Presentation on theme: "Strengthening Institutional Commitment to STEM Teacher Preparation and STEM Education: Lessons Learned from The Leadership Collaborative (TLC). Miami,"— Presentation transcript:
Strengthening Institutional Commitment to STEM Teacher Preparation and STEM Education: Lessons Learned from The Leadership Collaborative (TLC). Miami, Florida March 25, 2011 Jennifer Presley, Nancy Shapiro, Jennifer Frank Consultants, APLU
The Leadership Collaborative About A۰P۰L۰U The TLC = 26 A۰P۰L۰U public research universities in 25 states Theory of action = include top administrators, front- line disciplinary and education faculty, and professional associations Major activities include: –Setting goals for quantity, quality and diversity of science & mathematics teachers produced –Implementation and Assessment Plans –3 multi-institutional Learning Communities –Community building
Sources of Evidence Miami Retreat, January Included Provosts and Team Leaders Institutions Implementation and Assessment Plans Spring 2010 survey of Team Leaders The work of the Learning Community on Roles and Responsibilities – 5 site visits underway.
Key Discussion Areas Engaging Institutional Leaders –Increasing level of involvement and ownership –Strengthening institutional climate for STEM education –Safety in numbers-- working across institutions through national collaborations Building Institutional Infrastructures –Expanding responsibility for STEM education and STEM teacher preparation –Providing common ground for focusing institutional efforts –Developing mechanisms for silo-busting and boundary-spanning –Creating incentives and efficiencies for involvement by students, faculty, and administrators –Example: STEM Centers on TLC member campuses
Key Discussion Areas Improving Pedagogical Instruction –Prevalence of discipline-based education research (DER) –How is it supported? –What is the impact on STEM teaching & learning environment ? –What new models are emerging? –How is DER recognized? –How is work with STEM teacher preparation recognized? Restructuring Faculty Appointments and Faculty Rewards Systems –Models for joint appointments and courtesy appointments –Opportunities for non-tenure track faculty –Formal and informal rewards for faculty work with discipline-based education research, K-12 teacher preparation programs, and engagement with K-12 schools
Fostering both top-down and bottom-up leadership for this reform agenda Creating communities of practice among faculty within and across institutions Garnering recognition and visibility both on campus and off campus Positioning STEM education and STEM teacher preparation as core institutional priorities Building a supportive infrastructure and collecting evidence of impact Making institutional sustainability a key feature of all efforts The TLC and Lessons Learned From Other NSF-MSP Efforts