
Agree
Agree Neutral Disagree Strongly
Disagree
The IVL made my attendance in the
workshops convenient
48 32 15 5 0
The IVL provided opportunities for me to
interact with workshop facilitators and
participants in meaningful ways16 69 15 0 0
The IVL made my workshop experience
positive and meaningful
11 69 15 5 0
If I were to engage in this training again I
would attend training via the IVL 11 47 32 10 0
Technology Used for Videoconferencing
Teacher Training
3 - Mounted Wall Cameras
IVL Carts (Interactive Video
Lab)
bull Each school site
bull On-site at MCESA
Cisco Jabber Video for TelePresence
ESI STEM Teacher Coaching via
VideoconferencingGoal By 2016 increase teachersrsquo effectiveness and confidence in
implementing redesigned course content and instructional
practices
Objectivesbull Increase teacher confidence in STEM Education
bull Increase teacher STEM pedagogical content knowledge
Coaching ESI Teachers via Videoconference
bull Provides training and support for teachers on incorporating the
modeling instructional method
bull Interacts with teachers to prepare for and during classroom Peer
Panel meetings
bull Interacts with teachers to support curricular development for course
re-design
Qualitative Data from ESI Teachers
on Videoconference Coachingbull In what ways did the STEM Coach support you in implementing ldquoModeling
Instructionrdquo
ldquoHe joined one of our whiteboard sessions and gave me feedback on ways that I might continue doing
some of the things I am doing and might tweak what I am doing to ensure the students were getting the
big concepts they were supposed tordquo
ldquoA ton of times through the IVL [ie teacher is referring to formal STEM coaching sessions] we reviewed
questions I hadrdquo
bull How did the feedback provided by the STEM Coach assist you in your day to day
teaching
ldquoDefinitely reinforced the importance of letting the students do their work rather than direct instruction get
the kids to explore the topic themselves before doing some direct instructionrdquo
ldquoI would say pacing so I knew how long to stay on something and when to move on Even if I can skip
around some areas--at first I thought I had to go in sequential order--definitely with pacingrdquo
Year 1 - Data from ESI Teachers
BECI - Basic Energy Concept Inventory- Teacher
ESI Teachers showed an 125 mean increase in teacher content
STEBI ndash Science Teaching Efficacy Belief Instrument
ESI Teachers did not show an increase in science teacher confidence
Teacher Testimonial Video after one year of
using Modeling Instruction and
coached via videoconference
Modeling Instruction Video
STEM Professionals increase teacher STEM
Knowledge via Videoconference
Recruit STEM Professionals
Train STEM Professionals
Classroom Engagement for students and teachers via
Videoconference
STEM Professionals
ARCADIS-US Intel
ASU Medtronic
Axosoft SAP
Freeport-McMoRan State Farm
Local Motors Kimley-Horn
Orcutt Winslow SPS + Architects
Insight American Express
Over 350 STEM professionals trained for ESI activities
Employers of volunteers include the following
Role Model Training for STEM Professionals
Two Videoconference Choices for STEM Role Models
bull Serve as a STEM
ldquoConsultantrdquo
ndashMake connections between
the classroom and the ldquoreal
worldrdquo
ndashOffer advice and feedback
to students on their ldquoSTEM
Challengerdquo
Serve as a STEM ldquoConsultantrdquo
bull Make connections between the
classroom and ldquoreal-worldrdquo
bull Offer advice and feedback to
teachers and students on
ldquoSTEM Challenge Cohort Projectsrdquo
Share your ldquoSTEM Storyrdquo
bullWhere do you live when you were
younger
bullWhat inspired you as a child
bullWhat things did you like to do
bullWho was your Role Model
bullWhat events had an impact on
your chosen career today
Videoconference with STEM Professionals
for Challenge Cohort Projects
Classrooms interact with each other and STEM
Professionals via videoconference to learn from
each other and problem-solve for a
School Challenge Project using the
Engineering Design Process-
Increase Self-Efficacy
Curricular Relevance
Increase Sense of Institutional Belonging
STEM Professionals videoconference with teachers to support Authentic Engagement
Qualitative Data of Teachers learning from STEM
Professionals via Videoconference
bull In what ways did the STEM Professional support you in preparing to lead the
Engineering Challenge
ldquoJared has given us the most help because he was the first [STEM professional] we met with and
sustainability is his area Hes got some friends in the gardening area He gave us some charts
showing us how to plan things We talked about compostingrdquo
ldquoHearing about what they do in their daily routines at work as an engineer or architectrdquo
ldquoThey talk about what it takes to work on projects how they started their backgroundrdquo
Videoconferencing technology for STEM Professionals to
Support Teacher Professional Learning in Classrooms
Laptopcomputer
smartphone
Interactive
Video Cart
Highlights of Preliminary Data
ATI Galileo Math and Science
Career Interest Survey
BECI
Qualitative Data
Highlights
of
Preliminary Student Data
Reported by ESI External Evaluators - SWECA- Dr Stephen Powers PhD Lead Evaluator
Science and Math Highlights
ESI students showed statistically significant increase from pretest to
posttest in math and science
6th grade showed 8 mean increase in both math and science
The end of year showed progress in Science with a 6 overall
total gain from the pretest mean
Highlights
of
Preliminary Data Results
Science
Grade Actual Scale
Growth
Expected
Growth
6 7854 5238
7 4504 1583
8 6172 4943
Observed Gain Vs Growth ExpectationGrades 6 7 and 8 Science ESI students
Actual Scale Growth was greater than Expected Growth
Highlights
of
Preliminary Data Results
Career Interest Survey
Students in ESI showed a statistical increase of engagement in Engineering
The mean percent gain
Science 2
Technology 4
Engineering 10
Mathematics 4
Highlights
of
Preliminary Data Results
Qualitative Data
Teacher STEM
Pro Spotlights
Student STEM
Pro Spotlights
Teacher Leading
Challenge
Cohort
Teacher Peer
Panel
Interactions
Student Peer
Panel Interactions
ldquoMy students have
become more
engaged in
Science and
developed a
deeper interest in
the different
professionsrdquo
ldquoThis gave me
more thoughts of
how I can get to
my goal of my
future STEM jobrdquo
My favorite aspect
of LCC was how the
engineering design
process was broken
down into steps I
was able to give the
kids an outlook of
how engineers workrdquo
ldquoA huge positive
was that it
allowed my
students to use
questioning
strategies in a
real-life situation
with peersrdquo
ldquoI think the STEM
Program is a great
way to interact
with others learn
from other classes
and expand our
education in
sciencerdquo
MCESA Engineering STEM Identity featured on
US Dept of Education Office of Technology - Story Site
Story Site
Developing Teacher Support for STEM Professional
Learning
using Videoconferencing
QA
mcesaaz
mcesaaz
wwwmaricopagovmcesaLoriShoughmcesaMaricopagov
GaleBeauchampmcesamaricopagov
Technology Used for Videoconferencing
Teacher Training
3 - Mounted Wall Cameras
IVL Carts (Interactive Video
Lab)
bull Each school site
bull On-site at MCESA
Cisco Jabber Video for TelePresence
ESI STEM Teacher Coaching via
VideoconferencingGoal By 2016 increase teachersrsquo effectiveness and confidence in
implementing redesigned course content and instructional
practices
Objectivesbull Increase teacher confidence in STEM Education
bull Increase teacher STEM pedagogical content knowledge
Coaching ESI Teachers via Videoconference
bull Provides training and support for teachers on incorporating the
modeling instructional method
bull Interacts with teachers to prepare for and during classroom Peer
Panel meetings
bull Interacts with teachers to support curricular development for course
re-design
Qualitative Data from ESI Teachers
on Videoconference Coachingbull In what ways did the STEM Coach support you in implementing ldquoModeling
Instructionrdquo
ldquoHe joined one of our whiteboard sessions and gave me feedback on ways that I might continue doing
some of the things I am doing and might tweak what I am doing to ensure the students were getting the
big concepts they were supposed tordquo
ldquoA ton of times through the IVL [ie teacher is referring to formal STEM coaching sessions] we reviewed
questions I hadrdquo
bull How did the feedback provided by the STEM Coach assist you in your day to day
teaching
ldquoDefinitely reinforced the importance of letting the students do their work rather than direct instruction get
the kids to explore the topic themselves before doing some direct instructionrdquo
ldquoI would say pacing so I knew how long to stay on something and when to move on Even if I can skip
around some areas--at first I thought I had to go in sequential order--definitely with pacingrdquo
Year 1 - Data from ESI Teachers
BECI - Basic Energy Concept Inventory- Teacher
ESI Teachers showed an 125 mean increase in teacher content
STEBI ndash Science Teaching Efficacy Belief Instrument
ESI Teachers did not show an increase in science teacher confidence
Teacher Testimonial Video after one year of
using Modeling Instruction and
coached via videoconference
Modeling Instruction Video
STEM Professionals increase teacher STEM
Knowledge via Videoconference
Recruit STEM Professionals
Train STEM Professionals
Classroom Engagement for students and teachers via
Videoconference
STEM Professionals
ARCADIS-US Intel
ASU Medtronic
Axosoft SAP
Freeport-McMoRan State Farm
Local Motors Kimley-Horn
Orcutt Winslow SPS + Architects
Insight American Express
Over 350 STEM professionals trained for ESI activities
Employers of volunteers include the following
Role Model Training for STEM Professionals
Two Videoconference Choices for STEM Role Models
bull Serve as a STEM
ldquoConsultantrdquo
ndashMake connections between
the classroom and the ldquoreal
worldrdquo
ndashOffer advice and feedback
to students on their ldquoSTEM
Challengerdquo
Serve as a STEM ldquoConsultantrdquo
bull Make connections between the
classroom and ldquoreal-worldrdquo
bull Offer advice and feedback to
teachers and students on
ldquoSTEM Challenge Cohort Projectsrdquo
Share your ldquoSTEM Storyrdquo
bullWhere do you live when you were
younger
bullWhat inspired you as a child
bullWhat things did you like to do
bullWho was your Role Model
bullWhat events had an impact on
your chosen career today
Videoconference with STEM Professionals
for Challenge Cohort Projects
Classrooms interact with each other and STEM
Professionals via videoconference to learn from
each other and problem-solve for a
School Challenge Project using the
Engineering Design Process-
Increase Self-Efficacy
Curricular Relevance
Increase Sense of Institutional Belonging
STEM Professionals videoconference with teachers to support Authentic Engagement
Qualitative Data of Teachers learning from STEM
Professionals via Videoconference
bull In what ways did the STEM Professional support you in preparing to lead the
Engineering Challenge
ldquoJared has given us the most help because he was the first [STEM professional] we met with and
sustainability is his area Hes got some friends in the gardening area He gave us some charts
showing us how to plan things We talked about compostingrdquo
ldquoHearing about what they do in their daily routines at work as an engineer or architectrdquo
ldquoThey talk about what it takes to work on projects how they started their backgroundrdquo
Videoconferencing technology for STEM Professionals to
Support Teacher Professional Learning in Classrooms
Laptopcomputer
smartphone
Interactive
Video Cart
Highlights of Preliminary Data
ATI Galileo Math and Science
Career Interest Survey
BECI
Qualitative Data
Highlights
of
Preliminary Student Data
Reported by ESI External Evaluators - SWECA- Dr Stephen Powers PhD Lead Evaluator
Science and Math Highlights
ESI students showed statistically significant increase from pretest to
posttest in math and science
6th grade showed 8 mean increase in both math and science
The end of year showed progress in Science with a 6 overall
total gain from the pretest mean
Highlights
of
Preliminary Data Results
Science
Grade Actual Scale
Growth
Expected
Growth
6 7854 5238
7 4504 1583
8 6172 4943
Observed Gain Vs Growth ExpectationGrades 6 7 and 8 Science ESI students
Actual Scale Growth was greater than Expected Growth
Highlights
of
Preliminary Data Results
Career Interest Survey
Students in ESI showed a statistical increase of engagement in Engineering
The mean percent gain
Science 2
Technology 4
Engineering 10
Mathematics 4
Highlights
of
Preliminary Data Results
Qualitative Data
Teacher STEM
Pro Spotlights
Student STEM
Pro Spotlights
Teacher Leading
Challenge
Cohort
Teacher Peer
Panel
Interactions
Student Peer
Panel Interactions
ldquoMy students have
become more
engaged in
Science and
developed a
deeper interest in
the different
professionsrdquo
ldquoThis gave me
more thoughts of
how I can get to
my goal of my
future STEM jobrdquo
My favorite aspect
of LCC was how the
engineering design
process was broken
down into steps I
was able to give the
kids an outlook of
how engineers workrdquo
ldquoA huge positive
was that it
allowed my
students to use
questioning
strategies in a
real-life situation
with peersrdquo
ldquoI think the STEM
Program is a great
way to interact
with others learn
from other classes
and expand our
education in
sciencerdquo
MCESA Engineering STEM Identity featured on
US Dept of Education Office of Technology - Story Site
Story Site
Developing Teacher Support for STEM Professional
Learning
using Videoconferencing
QA
mcesaaz
mcesaaz
wwwmaricopagovmcesaLoriShoughmcesaMaricopagov
GaleBeauchampmcesamaricopagov
ESI STEM Teacher Coaching via
VideoconferencingGoal By 2016 increase teachersrsquo effectiveness and confidence in
implementing redesigned course content and instructional
practices
Objectivesbull Increase teacher confidence in STEM Education
bull Increase teacher STEM pedagogical content knowledge
Coaching ESI Teachers via Videoconference
bull Provides training and support for teachers on incorporating the
modeling instructional method
bull Interacts with teachers to prepare for and during classroom Peer
Panel meetings
bull Interacts with teachers to support curricular development for course
re-design
Qualitative Data from ESI Teachers
on Videoconference Coachingbull In what ways did the STEM Coach support you in implementing ldquoModeling
Instructionrdquo
ldquoHe joined one of our whiteboard sessions and gave me feedback on ways that I might continue doing
some of the things I am doing and might tweak what I am doing to ensure the students were getting the
big concepts they were supposed tordquo
ldquoA ton of times through the IVL [ie teacher is referring to formal STEM coaching sessions] we reviewed
questions I hadrdquo
bull How did the feedback provided by the STEM Coach assist you in your day to day
teaching
ldquoDefinitely reinforced the importance of letting the students do their work rather than direct instruction get
the kids to explore the topic themselves before doing some direct instructionrdquo
ldquoI would say pacing so I knew how long to stay on something and when to move on Even if I can skip
around some areas--at first I thought I had to go in sequential order--definitely with pacingrdquo
Year 1 - Data from ESI Teachers
BECI - Basic Energy Concept Inventory- Teacher
ESI Teachers showed an 125 mean increase in teacher content
STEBI ndash Science Teaching Efficacy Belief Instrument
ESI Teachers did not show an increase in science teacher confidence
Teacher Testimonial Video after one year of
using Modeling Instruction and
coached via videoconference
Modeling Instruction Video
STEM Professionals increase teacher STEM
Knowledge via Videoconference
Recruit STEM Professionals
Train STEM Professionals
Classroom Engagement for students and teachers via
Videoconference
STEM Professionals
ARCADIS-US Intel
ASU Medtronic
Axosoft SAP
Freeport-McMoRan State Farm
Local Motors Kimley-Horn
Orcutt Winslow SPS + Architects
Insight American Express
Over 350 STEM professionals trained for ESI activities
Employers of volunteers include the following
Role Model Training for STEM Professionals
Two Videoconference Choices for STEM Role Models
bull Serve as a STEM
ldquoConsultantrdquo
ndashMake connections between
the classroom and the ldquoreal
worldrdquo
ndashOffer advice and feedback
to students on their ldquoSTEM
Challengerdquo
Serve as a STEM ldquoConsultantrdquo
bull Make connections between the
classroom and ldquoreal-worldrdquo
bull Offer advice and feedback to
teachers and students on
ldquoSTEM Challenge Cohort Projectsrdquo
Share your ldquoSTEM Storyrdquo
bullWhere do you live when you were
younger
bullWhat inspired you as a child
bullWhat things did you like to do
bullWho was your Role Model
bullWhat events had an impact on
your chosen career today
Videoconference with STEM Professionals
for Challenge Cohort Projects
Classrooms interact with each other and STEM
Professionals via videoconference to learn from
each other and problem-solve for a
School Challenge Project using the
Engineering Design Process-
Increase Self-Efficacy
Curricular Relevance
Increase Sense of Institutional Belonging
STEM Professionals videoconference with teachers to support Authentic Engagement
Qualitative Data of Teachers learning from STEM
Professionals via Videoconference
bull In what ways did the STEM Professional support you in preparing to lead the
Engineering Challenge
ldquoJared has given us the most help because he was the first [STEM professional] we met with and
sustainability is his area Hes got some friends in the gardening area He gave us some charts
showing us how to plan things We talked about compostingrdquo
ldquoHearing about what they do in their daily routines at work as an engineer or architectrdquo
ldquoThey talk about what it takes to work on projects how they started their backgroundrdquo
Videoconferencing technology for STEM Professionals to
Support Teacher Professional Learning in Classrooms
Laptopcomputer
smartphone
Interactive
Video Cart
Highlights of Preliminary Data
ATI Galileo Math and Science
Career Interest Survey
BECI
Qualitative Data
Highlights
of
Preliminary Student Data
Reported by ESI External Evaluators - SWECA- Dr Stephen Powers PhD Lead Evaluator
Science and Math Highlights
ESI students showed statistically significant increase from pretest to
posttest in math and science
6th grade showed 8 mean increase in both math and science
The end of year showed progress in Science with a 6 overall
total gain from the pretest mean
Highlights
of
Preliminary Data Results
Science
Grade Actual Scale
Growth
Expected
Growth
6 7854 5238
7 4504 1583
8 6172 4943
Observed Gain Vs Growth ExpectationGrades 6 7 and 8 Science ESI students
Actual Scale Growth was greater than Expected Growth
Highlights
of
Preliminary Data Results
Career Interest Survey
Students in ESI showed a statistical increase of engagement in Engineering
The mean percent gain
Science 2
Technology 4
Engineering 10
Mathematics 4
Highlights
of
Preliminary Data Results
Qualitative Data
Teacher STEM
Pro Spotlights
Student STEM
Pro Spotlights
Teacher Leading
Challenge
Cohort
Teacher Peer
Panel
Interactions
Student Peer
Panel Interactions
ldquoMy students have
become more
engaged in
Science and
developed a
deeper interest in
the different
professionsrdquo
ldquoThis gave me
more thoughts of
how I can get to
my goal of my
future STEM jobrdquo
My favorite aspect
of LCC was how the
engineering design
process was broken
down into steps I
was able to give the
kids an outlook of
how engineers workrdquo
ldquoA huge positive
was that it
allowed my
students to use
questioning
strategies in a
real-life situation
with peersrdquo
ldquoI think the STEM
Program is a great
way to interact
with others learn
from other classes
and expand our
education in
sciencerdquo
MCESA Engineering STEM Identity featured on
US Dept of Education Office of Technology - Story Site
Story Site
Developing Teacher Support for STEM Professional
Learning
using Videoconferencing
QA
mcesaaz
mcesaaz
wwwmaricopagovmcesaLoriShoughmcesaMaricopagov
GaleBeauchampmcesamaricopagov
Qualitative Data from ESI Teachers
on Videoconference Coachingbull In what ways did the STEM Coach support you in implementing ldquoModeling
Instructionrdquo
ldquoHe joined one of our whiteboard sessions and gave me feedback on ways that I might continue doing
some of the things I am doing and might tweak what I am doing to ensure the students were getting the
big concepts they were supposed tordquo
ldquoA ton of times through the IVL [ie teacher is referring to formal STEM coaching sessions] we reviewed
questions I hadrdquo
bull How did the feedback provided by the STEM Coach assist you in your day to day
teaching
ldquoDefinitely reinforced the importance of letting the students do their work rather than direct instruction get
the kids to explore the topic themselves before doing some direct instructionrdquo
ldquoI would say pacing so I knew how long to stay on something and when to move on Even if I can skip
around some areas--at first I thought I had to go in sequential order--definitely with pacingrdquo
Year 1 - Data from ESI Teachers
BECI - Basic Energy Concept Inventory- Teacher
ESI Teachers showed an 125 mean increase in teacher content
STEBI ndash Science Teaching Efficacy Belief Instrument
ESI Teachers did not show an increase in science teacher confidence
Teacher Testimonial Video after one year of
using Modeling Instruction and
coached via videoconference
Modeling Instruction Video
STEM Professionals increase teacher STEM
Knowledge via Videoconference
Recruit STEM Professionals
Train STEM Professionals
Classroom Engagement for students and teachers via
Videoconference
STEM Professionals
ARCADIS-US Intel
ASU Medtronic
Axosoft SAP
Freeport-McMoRan State Farm
Local Motors Kimley-Horn
Orcutt Winslow SPS + Architects
Insight American Express
Over 350 STEM professionals trained for ESI activities
Employers of volunteers include the following
Role Model Training for STEM Professionals
Two Videoconference Choices for STEM Role Models
bull Serve as a STEM
ldquoConsultantrdquo
ndashMake connections between
the classroom and the ldquoreal
worldrdquo
ndashOffer advice and feedback
to students on their ldquoSTEM
Challengerdquo
Serve as a STEM ldquoConsultantrdquo
bull Make connections between the
classroom and ldquoreal-worldrdquo
bull Offer advice and feedback to
teachers and students on
ldquoSTEM Challenge Cohort Projectsrdquo
Share your ldquoSTEM Storyrdquo
bullWhere do you live when you were
younger
bullWhat inspired you as a child
bullWhat things did you like to do
bullWho was your Role Model
bullWhat events had an impact on
your chosen career today
Videoconference with STEM Professionals
for Challenge Cohort Projects
Classrooms interact with each other and STEM
Professionals via videoconference to learn from
each other and problem-solve for a
School Challenge Project using the
Engineering Design Process-
Increase Self-Efficacy
Curricular Relevance
Increase Sense of Institutional Belonging
STEM Professionals videoconference with teachers to support Authentic Engagement
Qualitative Data of Teachers learning from STEM
Professionals via Videoconference
bull In what ways did the STEM Professional support you in preparing to lead the
Engineering Challenge
ldquoJared has given us the most help because he was the first [STEM professional] we met with and
sustainability is his area Hes got some friends in the gardening area He gave us some charts
showing us how to plan things We talked about compostingrdquo
ldquoHearing about what they do in their daily routines at work as an engineer or architectrdquo
ldquoThey talk about what it takes to work on projects how they started their backgroundrdquo
Videoconferencing technology for STEM Professionals to
Support Teacher Professional Learning in Classrooms
Laptopcomputer
smartphone
Interactive
Video Cart
Highlights of Preliminary Data
ATI Galileo Math and Science
Career Interest Survey
BECI
Qualitative Data
Highlights
of
Preliminary Student Data
Reported by ESI External Evaluators - SWECA- Dr Stephen Powers PhD Lead Evaluator
Science and Math Highlights
ESI students showed statistically significant increase from pretest to
posttest in math and science
6th grade showed 8 mean increase in both math and science
The end of year showed progress in Science with a 6 overall
total gain from the pretest mean
Highlights
of
Preliminary Data Results
Science
Grade Actual Scale
Growth
Expected
Growth
6 7854 5238
7 4504 1583
8 6172 4943
Observed Gain Vs Growth ExpectationGrades 6 7 and 8 Science ESI students
Actual Scale Growth was greater than Expected Growth
Highlights
of
Preliminary Data Results
Career Interest Survey
Students in ESI showed a statistical increase of engagement in Engineering
The mean percent gain
Science 2
Technology 4
Engineering 10
Mathematics 4
Highlights
of
Preliminary Data Results
Qualitative Data
Teacher STEM
Pro Spotlights
Student STEM
Pro Spotlights
Teacher Leading
Challenge
Cohort
Teacher Peer
Panel
Interactions
Student Peer
Panel Interactions
ldquoMy students have
become more
engaged in
Science and
developed a
deeper interest in
the different
professionsrdquo
ldquoThis gave me
more thoughts of
how I can get to
my goal of my
future STEM jobrdquo
My favorite aspect
of LCC was how the
engineering design
process was broken
down into steps I
was able to give the
kids an outlook of
how engineers workrdquo
ldquoA huge positive
was that it
allowed my
students to use
questioning
strategies in a
real-life situation
with peersrdquo
ldquoI think the STEM
Program is a great
way to interact
with others learn
from other classes
and expand our
education in
sciencerdquo
MCESA Engineering STEM Identity featured on
US Dept of Education Office of Technology - Story Site
Story Site
Developing Teacher Support for STEM Professional
Learning
using Videoconferencing
QA
mcesaaz
mcesaaz
wwwmaricopagovmcesaLoriShoughmcesaMaricopagov
GaleBeauchampmcesamaricopagov
Year 1 - Data from ESI Teachers
BECI - Basic Energy Concept Inventory- Teacher
ESI Teachers showed an 125 mean increase in teacher content
STEBI ndash Science Teaching Efficacy Belief Instrument
ESI Teachers did not show an increase in science teacher confidence
Teacher Testimonial Video after one year of
using Modeling Instruction and
coached via videoconference
Modeling Instruction Video
STEM Professionals increase teacher STEM
Knowledge via Videoconference
Recruit STEM Professionals
Train STEM Professionals
Classroom Engagement for students and teachers via
Videoconference
STEM Professionals
ARCADIS-US Intel
ASU Medtronic
Axosoft SAP
Freeport-McMoRan State Farm
Local Motors Kimley-Horn
Orcutt Winslow SPS + Architects
Insight American Express
Over 350 STEM professionals trained for ESI activities
Employers of volunteers include the following
Role Model Training for STEM Professionals
Two Videoconference Choices for STEM Role Models
bull Serve as a STEM
ldquoConsultantrdquo
ndashMake connections between
the classroom and the ldquoreal
worldrdquo
ndashOffer advice and feedback
to students on their ldquoSTEM
Challengerdquo
Serve as a STEM ldquoConsultantrdquo
bull Make connections between the
classroom and ldquoreal-worldrdquo
bull Offer advice and feedback to
teachers and students on
ldquoSTEM Challenge Cohort Projectsrdquo
Share your ldquoSTEM Storyrdquo
bullWhere do you live when you were
younger
bullWhat inspired you as a child
bullWhat things did you like to do
bullWho was your Role Model
bullWhat events had an impact on
your chosen career today
Videoconference with STEM Professionals
for Challenge Cohort Projects
Classrooms interact with each other and STEM
Professionals via videoconference to learn from
each other and problem-solve for a
School Challenge Project using the
Engineering Design Process-
Increase Self-Efficacy
Curricular Relevance
Increase Sense of Institutional Belonging
STEM Professionals videoconference with teachers to support Authentic Engagement
Qualitative Data of Teachers learning from STEM
Professionals via Videoconference
bull In what ways did the STEM Professional support you in preparing to lead the
Engineering Challenge
ldquoJared has given us the most help because he was the first [STEM professional] we met with and
sustainability is his area Hes got some friends in the gardening area He gave us some charts
showing us how to plan things We talked about compostingrdquo
ldquoHearing about what they do in their daily routines at work as an engineer or architectrdquo
ldquoThey talk about what it takes to work on projects how they started their backgroundrdquo
Videoconferencing technology for STEM Professionals to
Support Teacher Professional Learning in Classrooms
Laptopcomputer
smartphone
Interactive
Video Cart
Highlights of Preliminary Data
ATI Galileo Math and Science
Career Interest Survey
BECI
Qualitative Data
Highlights
of
Preliminary Student Data
Reported by ESI External Evaluators - SWECA- Dr Stephen Powers PhD Lead Evaluator
Science and Math Highlights
ESI students showed statistically significant increase from pretest to
posttest in math and science
6th grade showed 8 mean increase in both math and science
The end of year showed progress in Science with a 6 overall
total gain from the pretest mean
Highlights
of
Preliminary Data Results
Science
Grade Actual Scale
Growth
Expected
Growth
6 7854 5238
7 4504 1583
8 6172 4943
Observed Gain Vs Growth ExpectationGrades 6 7 and 8 Science ESI students
Actual Scale Growth was greater than Expected Growth
Highlights
of
Preliminary Data Results
Career Interest Survey
Students in ESI showed a statistical increase of engagement in Engineering
The mean percent gain
Science 2
Technology 4
Engineering 10
Mathematics 4
Highlights
of
Preliminary Data Results
Qualitative Data
Teacher STEM
Pro Spotlights
Student STEM
Pro Spotlights
Teacher Leading
Challenge
Cohort
Teacher Peer
Panel
Interactions
Student Peer
Panel Interactions
ldquoMy students have
become more
engaged in
Science and
developed a
deeper interest in
the different
professionsrdquo
ldquoThis gave me
more thoughts of
how I can get to
my goal of my
future STEM jobrdquo
My favorite aspect
of LCC was how the
engineering design
process was broken
down into steps I
was able to give the
kids an outlook of
how engineers workrdquo
ldquoA huge positive
was that it
allowed my
students to use
questioning
strategies in a
real-life situation
with peersrdquo
ldquoI think the STEM
Program is a great
way to interact
with others learn
from other classes
and expand our
education in
sciencerdquo
MCESA Engineering STEM Identity featured on
US Dept of Education Office of Technology - Story Site
Story Site
Developing Teacher Support for STEM Professional
Learning
using Videoconferencing
QA
mcesaaz
mcesaaz
wwwmaricopagovmcesaLoriShoughmcesaMaricopagov
GaleBeauchampmcesamaricopagov
Teacher Testimonial Video after one year of
using Modeling Instruction and
coached via videoconference
Modeling Instruction Video
STEM Professionals increase teacher STEM
Knowledge via Videoconference
Recruit STEM Professionals
Train STEM Professionals
Classroom Engagement for students and teachers via
Videoconference
STEM Professionals
ARCADIS-US Intel
ASU Medtronic
Axosoft SAP
Freeport-McMoRan State Farm
Local Motors Kimley-Horn
Orcutt Winslow SPS + Architects
Insight American Express
Over 350 STEM professionals trained for ESI activities
Employers of volunteers include the following
Role Model Training for STEM Professionals
Two Videoconference Choices for STEM Role Models
bull Serve as a STEM
ldquoConsultantrdquo
ndashMake connections between
the classroom and the ldquoreal
worldrdquo
ndashOffer advice and feedback
to students on their ldquoSTEM
Challengerdquo
Serve as a STEM ldquoConsultantrdquo
bull Make connections between the
classroom and ldquoreal-worldrdquo
bull Offer advice and feedback to
teachers and students on
ldquoSTEM Challenge Cohort Projectsrdquo
Share your ldquoSTEM Storyrdquo
bullWhere do you live when you were
younger
bullWhat inspired you as a child
bullWhat things did you like to do
bullWho was your Role Model
bullWhat events had an impact on
your chosen career today
Videoconference with STEM Professionals
for Challenge Cohort Projects
Classrooms interact with each other and STEM
Professionals via videoconference to learn from
each other and problem-solve for a
School Challenge Project using the
Engineering Design Process-
Increase Self-Efficacy
Curricular Relevance
Increase Sense of Institutional Belonging
STEM Professionals videoconference with teachers to support Authentic Engagement
Qualitative Data of Teachers learning from STEM
Professionals via Videoconference
bull In what ways did the STEM Professional support you in preparing to lead the
Engineering Challenge
ldquoJared has given us the most help because he was the first [STEM professional] we met with and
sustainability is his area Hes got some friends in the gardening area He gave us some charts
showing us how to plan things We talked about compostingrdquo
ldquoHearing about what they do in their daily routines at work as an engineer or architectrdquo
ldquoThey talk about what it takes to work on projects how they started their backgroundrdquo
Videoconferencing technology for STEM Professionals to
Support Teacher Professional Learning in Classrooms
Laptopcomputer
smartphone
Interactive
Video Cart
Highlights of Preliminary Data
ATI Galileo Math and Science
Career Interest Survey
BECI
Qualitative Data
Highlights
of
Preliminary Student Data
Reported by ESI External Evaluators - SWECA- Dr Stephen Powers PhD Lead Evaluator
Science and Math Highlights
ESI students showed statistically significant increase from pretest to
posttest in math and science
6th grade showed 8 mean increase in both math and science
The end of year showed progress in Science with a 6 overall
total gain from the pretest mean
Highlights
of
Preliminary Data Results
Science
Grade Actual Scale
Growth
Expected
Growth
6 7854 5238
7 4504 1583
8 6172 4943
Observed Gain Vs Growth ExpectationGrades 6 7 and 8 Science ESI students
Actual Scale Growth was greater than Expected Growth
Highlights
of
Preliminary Data Results
Career Interest Survey
Students in ESI showed a statistical increase of engagement in Engineering
The mean percent gain
Science 2
Technology 4
Engineering 10
Mathematics 4
Highlights
of
Preliminary Data Results
Qualitative Data
Teacher STEM
Pro Spotlights
Student STEM
Pro Spotlights
Teacher Leading
Challenge
Cohort
Teacher Peer
Panel
Interactions
Student Peer
Panel Interactions
ldquoMy students have
become more
engaged in
Science and
developed a
deeper interest in
the different
professionsrdquo
ldquoThis gave me
more thoughts of
how I can get to
my goal of my
future STEM jobrdquo
My favorite aspect
of LCC was how the
engineering design
process was broken
down into steps I
was able to give the
kids an outlook of
how engineers workrdquo
ldquoA huge positive
was that it
allowed my
students to use
questioning
strategies in a
real-life situation
with peersrdquo
ldquoI think the STEM
Program is a great
way to interact
with others learn
from other classes
and expand our
education in
sciencerdquo
MCESA Engineering STEM Identity featured on
US Dept of Education Office of Technology - Story Site
Story Site
Developing Teacher Support for STEM Professional
Learning
using Videoconferencing
QA
mcesaaz
mcesaaz
wwwmaricopagovmcesaLoriShoughmcesaMaricopagov
GaleBeauchampmcesamaricopagov
STEM Professionals increase teacher STEM
Knowledge via Videoconference
Recruit STEM Professionals
Train STEM Professionals
Classroom Engagement for students and teachers via
Videoconference
STEM Professionals
ARCADIS-US Intel
ASU Medtronic
Axosoft SAP
Freeport-McMoRan State Farm
Local Motors Kimley-Horn
Orcutt Winslow SPS + Architects
Insight American Express
Over 350 STEM professionals trained for ESI activities
Employers of volunteers include the following
Role Model Training for STEM Professionals
Two Videoconference Choices for STEM Role Models
bull Serve as a STEM
ldquoConsultantrdquo
ndashMake connections between
the classroom and the ldquoreal
worldrdquo
ndashOffer advice and feedback
to students on their ldquoSTEM
Challengerdquo
Serve as a STEM ldquoConsultantrdquo
bull Make connections between the
classroom and ldquoreal-worldrdquo
bull Offer advice and feedback to
teachers and students on
ldquoSTEM Challenge Cohort Projectsrdquo
Share your ldquoSTEM Storyrdquo
bullWhere do you live when you were
younger
bullWhat inspired you as a child
bullWhat things did you like to do
bullWho was your Role Model
bullWhat events had an impact on
your chosen career today
Videoconference with STEM Professionals
for Challenge Cohort Projects
Classrooms interact with each other and STEM
Professionals via videoconference to learn from
each other and problem-solve for a
School Challenge Project using the
Engineering Design Process-
Increase Self-Efficacy
Curricular Relevance
Increase Sense of Institutional Belonging
STEM Professionals videoconference with teachers to support Authentic Engagement
Qualitative Data of Teachers learning from STEM
Professionals via Videoconference
bull In what ways did the STEM Professional support you in preparing to lead the
Engineering Challenge
ldquoJared has given us the most help because he was the first [STEM professional] we met with and
sustainability is his area Hes got some friends in the gardening area He gave us some charts
showing us how to plan things We talked about compostingrdquo
ldquoHearing about what they do in their daily routines at work as an engineer or architectrdquo
ldquoThey talk about what it takes to work on projects how they started their backgroundrdquo
Videoconferencing technology for STEM Professionals to
Support Teacher Professional Learning in Classrooms
Laptopcomputer
smartphone
Interactive
Video Cart
Highlights of Preliminary Data
ATI Galileo Math and Science
Career Interest Survey
BECI
Qualitative Data
Highlights
of
Preliminary Student Data
Reported by ESI External Evaluators - SWECA- Dr Stephen Powers PhD Lead Evaluator
Science and Math Highlights
ESI students showed statistically significant increase from pretest to
posttest in math and science
6th grade showed 8 mean increase in both math and science
The end of year showed progress in Science with a 6 overall
total gain from the pretest mean
Highlights
of
Preliminary Data Results
Science
Grade Actual Scale
Growth
Expected
Growth
6 7854 5238
7 4504 1583
8 6172 4943
Observed Gain Vs Growth ExpectationGrades 6 7 and 8 Science ESI students
Actual Scale Growth was greater than Expected Growth
Highlights
of
Preliminary Data Results
Career Interest Survey
Students in ESI showed a statistical increase of engagement in Engineering
The mean percent gain
Science 2
Technology 4
Engineering 10
Mathematics 4
Highlights
of
Preliminary Data Results
Qualitative Data
Teacher STEM
Pro Spotlights
Student STEM
Pro Spotlights
Teacher Leading
Challenge
Cohort
Teacher Peer
Panel
Interactions
Student Peer
Panel Interactions
ldquoMy students have
become more
engaged in
Science and
developed a
deeper interest in
the different
professionsrdquo
ldquoThis gave me
more thoughts of
how I can get to
my goal of my
future STEM jobrdquo
My favorite aspect
of LCC was how the
engineering design
process was broken
down into steps I
was able to give the
kids an outlook of
how engineers workrdquo
ldquoA huge positive
was that it
allowed my
students to use
questioning
strategies in a
real-life situation
with peersrdquo
ldquoI think the STEM
Program is a great
way to interact
with others learn
from other classes
and expand our
education in
sciencerdquo
MCESA Engineering STEM Identity featured on
US Dept of Education Office of Technology - Story Site
Story Site
Developing Teacher Support for STEM Professional
Learning
using Videoconferencing
QA
mcesaaz
mcesaaz
wwwmaricopagovmcesaLoriShoughmcesaMaricopagov
GaleBeauchampmcesamaricopagov
STEM Professionals
ARCADIS-US Intel
ASU Medtronic
Axosoft SAP
Freeport-McMoRan State Farm
Local Motors Kimley-Horn
Orcutt Winslow SPS + Architects
Insight American Express
Over 350 STEM professionals trained for ESI activities
Employers of volunteers include the following
Role Model Training for STEM Professionals
Two Videoconference Choices for STEM Role Models
bull Serve as a STEM
ldquoConsultantrdquo
ndashMake connections between
the classroom and the ldquoreal
worldrdquo
ndashOffer advice and feedback
to students on their ldquoSTEM
Challengerdquo
Serve as a STEM ldquoConsultantrdquo
bull Make connections between the
classroom and ldquoreal-worldrdquo
bull Offer advice and feedback to
teachers and students on
ldquoSTEM Challenge Cohort Projectsrdquo
Share your ldquoSTEM Storyrdquo
bullWhere do you live when you were
younger
bullWhat inspired you as a child
bullWhat things did you like to do
bullWho was your Role Model
bullWhat events had an impact on
your chosen career today
Videoconference with STEM Professionals
for Challenge Cohort Projects
Classrooms interact with each other and STEM
Professionals via videoconference to learn from
each other and problem-solve for a
School Challenge Project using the
Engineering Design Process-
Increase Self-Efficacy
Curricular Relevance
Increase Sense of Institutional Belonging
STEM Professionals videoconference with teachers to support Authentic Engagement
Qualitative Data of Teachers learning from STEM
Professionals via Videoconference
bull In what ways did the STEM Professional support you in preparing to lead the
Engineering Challenge
ldquoJared has given us the most help because he was the first [STEM professional] we met with and
sustainability is his area Hes got some friends in the gardening area He gave us some charts
showing us how to plan things We talked about compostingrdquo
ldquoHearing about what they do in their daily routines at work as an engineer or architectrdquo
ldquoThey talk about what it takes to work on projects how they started their backgroundrdquo
Videoconferencing technology for STEM Professionals to
Support Teacher Professional Learning in Classrooms
Laptopcomputer
smartphone
Interactive
Video Cart
Highlights of Preliminary Data
ATI Galileo Math and Science
Career Interest Survey
BECI
Qualitative Data
Highlights
of
Preliminary Student Data
Reported by ESI External Evaluators - SWECA- Dr Stephen Powers PhD Lead Evaluator
Science and Math Highlights
ESI students showed statistically significant increase from pretest to
posttest in math and science
6th grade showed 8 mean increase in both math and science
The end of year showed progress in Science with a 6 overall
total gain from the pretest mean
Highlights
of
Preliminary Data Results
Science
Grade Actual Scale
Growth
Expected
Growth
6 7854 5238
7 4504 1583
8 6172 4943
Observed Gain Vs Growth ExpectationGrades 6 7 and 8 Science ESI students
Actual Scale Growth was greater than Expected Growth
Highlights
of
Preliminary Data Results
Career Interest Survey
Students in ESI showed a statistical increase of engagement in Engineering
The mean percent gain
Science 2
Technology 4
Engineering 10
Mathematics 4
Highlights
of
Preliminary Data Results
Qualitative Data
Teacher STEM
Pro Spotlights
Student STEM
Pro Spotlights
Teacher Leading
Challenge
Cohort
Teacher Peer
Panel
Interactions
Student Peer
Panel Interactions
ldquoMy students have
become more
engaged in
Science and
developed a
deeper interest in
the different
professionsrdquo
ldquoThis gave me
more thoughts of
how I can get to
my goal of my
future STEM jobrdquo
My favorite aspect
of LCC was how the
engineering design
process was broken
down into steps I
was able to give the
kids an outlook of
how engineers workrdquo
ldquoA huge positive
was that it
allowed my
students to use
questioning
strategies in a
real-life situation
with peersrdquo
ldquoI think the STEM
Program is a great
way to interact
with others learn
from other classes
and expand our
education in
sciencerdquo
MCESA Engineering STEM Identity featured on
US Dept of Education Office of Technology - Story Site
Story Site
Developing Teacher Support for STEM Professional
Learning
using Videoconferencing
QA
mcesaaz
mcesaaz
wwwmaricopagovmcesaLoriShoughmcesaMaricopagov
GaleBeauchampmcesamaricopagov
Role Model Training for STEM Professionals
Two Videoconference Choices for STEM Role Models
bull Serve as a STEM
ldquoConsultantrdquo
ndashMake connections between
the classroom and the ldquoreal
worldrdquo
ndashOffer advice and feedback
to students on their ldquoSTEM
Challengerdquo
Serve as a STEM ldquoConsultantrdquo
bull Make connections between the
classroom and ldquoreal-worldrdquo
bull Offer advice and feedback to
teachers and students on
ldquoSTEM Challenge Cohort Projectsrdquo
Share your ldquoSTEM Storyrdquo
bullWhere do you live when you were
younger
bullWhat inspired you as a child
bullWhat things did you like to do
bullWho was your Role Model
bullWhat events had an impact on
your chosen career today
Videoconference with STEM Professionals
for Challenge Cohort Projects
Classrooms interact with each other and STEM
Professionals via videoconference to learn from
each other and problem-solve for a
School Challenge Project using the
Engineering Design Process-
Increase Self-Efficacy
Curricular Relevance
Increase Sense of Institutional Belonging
STEM Professionals videoconference with teachers to support Authentic Engagement
Qualitative Data of Teachers learning from STEM
Professionals via Videoconference
bull In what ways did the STEM Professional support you in preparing to lead the
Engineering Challenge
ldquoJared has given us the most help because he was the first [STEM professional] we met with and
sustainability is his area Hes got some friends in the gardening area He gave us some charts
showing us how to plan things We talked about compostingrdquo
ldquoHearing about what they do in their daily routines at work as an engineer or architectrdquo
ldquoThey talk about what it takes to work on projects how they started their backgroundrdquo
Videoconferencing technology for STEM Professionals to
Support Teacher Professional Learning in Classrooms
Laptopcomputer
smartphone
Interactive
Video Cart
Highlights of Preliminary Data
ATI Galileo Math and Science
Career Interest Survey
BECI
Qualitative Data
Highlights
of
Preliminary Student Data
Reported by ESI External Evaluators - SWECA- Dr Stephen Powers PhD Lead Evaluator
Science and Math Highlights
ESI students showed statistically significant increase from pretest to
posttest in math and science
6th grade showed 8 mean increase in both math and science
The end of year showed progress in Science with a 6 overall
total gain from the pretest mean
Highlights
of
Preliminary Data Results
Science
Grade Actual Scale
Growth
Expected
Growth
6 7854 5238
7 4504 1583
8 6172 4943
Observed Gain Vs Growth ExpectationGrades 6 7 and 8 Science ESI students
Actual Scale Growth was greater than Expected Growth
Highlights
of
Preliminary Data Results
Career Interest Survey
Students in ESI showed a statistical increase of engagement in Engineering
The mean percent gain
Science 2
Technology 4
Engineering 10
Mathematics 4
Highlights
of
Preliminary Data Results
Qualitative Data
Teacher STEM
Pro Spotlights
Student STEM
Pro Spotlights
Teacher Leading
Challenge
Cohort
Teacher Peer
Panel
Interactions
Student Peer
Panel Interactions
ldquoMy students have
become more
engaged in
Science and
developed a
deeper interest in
the different
professionsrdquo
ldquoThis gave me
more thoughts of
how I can get to
my goal of my
future STEM jobrdquo
My favorite aspect
of LCC was how the
engineering design
process was broken
down into steps I
was able to give the
kids an outlook of
how engineers workrdquo
ldquoA huge positive
was that it
allowed my
students to use
questioning
strategies in a
real-life situation
with peersrdquo
ldquoI think the STEM
Program is a great
way to interact
with others learn
from other classes
and expand our
education in
sciencerdquo
MCESA Engineering STEM Identity featured on
US Dept of Education Office of Technology - Story Site
Story Site
Developing Teacher Support for STEM Professional
Learning
using Videoconferencing
QA
mcesaaz
mcesaaz
wwwmaricopagovmcesaLoriShoughmcesaMaricopagov
GaleBeauchampmcesamaricopagov
Videoconference with STEM Professionals
for Challenge Cohort Projects
Classrooms interact with each other and STEM
Professionals via videoconference to learn from
each other and problem-solve for a
School Challenge Project using the
Engineering Design Process-
Increase Self-Efficacy
Curricular Relevance
Increase Sense of Institutional Belonging
STEM Professionals videoconference with teachers to support Authentic Engagement
Qualitative Data of Teachers learning from STEM
Professionals via Videoconference
bull In what ways did the STEM Professional support you in preparing to lead the
Engineering Challenge
ldquoJared has given us the most help because he was the first [STEM professional] we met with and
sustainability is his area Hes got some friends in the gardening area He gave us some charts
showing us how to plan things We talked about compostingrdquo
ldquoHearing about what they do in their daily routines at work as an engineer or architectrdquo
ldquoThey talk about what it takes to work on projects how they started their backgroundrdquo
Videoconferencing technology for STEM Professionals to
Support Teacher Professional Learning in Classrooms
Laptopcomputer
smartphone
Interactive
Video Cart
Highlights of Preliminary Data
ATI Galileo Math and Science
Career Interest Survey
BECI
Qualitative Data
Highlights
of
Preliminary Student Data
Reported by ESI External Evaluators - SWECA- Dr Stephen Powers PhD Lead Evaluator
Science and Math Highlights
ESI students showed statistically significant increase from pretest to
posttest in math and science
6th grade showed 8 mean increase in both math and science
The end of year showed progress in Science with a 6 overall
total gain from the pretest mean
Highlights
of
Preliminary Data Results
Science
Grade Actual Scale
Growth
Expected
Growth
6 7854 5238
7 4504 1583
8 6172 4943
Observed Gain Vs Growth ExpectationGrades 6 7 and 8 Science ESI students
Actual Scale Growth was greater than Expected Growth
Highlights
of
Preliminary Data Results
Career Interest Survey
Students in ESI showed a statistical increase of engagement in Engineering
The mean percent gain
Science 2
Technology 4
Engineering 10
Mathematics 4
Highlights
of
Preliminary Data Results
Qualitative Data
Teacher STEM
Pro Spotlights
Student STEM
Pro Spotlights
Teacher Leading
Challenge
Cohort
Teacher Peer
Panel
Interactions
Student Peer
Panel Interactions
ldquoMy students have
become more
engaged in
Science and
developed a
deeper interest in
the different
professionsrdquo
ldquoThis gave me
more thoughts of
how I can get to
my goal of my
future STEM jobrdquo
My favorite aspect
of LCC was how the
engineering design
process was broken
down into steps I
was able to give the
kids an outlook of
how engineers workrdquo
ldquoA huge positive
was that it
allowed my
students to use
questioning
strategies in a
real-life situation
with peersrdquo
ldquoI think the STEM
Program is a great
way to interact
with others learn
from other classes
and expand our
education in
sciencerdquo
MCESA Engineering STEM Identity featured on
US Dept of Education Office of Technology - Story Site
Story Site
Developing Teacher Support for STEM Professional
Learning
using Videoconferencing
QA
mcesaaz
mcesaaz
wwwmaricopagovmcesaLoriShoughmcesaMaricopagov
GaleBeauchampmcesamaricopagov
STEM Professionals videoconference with teachers to support Authentic Engagement
Qualitative Data of Teachers learning from STEM
Professionals via Videoconference
bull In what ways did the STEM Professional support you in preparing to lead the
Engineering Challenge
ldquoJared has given us the most help because he was the first [STEM professional] we met with and
sustainability is his area Hes got some friends in the gardening area He gave us some charts
showing us how to plan things We talked about compostingrdquo
ldquoHearing about what they do in their daily routines at work as an engineer or architectrdquo
ldquoThey talk about what it takes to work on projects how they started their backgroundrdquo
Videoconferencing technology for STEM Professionals to
Support Teacher Professional Learning in Classrooms
Laptopcomputer
smartphone
Interactive
Video Cart
Highlights of Preliminary Data
ATI Galileo Math and Science
Career Interest Survey
BECI
Qualitative Data
Highlights
of
Preliminary Student Data
Reported by ESI External Evaluators - SWECA- Dr Stephen Powers PhD Lead Evaluator
Science and Math Highlights
ESI students showed statistically significant increase from pretest to
posttest in math and science
6th grade showed 8 mean increase in both math and science
The end of year showed progress in Science with a 6 overall
total gain from the pretest mean
Highlights
of
Preliminary Data Results
Science
Grade Actual Scale
Growth
Expected
Growth
6 7854 5238
7 4504 1583
8 6172 4943
Observed Gain Vs Growth ExpectationGrades 6 7 and 8 Science ESI students
Actual Scale Growth was greater than Expected Growth
Highlights
of
Preliminary Data Results
Career Interest Survey
Students in ESI showed a statistical increase of engagement in Engineering
The mean percent gain
Science 2
Technology 4
Engineering 10
Mathematics 4
Highlights
of
Preliminary Data Results
Qualitative Data
Teacher STEM
Pro Spotlights
Student STEM
Pro Spotlights
Teacher Leading
Challenge
Cohort
Teacher Peer
Panel
Interactions
Student Peer
Panel Interactions
ldquoMy students have
become more
engaged in
Science and
developed a
deeper interest in
the different
professionsrdquo
ldquoThis gave me
more thoughts of
how I can get to
my goal of my
future STEM jobrdquo
My favorite aspect
of LCC was how the
engineering design
process was broken
down into steps I
was able to give the
kids an outlook of
how engineers workrdquo
ldquoA huge positive
was that it
allowed my
students to use
questioning
strategies in a
real-life situation
with peersrdquo
ldquoI think the STEM
Program is a great
way to interact
with others learn
from other classes
and expand our
education in
sciencerdquo
MCESA Engineering STEM Identity featured on
US Dept of Education Office of Technology - Story Site
Story Site
Developing Teacher Support for STEM Professional
Learning
using Videoconferencing
QA
mcesaaz
mcesaaz
wwwmaricopagovmcesaLoriShoughmcesaMaricopagov
GaleBeauchampmcesamaricopagov
Qualitative Data of Teachers learning from STEM
Professionals via Videoconference
bull In what ways did the STEM Professional support you in preparing to lead the
Engineering Challenge
ldquoJared has given us the most help because he was the first [STEM professional] we met with and
sustainability is his area Hes got some friends in the gardening area He gave us some charts
showing us how to plan things We talked about compostingrdquo
ldquoHearing about what they do in their daily routines at work as an engineer or architectrdquo
ldquoThey talk about what it takes to work on projects how they started their backgroundrdquo
Videoconferencing technology for STEM Professionals to
Support Teacher Professional Learning in Classrooms
Laptopcomputer
smartphone
Interactive
Video Cart
Highlights of Preliminary Data
ATI Galileo Math and Science
Career Interest Survey
BECI
Qualitative Data
Highlights
of
Preliminary Student Data
Reported by ESI External Evaluators - SWECA- Dr Stephen Powers PhD Lead Evaluator
Science and Math Highlights
ESI students showed statistically significant increase from pretest to
posttest in math and science
6th grade showed 8 mean increase in both math and science
The end of year showed progress in Science with a 6 overall
total gain from the pretest mean
Highlights
of
Preliminary Data Results
Science
Grade Actual Scale
Growth
Expected
Growth
6 7854 5238
7 4504 1583
8 6172 4943
Observed Gain Vs Growth ExpectationGrades 6 7 and 8 Science ESI students
Actual Scale Growth was greater than Expected Growth
Highlights
of
Preliminary Data Results
Career Interest Survey
Students in ESI showed a statistical increase of engagement in Engineering
The mean percent gain
Science 2
Technology 4
Engineering 10
Mathematics 4
Highlights
of
Preliminary Data Results
Qualitative Data
Teacher STEM
Pro Spotlights
Student STEM
Pro Spotlights
Teacher Leading
Challenge
Cohort
Teacher Peer
Panel
Interactions
Student Peer
Panel Interactions
ldquoMy students have
become more
engaged in
Science and
developed a
deeper interest in
the different
professionsrdquo
ldquoThis gave me
more thoughts of
how I can get to
my goal of my
future STEM jobrdquo
My favorite aspect
of LCC was how the
engineering design
process was broken
down into steps I
was able to give the
kids an outlook of
how engineers workrdquo
ldquoA huge positive
was that it
allowed my
students to use
questioning
strategies in a
real-life situation
with peersrdquo
ldquoI think the STEM
Program is a great
way to interact
with others learn
from other classes
and expand our
education in
sciencerdquo
MCESA Engineering STEM Identity featured on
US Dept of Education Office of Technology - Story Site
Story Site
Developing Teacher Support for STEM Professional
Learning
using Videoconferencing
QA
mcesaaz
mcesaaz
wwwmaricopagovmcesaLoriShoughmcesaMaricopagov
GaleBeauchampmcesamaricopagov
Videoconferencing technology for STEM Professionals to
Support Teacher Professional Learning in Classrooms
Laptopcomputer
smartphone
Interactive
Video Cart
Highlights of Preliminary Data
ATI Galileo Math and Science
Career Interest Survey
BECI
Qualitative Data
Highlights
of
Preliminary Student Data
Reported by ESI External Evaluators - SWECA- Dr Stephen Powers PhD Lead Evaluator
Science and Math Highlights
ESI students showed statistically significant increase from pretest to
posttest in math and science
6th grade showed 8 mean increase in both math and science
The end of year showed progress in Science with a 6 overall
total gain from the pretest mean
Highlights
of
Preliminary Data Results
Science
Grade Actual Scale
Growth
Expected
Growth
6 7854 5238
7 4504 1583
8 6172 4943
Observed Gain Vs Growth ExpectationGrades 6 7 and 8 Science ESI students
Actual Scale Growth was greater than Expected Growth
Highlights
of
Preliminary Data Results
Career Interest Survey
Students in ESI showed a statistical increase of engagement in Engineering
The mean percent gain
Science 2
Technology 4
Engineering 10
Mathematics 4
Highlights
of
Preliminary Data Results
Qualitative Data
Teacher STEM
Pro Spotlights
Student STEM
Pro Spotlights
Teacher Leading
Challenge
Cohort
Teacher Peer
Panel
Interactions
Student Peer
Panel Interactions
ldquoMy students have
become more
engaged in
Science and
developed a
deeper interest in
the different
professionsrdquo
ldquoThis gave me
more thoughts of
how I can get to
my goal of my
future STEM jobrdquo
My favorite aspect
of LCC was how the
engineering design
process was broken
down into steps I
was able to give the
kids an outlook of
how engineers workrdquo
ldquoA huge positive
was that it
allowed my
students to use
questioning
strategies in a
real-life situation
with peersrdquo
ldquoI think the STEM
Program is a great
way to interact
with others learn
from other classes
and expand our
education in
sciencerdquo
MCESA Engineering STEM Identity featured on
US Dept of Education Office of Technology - Story Site
Story Site
Developing Teacher Support for STEM Professional
Learning
using Videoconferencing
QA
mcesaaz
mcesaaz
wwwmaricopagovmcesaLoriShoughmcesaMaricopagov
GaleBeauchampmcesamaricopagov
Highlights of Preliminary Data
ATI Galileo Math and Science
Career Interest Survey
BECI
Qualitative Data
Highlights
of
Preliminary Student Data
Reported by ESI External Evaluators - SWECA- Dr Stephen Powers PhD Lead Evaluator
Science and Math Highlights
ESI students showed statistically significant increase from pretest to
posttest in math and science
6th grade showed 8 mean increase in both math and science
The end of year showed progress in Science with a 6 overall
total gain from the pretest mean
Highlights
of
Preliminary Data Results
Science
Grade Actual Scale
Growth
Expected
Growth
6 7854 5238
7 4504 1583
8 6172 4943
Observed Gain Vs Growth ExpectationGrades 6 7 and 8 Science ESI students
Actual Scale Growth was greater than Expected Growth
Highlights
of
Preliminary Data Results
Career Interest Survey
Students in ESI showed a statistical increase of engagement in Engineering
The mean percent gain
Science 2
Technology 4
Engineering 10
Mathematics 4
Highlights
of
Preliminary Data Results
Qualitative Data
Teacher STEM
Pro Spotlights
Student STEM
Pro Spotlights
Teacher Leading
Challenge
Cohort
Teacher Peer
Panel
Interactions
Student Peer
Panel Interactions
ldquoMy students have
become more
engaged in
Science and
developed a
deeper interest in
the different
professionsrdquo
ldquoThis gave me
more thoughts of
how I can get to
my goal of my
future STEM jobrdquo
My favorite aspect
of LCC was how the
engineering design
process was broken
down into steps I
was able to give the
kids an outlook of
how engineers workrdquo
ldquoA huge positive
was that it
allowed my
students to use
questioning
strategies in a
real-life situation
with peersrdquo
ldquoI think the STEM
Program is a great
way to interact
with others learn
from other classes
and expand our
education in
sciencerdquo
MCESA Engineering STEM Identity featured on
US Dept of Education Office of Technology - Story Site
Story Site
Developing Teacher Support for STEM Professional
Learning
using Videoconferencing
QA
mcesaaz
mcesaaz
wwwmaricopagovmcesaLoriShoughmcesaMaricopagov
GaleBeauchampmcesamaricopagov
Highlights
of
Preliminary Student Data
Reported by ESI External Evaluators - SWECA- Dr Stephen Powers PhD Lead Evaluator
Science and Math Highlights
ESI students showed statistically significant increase from pretest to
posttest in math and science
6th grade showed 8 mean increase in both math and science
The end of year showed progress in Science with a 6 overall
total gain from the pretest mean
Highlights
of
Preliminary Data Results
Science
Grade Actual Scale
Growth
Expected
Growth
6 7854 5238
7 4504 1583
8 6172 4943
Observed Gain Vs Growth ExpectationGrades 6 7 and 8 Science ESI students
Actual Scale Growth was greater than Expected Growth
Highlights
of
Preliminary Data Results
Career Interest Survey
Students in ESI showed a statistical increase of engagement in Engineering
The mean percent gain
Science 2
Technology 4
Engineering 10
Mathematics 4
Highlights
of
Preliminary Data Results
Qualitative Data
Teacher STEM
Pro Spotlights
Student STEM
Pro Spotlights
Teacher Leading
Challenge
Cohort
Teacher Peer
Panel
Interactions
Student Peer
Panel Interactions
ldquoMy students have
become more
engaged in
Science and
developed a
deeper interest in
the different
professionsrdquo
ldquoThis gave me
more thoughts of
how I can get to
my goal of my
future STEM jobrdquo
My favorite aspect
of LCC was how the
engineering design
process was broken
down into steps I
was able to give the
kids an outlook of
how engineers workrdquo
ldquoA huge positive
was that it
allowed my
students to use
questioning
strategies in a
real-life situation
with peersrdquo
ldquoI think the STEM
Program is a great
way to interact
with others learn
from other classes
and expand our
education in
sciencerdquo
MCESA Engineering STEM Identity featured on
US Dept of Education Office of Technology - Story Site
Story Site
Developing Teacher Support for STEM Professional
Learning
using Videoconferencing
QA
mcesaaz
mcesaaz
wwwmaricopagovmcesaLoriShoughmcesaMaricopagov
GaleBeauchampmcesamaricopagov
Highlights
of
Preliminary Data Results
Science
Grade Actual Scale
Growth
Expected
Growth
6 7854 5238
7 4504 1583
8 6172 4943
Observed Gain Vs Growth ExpectationGrades 6 7 and 8 Science ESI students
Actual Scale Growth was greater than Expected Growth
Highlights
of
Preliminary Data Results
Career Interest Survey
Students in ESI showed a statistical increase of engagement in Engineering
The mean percent gain
Science 2
Technology 4
Engineering 10
Mathematics 4
Highlights
of
Preliminary Data Results
Qualitative Data
Teacher STEM
Pro Spotlights
Student STEM
Pro Spotlights
Teacher Leading
Challenge
Cohort
Teacher Peer
Panel
Interactions
Student Peer
Panel Interactions
ldquoMy students have
become more
engaged in
Science and
developed a
deeper interest in
the different
professionsrdquo
ldquoThis gave me
more thoughts of
how I can get to
my goal of my
future STEM jobrdquo
My favorite aspect
of LCC was how the
engineering design
process was broken
down into steps I
was able to give the
kids an outlook of
how engineers workrdquo
ldquoA huge positive
was that it
allowed my
students to use
questioning
strategies in a
real-life situation
with peersrdquo
ldquoI think the STEM
Program is a great
way to interact
with others learn
from other classes
and expand our
education in
sciencerdquo
MCESA Engineering STEM Identity featured on
US Dept of Education Office of Technology - Story Site
Story Site
Developing Teacher Support for STEM Professional
Learning
using Videoconferencing
QA
mcesaaz
mcesaaz
wwwmaricopagovmcesaLoriShoughmcesaMaricopagov
GaleBeauchampmcesamaricopagov
Highlights
of
Preliminary Data Results
Career Interest Survey
Students in ESI showed a statistical increase of engagement in Engineering
The mean percent gain
Science 2
Technology 4
Engineering 10
Mathematics 4
Highlights
of
Preliminary Data Results
Qualitative Data
Teacher STEM
Pro Spotlights
Student STEM
Pro Spotlights
Teacher Leading
Challenge
Cohort
Teacher Peer
Panel
Interactions
Student Peer
Panel Interactions
ldquoMy students have
become more
engaged in
Science and
developed a
deeper interest in
the different
professionsrdquo
ldquoThis gave me
more thoughts of
how I can get to
my goal of my
future STEM jobrdquo
My favorite aspect
of LCC was how the
engineering design
process was broken
down into steps I
was able to give the
kids an outlook of
how engineers workrdquo
ldquoA huge positive
was that it
allowed my
students to use
questioning
strategies in a
real-life situation
with peersrdquo
ldquoI think the STEM
Program is a great
way to interact
with others learn
from other classes
and expand our
education in
sciencerdquo
MCESA Engineering STEM Identity featured on
US Dept of Education Office of Technology - Story Site
Story Site
Developing Teacher Support for STEM Professional
Learning
using Videoconferencing
QA
mcesaaz
mcesaaz
wwwmaricopagovmcesaLoriShoughmcesaMaricopagov
GaleBeauchampmcesamaricopagov
Highlights
of
Preliminary Data Results
Qualitative Data
Teacher STEM
Pro Spotlights
Student STEM
Pro Spotlights
Teacher Leading
Challenge
Cohort
Teacher Peer
Panel
Interactions
Student Peer
Panel Interactions
ldquoMy students have
become more
engaged in
Science and
developed a
deeper interest in
the different
professionsrdquo
ldquoThis gave me
more thoughts of
how I can get to
my goal of my
future STEM jobrdquo
My favorite aspect
of LCC was how the
engineering design
process was broken
down into steps I
was able to give the
kids an outlook of
how engineers workrdquo
ldquoA huge positive
was that it
allowed my
students to use
questioning
strategies in a
real-life situation
with peersrdquo
ldquoI think the STEM
Program is a great
way to interact
with others learn
from other classes
and expand our
education in
sciencerdquo
MCESA Engineering STEM Identity featured on
US Dept of Education Office of Technology - Story Site
Story Site
Developing Teacher Support for STEM Professional
Learning
using Videoconferencing
QA
mcesaaz
mcesaaz
wwwmaricopagovmcesaLoriShoughmcesaMaricopagov
GaleBeauchampmcesamaricopagov
MCESA Engineering STEM Identity featured on
US Dept of Education Office of Technology - Story Site
Story Site
Developing Teacher Support for STEM Professional
Learning
using Videoconferencing
QA
mcesaaz
mcesaaz
wwwmaricopagovmcesaLoriShoughmcesaMaricopagov
GaleBeauchampmcesamaricopagov
Developing Teacher Support for STEM Professional
Learning
using Videoconferencing
QA
mcesaaz
mcesaaz
wwwmaricopagovmcesaLoriShoughmcesaMaricopagov
GaleBeauchampmcesamaricopagov
mcesaaz
mcesaaz
wwwmaricopagovmcesaLoriShoughmcesaMaricopagov
GaleBeauchampmcesamaricopagov
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