Teacher Development in Partnership University and STEM Academy Collaboration Susan Benner, Ed.D., Noyce PI University of Tennessee Karen Cheng, Teacher, L&N STEM Academy Knox County Schools

Session Overview  L&N STEM Academy  UT Teacher Preparation—A Partnership Approach  TEACH/Here Partnership  Teacher Development—A Case Study

The L&N STEM Academy  L&N STEM Academy: A School of Innovation L&N STEM Academy: A School of Innovation – video by Josh Witt (Student, 12 th grade) Photo Credits: Josh Witt & L&N STEM Academy FIRST Robotics Team 3966 Photo Credits: Shawn PoynterPhoto Credits: McCarty Holsaple McCarty

Where are we? Knoxville, Tennessee DOWNTOWN KNOXVILLE L&N STEM ACADEMY UNIVERSITY OF TENNESSEE

Background & Demographics  Opened in 2011, with 178 ninth and tenth graders – 12-13: th -11 th grades – 13-14: th -12 th (first graduating class) – 14-15: 605 (anticipated)  TN STEM Innovation Network platform public magnet school1:1 iPad learning environment, Apple Recognized School of Distinction (first school in TN)  No admission restrictions, lottery-based selection  Students from all 14 Knox County zone schools and 8 counties Photo credit: TN STEM Innovation Network

Academics at L&N STEM  Integration of 6 STEM Habits: 1.Professionalism 2.Collaboration 3.Innovation 4.Design 5.Inquiry 6.Critical Thinking  Students required to take PBL STEM and science courses all four years for graduation  All students must complete two years of Latin Photo credits: Saul Young, KnoxNews

Carpe Scientiam!  Emphasis on interdisciplinary problem solving and critical thinking through collaboration – Applying Stanford d.school engineering design process through cross-curriculum studies  Emphasis on STEM professionalism and career readiness  Expanding collaborations between learning, teaching, and STEM schools, districts, and the industry Photo credit: Saul Young, KnoxNews Shawn Poynter, Education Week

Curricular Opportunities AP Performance  3/15 in KCS high schools in % AP test takers scoring 3 or higher  2nd highest in number of AP tests taken per student in our district AP Offerings – 1 in 2011 – 9 in 2012 – 16 in 2013 – 21 scheduled for 2014

Graduating Class of 2014  Graduates completed a year of research and internships through local industry partnerships (ORNL, UT, TVA)  100% graduation rate  95% of students headed to four-year or two-year college, or military  2014 graduates earned $1.562 million in scholarship funds  ~$37,190 per student. Photo credits: WBIR Channel 10 News Photo credits: Dr. Jim McIntyre, Twitter

UT Teacher Preparation as a Partnership  Selection processes  Clinical placements  Clinical experiences  Clinical supervision

TEACH/Here: A Noyce Project Partnership  Three cohorts of teaching fellows  25 teaching in 2 districts – Induction supports – Mentoring – Professional development  Future plans

TEACH/Here Induction Supports  Monthly seminars – Sharing best practices co-teaching, group work, classroom management, and lesson planning – Book discussions Mindset by Dweck TeacherPreneurs: Innovative Teachers Who Lead but Don’t Leave by Berry, Byrd, & Wieder – Issues Panel District administrators Site supervisors University teacher educator

Mentoring  Assisting completion of Professionalism and Leadership Paperwork  Monitoring program quality through evaluation, surveys (mid-year and end-of-year), site visits and self-reports  Supporting teacher/administrator relationships  Coaching teachers in instructional practices addressing needs and supporting learning  Facilitating partnerships with technical, social and emotional support  Collaborating to provide each teacher monthly face-to-face conferences through workshops and book studies

Professional Development  Travel support for local, regional, and national professional development opportunities – NCTM Institute in Chicago – Advanced Placement Chemistry Training in Oak Ridge

Future Plans  Stronger support for retaining classroom teachers  Support more experienced graduates in leadership positions  Provide a virtual ongoing learning community using Google Groups  Support teachers attendance at local, regional, and national conferences

Teacher Development—A Case Study  Karen Cheng, math teacher at L&N STEM – Noyce, TEACH/Here teaching fellow  A trip through the past two years at the STEM Academy – as a resident and now as a full-time teacher!

Background  Grew up in East TN (Oak Ridge)  2011: B.S. from University of Illinois at Urbana-Champaign  : Research Associate at the Center for Environmental Biotechnology at UTK  : TEACH/Here – Secondary education program at UTK – Residency at L&N STEM Academy  : Full-time at L&N STEM Academy

Program Placement  Originally physics placement (Aug-Sept)  Shifted mentorship to mathematics department (Late Sept-May)  Placement challenges: – Staffing a new academy TEACH/Here resident or a new hire? – Personality differences and polar teaching styles of mentorship – Significant differences in planning styles and experiences in finding resources

Residency Course Load (‘12-’13)  Honors Physical World Concepts – Freshmen physics course  Honors Pre-Calculus  AP Statistics  STEM 2: Engineering – PBL course designed for students interested in engineering Photo Credit: Shawn Poynter

Significant Projects During Program Residency  Action Research – Effects of Collaborative Learning on Student Abilities & Attitudes Towards Problem Solving in the Math Classroom  edTPA – Teacher candidate performance assessment – Parallels to TN TEAM evaluation rubric

A Shift from edTPA to TEAM edTPA (Teacher Performance Assessment) TEAM (TN Educator Acceleration Model) Rubrics contained indicators that focused on planning, instruction, and learning environment Rubrics contained similar indicators as edTPA, even with details such as “using knowledge of students to inform teaching and learning” Scored on a scale of 1-5 Likewise scored on a scale of 1-5 Strong emphasis on sufficient planning and organization of teaching materials, language, and feedback Planning also a large component of the TEAM model, but academic language and feedback are minor indicators Through ample reflection, allowed significant reflection on improving and best practices for teaching As a full-time teacher, difficult to find opportunities for ample reflection on best practices

First Year Course Load (13-14) 1.“Math Design Studio” Geometry (9-10 th ) – Honors & College Prep combined in a individualized yet collaborative learning environment for all students 2.AP Statistics (10-12 th ) 3.Finite Mathematics (12 th ) 4.STEM 2: Natural Sciences (10 th ) – PBL course designed for students interested in natural sciences (environmental, bioscience, medicine, etc.)  Advisory session

Personal Growth Developing Reflections During Residency Year Reflections & Growth After Residency & 1 st Year Challenges in fielding independence and finding a voice and purpose as a teacher in the school “First year teacher” meant little and often forgotten; adopted a consistent role in the faculty and as mentor to students Difficulty and expectations of residency were intensive and at times stressful Because of a rigorous residency, first year of teaching less daunting and fully achievable, regardless A beginning shift from a fixed mindset to a growth and positive mindset “Nothing is impossible, the word itself says 'I'm possible'!” – Audrey Hepburn Perseverance and stubbornness mixed with new-teacher naiveté about why teaching is important Belief in constant improving and betterment of education for all children and to serve as a leader and voice in the community

Finding a Teaching Philosophy  Students should… – Be able to apply and find relevance of mathematics in various aspects of their lives – Be resourceful and unafraid explore new content and develop an eagerness for learning – Develop responsibility and be leaders in their own learning, with the teacher as a facilitator  Items to always be fostered: – Student confidence in character and studies (not limited solely to mathematics) is to always be nurtured – Student accomplishments and growths are to be celebrated often by varying levels of the community

Milestones  Established Scholar’s Bowl team – 7 th in State competition (all freshmen!)  UT’s Society for Women Engineers and “Women in STEM” L&N chapter  CURENT: RET program in developing STEM curriculum relating research and electrical engineering  1 st Annual AP Research Poster Symposium at the STEM Academy – AP Statistics in 2014, inter-disciplinary collaboration to follow in upcoming year

Highlights of the ’13-’14

Leadership Roles ‘13-’14 1.Mentor teacher to teacher candidate in mathematics education from the University of Tennessee 2.Student associations: – Scholar’s Bowl head coach – Design Club sponsor – Women in STEM chapter, Society for Women in Engineering at UT 3.Contributing member of: – Math Dept. PLC (data analysis, curriculum development, & math design collaborative) – Contributing member of Senior Graduation PLC (100% grad rate achieved)

What’s next?  Networking through local and national educator communities to find best practices in: – Mathematics education – Sponsorship/mentoring of student groups  Continued engagement with student mentorship: – Head coach for FIRST Robotics & Scholar’s Bowl – Faculty liaison for Women in STEM – Advocate for high school research experiences (AP Symposium, etc.)  Sharing and fostering passions for STEM education, outreach, and research among students

Questions or comments? Thank you for your attention! Contact us: Susan Benner – Karen Cheng –