1 108319_macros stem schools of the future: putting it all together bob pearlman stem schools of the...

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STEM Schools of the Future: Putting it all Together

Bob Pearlman


PowerPoint Slides at http://www.bobpearlman.org/gaprism.htm

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Key themes of the conference sessions

Increase professional development opportunities for teachers

Increase supply of math and science teachers

Improve curriculum for math and science

Recruit more young women into math and science

Build partnerships for STEM

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RISING focused the nation’s attention in 2006. But what did we learn about these issues in Silicon Valley in the year 2000?

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Silicon Valley, 2000Silicon Valley, 2000

40% of workforce

in 7 high-tech clusters

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VALLEY OF HEART’S DELIGHT

Silicon Valley, 1970

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2002 Workforce Study

1999 Workforce Study found that Silicon Valley faced a significant workforce gap, costing industry $3-4 billion a year

Gap was composed of losses from unfilled positions plus additional salary premiums for workers linked to outside recruitment and commuting costs

2000, CA State Senator John Vasconcellos called “our workforce gap … the number one crisis facing Silicon Valley today”.

Could a homegrown workforce fill the gap?

Were local students interested in careers in the technology industry?

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How do students get these skills?

Do students want to get these skills?

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The key driver of career motivation is the social network in which students gain access and exposure to information, knowledge and opportunities through members of the network

Parents

Summer Jobs/InternshipsMedia

SchoolRelationships

Individual

Members of Social Network

Source: Student Survey, A.T. Kearney analysis

• Most individuals obtain knowledge about careers through family, friends and mentors

• Students express a strong preference to careers similar to their parents’ careers

• Summer jobs have no future career context or experience

• Internships are experienced by so few that no conclusions could yet be reached

• Many individuals obtain career information form books, magazines, Internet, TV and other media

• Higher performing schools generate more interest in technology careers

High correlation Moderate correlation To be determined in future studies

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Summary of findings The workforce gap in Silicon Valley, comprised of unfilled positions,

outside recruits and commuters, has increased by over 25% since 1997 and cost business more than $6 billion a year in 2000.

High access does not appear to translate into high awareness of or motivation to pursue technology careers.

Motivation to pursue technology careers is less among females than males. Social networks for technology acclimation drive an individual’s motivation

and preparation to pursue technology careers

Student motivation is stimulated by experience, adult and real world immersion, and an expanding social network

“Social networks that can bridge across geography, race and class are key to success in the new economy. ‘Hard’ skills are essential, but it’s the connections and mentoring that provide information about what skills are necessary and a vision of how acquiring them can lead to new opportunities for all our residents”.

-- Professor Manuel Pastor, Jr., University of California, Santa Cruz

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I. Internships•Major impact on high school performance

•Major impact on Post-secondary success

Programs and Strategies that Enhance a Student’s Social Network

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Mentoring can also play a key role. Organizations like International Telementor (http://www.telementor.org/), BeAMentor (http://www.beamentor.org/) and MentorPlace link students with long-term mentors in the workplace by telecommunications. These telementors consult with students on their projects and advise students on their college and career plans.

The best youth programs today connect students with caring adults. Intel’s Computer Clubhouses (http://www.computerclubhouse.org/), based on a design developed by the Boston Museum of Science, provides middle school students with a technology-rich after-school “workplace” and provides each student with an adult mentor.

II. Mentoring

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Leadership Initiatives for Teaching and Technology (LIFT2) offers middle school and high school math, science, and technology teachers a research-based professional learning program that integrates graduate coursework with authentic and relevant externships in "innovative" industries in Massachusetts.

LIFT2

Another way to connect students is to help their teachers become effective networkers. Programs such as IISME (Industry Initiatives in Science and Math Education, http://iisme.org/) provide teachers with 6-8 week summer internships at technology companies. The experience not only updates teacher skills and provides them with new curriculum ideas, it also connects them with the industry contacts that can provide social networking opportunities for their kids.

3. Teacher Externships

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Recruiting, developing, and retaining a new generation of math, science and computer science teachers.

The UTeach Institute was created to provide direction and leadership to expand and replicate the UTeach mathematics, science, and computer science teacher preparation program at universities across the nation. The primary goal of replicating UTeach is to increase the quantity and quality of mathematics, science, and computer science teachers in schools. UTeach is a highly innovative and successful teacher preparation program, which has doubled the number of mathematics and science majors being certified at The University of Texas at Austin.

4. Preparing New Teachers in Math and Science

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But what if we go beyond programs and put it all together in STEM Schools of the Future?

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"What is Manor New Tech?" video -- In their own words, Manor New Tech (Manor, TX) students explain what MNTHS is to them. This video features footage of what is happening on campus every day. Presented by students at the Texas Computer Educators Conference, February 4, 2008.

http://www.youtube.com/watch?v=-klc2KijMG8

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A School Development Organization

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New Tech Network Progress

Portland

Anchorage

New Orleans(2)

Chicago

DenverNorthernCalifornia (8)

North Carolina (6)Los Angeles (4)

Texas

SY 2006-07SY 2006-07SY 2005-06SY 2005-06

N. Eugene

SYSY 2007-082007-08

+ 3

Indiana (3)

New York

Klamath

SY 2008-09SY 2008-09

+ 3

+ 1

42 New Tech High Schools, August, 2008

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New Tech High Schools – College Ready, 21st Century Skills, and STEM

Partnership for 21st Century Skillshttp://www.21stcenturyskills.org

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“Results That Matter: 21st Century Skills and High School Reform”

http://www.21stcenturyskills.org/

Improving high schools requires the nation to redefine “rigor” to encompass not just mastery of core academic subjects, but also mastery of 21st century skills and content. Rigor must reflect all the results that matter for all high school graduates today. Today’s graduates need to be critical thinkers, problem solvers and effective communicators who are proficient in both core subjects and new, 21st century content and skills. These 21st century skills include learning and thinking skills, information and communications technology literacy skills, and life skills.

-- March 24, 2006

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“Through my work with the business community, it has become apparent that there isn’t a lack of employees that are technically proficient but a lack of employees that can adequately communicate and collaborate, innovate and think critically. At this pivotal moment in our nation’s history, legislators and policymakers must focus on the outcomes we know produce graduates capable of competing in the 21st century and forging a viable economic future.”

-- Ken Kay, president of the Partnership for 21st Century Skills.


Released Wednesday, September 10, 2008

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Assessment of 21st Century Skills


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21ST CENTURY SKILLS DEFINED

LEARNING & INNOVATION

Creativity & Innovation

Critical Thinking & Problem-solving

Communication & Collaboration

LIFE & CAREER

Flexibility & Adaptability

Initiative & Self-direction

Social & Cross-cultural Skills

Productivity & Accountability

Leadership & Responsibility

INFORMATION & TECHNOLOGY

Information Literacy

Media Literacy

ICT Literacy

Partnership for 21st Century Skills

http://www.21stcenturyskills.org

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New Technology HS

LEARNING OUTCOMES

Napa 8 Learning Outcomes

• Technology Literacy

• Collaboration

• Critical Thinking

• Oral Communication

• Written Communication

• Career Preparation

• Citizenship and Ethics

• Curricular Literacy (Content Standards)

Sacramento 10 Learning Outcomes:

1. Content Proficient

2. Able to Write Proficiently

3. Orally Proficient

4. Able to Think Critically

5. Technologically Proficient

6. Able to Collaborate

7. Prepared for a Career

8. Solid Citizens with Ethical Behavior

9. Able to Analyze and deal with Data

10. Possessing a solid Work Ethic

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What learning curricula, activities, and experiences, foster 21st Century learning? And what does schooling look like?

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Sacramento New Technology High School – Segment 1

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At the core is a student centered, project and problem based

teaching strategy that is tied to both content standards and

school wide learning outcomes.

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Project- and Problem-Based LearningKeys to 21st Century Learning

To learn collaboration, work in teams.

To learn critical thinking, take on complex problems.

To learn oral communication, present.

To learn written communication, write.

To learn technology, use technology.

To develop citizenship, take on civic and global issues.

To learn about careers, do internships.

To learn content, research and do all of the above.

NTHS teachers start each unit by throwing students into a realistic or real-world project that both engages interest and generates a list of things the student need to know. Projects are designed to tackle complex problems, requiring critical thinking. New Tech’s strategy is simple:

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Each unit begins when students are presented with a complex, standards-based problem

Students form a team, develop a work contract and build a work plan

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Students get to work!

Students are provided an online briefcase specific to the project with information, resources, links and

assessment criteria that help guide them.

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Students Need To Know

Student questions and “need to knows” drive classroom lectures and activities. Sometimes for the whole class … sometime for just

one student

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Students experiment and apply learning

Students test their ideas and experiment to find solutions and breakthroughs while receiving ongoing

feedback from instructors.

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Students get back to work!

Students work and collaborate in a business-like environment, where they know their deliverables and

have the technology tools to do their jobs.

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Students prepare to present

Students work on building presentations to repre-sent their work and defend their solutions

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Students present their solutions!

Students present ideas through debates, skits, panels, presentations, etc… where their work is evaluated by peers,

teachers, parents, and community

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Napa New Technology High School – Segment 2

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Teachers (project designers) need to:

•Define the outcomes

•Develop evaluation tools

Guiding Questions:

How will students demonstrate these skills?

How will we measure these skills?

How will we ensure students reach proficiency in these skills before they graduate?

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The finished product:

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What classroom learning environments support 21st Century Learning?

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Sacramento New Technology High School

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FACILITIES FRAMEWORK

Large classrooms that allow for team teaching, computers,

group work and creates an environment that reflects

school’s purpose.

Technology infrastructure to support 1:1 computer

ratios

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Schools as Workplaces for

21st Century Students

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DIGITAL MEDIA

COLLEGE COURSES

SENIOR PROJECTS

PROFESSIONAL PORTFOLIOS

INTERNSHIPS & COMMUNITY SERVICE

ADDITIONAL REQUIREMENTS

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Professional Development

Schools

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•How do you do 21st Century Learning and Teaching?

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Step 1: Determine the

LEARNING OUTCOMES

• TECHNOLOGY LITERACY

• COLLABORATION

• CRITICAL THINKING

• ORAL COMMUNICATION

• WRITTEN COMMUNICATION

• CAREER PREPARATION

• CITIZENSHIP AND ETHICS

• CURRICULAR LITERACY (CONTENT STANDARDS)

New Technology HS

LEARNING OUTCOMES

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Step 2: Design the Project

Know/ Need to Know

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Guiding Questions:

How will students demonstrate these skills?

How will we measure these skills?

How will we ensure students reach proficiency in these skills before they graduate?

Step 3: Develop the

Assessments (Rubrics)

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The finished product:

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Step 4: Students demonstrate mastery through ….

Products

Presentations

ePortfolios

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Step 5: Provide Feedback to Students

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Key recommendations to Georgia STEM education leaders

Determine the school’s Learning Outcomes (content and 21st Century Skills)

Embed the Learning Outcomes into projects

Design assessments to measure Outcomes

Students prove mastery of Learning Outcomes through Products, Presentations, and Portfolios

Provide students with just-in-time assessment feedback

Learning Outcomes

Projects

Assess 21st Century Skills

Skills-Based Grade Reports

Products Presentations

Portfolios

•Go see 21st Century STEM Schools

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Manor New Technology HS

Inaugurated Sept. 2007 by Gov. Rick Perry (virtual ribbon cutting ceremony– now on YouTube)

T-STEM Academy sponsored by THSP, TEA, Samsung, Applied Materials

Opened grades 9,10 in 2007.

http://www.manorisd.net/newtech/

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Tech Valley HS, Albany, NY

Collaboration of Questar II and Capital Region BOCES

Located at MapInfo Corporation, Rensselaer Technology Park

Serves 48 member districts TVHS Business Alliance

includes major companies and chambers of region

http://www.techvalleyhigh.org/

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http://cfbstaff.cfbisd.edu/tehranim/metsa/index.htm

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New Technology High School (Napa, California) National model school launched in 1996

ICLE Model School, 2005 and 2006

Lead school in national network of 35 schools

Produces successful students (Post-Sec Study)

Post-Secondary Success Study (Rockman et al, 2005)

•89% of the responding alumni attended a 2-year or 4-year college/university or professional or technical institute.

•92% of respondents have applied some or a great deal of what they learned at NTHS to their postsecondary education or career.

•96% of the respondents would choose to attend NTHS again.

•40% of the alumni respondents were either majoring in STEM fields or were working in STEM professions.

http://www.newtechhigh.org

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Napa New Tech High School STEM Majors or Careers (n=240)

40%

60%

43%

57%

37%

63%

0

50

100

150

200

250

300

Nu

mb

er

of

Re

spo

nd

en

ts

All Respondents Males Females

STEM Non-STEM

Over 40% of the alumni respondents reported they were either majoring in a STEM field, had graduated with a degree in a STEM Field, or were working in a STEM related field. National Average is 5.7% (National Sience Board, 2004).

-- Post-Secondary Success Study (Rockman et al, 2005).

(base=147) (base=93)

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NEW TECHNOLOGY HIGH SCHOOLSNapa and Sacramento

Study Tours and Visits(late September March)

http://www.newtechfoundation.org

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Contact Information

Susan Schilling

CEO

www.newtechfoundation.org

707-253-4287

1040 Main St., Suite 302

Napa, CA 94559

Bob Pearlman

Director of Strategic Planning

[email protected]

www.bobpearlman.org

520-881-9965

PowerPoint Slides at www.bobpearlman.org/gaprism.htm

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