Section A: Organize | STEMx “Collective impact” models, which feature one “backbone organization” and several partner organizations, typify many state STEM networks. Though these models vary from state to state, they often have similar attributes, such as emphasizing a partner approach, focusing on relationships between organizations and maximizing collective progress toward shared objectives. The theory is that better cross-sector coordination results in greater progress – more so than the isolated action of individual organizations. Through the collective impact model, practitioners have identified a set of preconditions and conditions necessary for network success. Section A below, ORGANIZE, outlines a series of steps networks should consider to fully capitalize on a collective impact approach. Find an Influential Champion Secure Adequate Financial Resources Identify a Backbone Organization Coordinating large groups in a collective initiative takes time, resources and a supporting infrastructure.
Turn On Your Brain | Resources and Reflection on Contemporary Issues in Education ISTEM: Indiana Science Technology Engineering Mathematics Habits of Instructional Leaders - Hillsborough, NC Instructional leadership is essential in K-12 schools. What is an instructional leader? A second grade teacher can serve as an instructional leader. Principals and assistant principals should also be viewed as instructional leaders. “One of the tasks of curriculum leadership is to use the right methods to bring the written, the taught, the supported, and the tested curriculums into closer alignment, so that the learned curriculum is maximized” (Glatthorn, 1987, p. 4). How do you 'maximize' the learned curriculum? 3 Ways To Grow As An Instructional Leader 1. I have been participating in Twitter chats for the past two years. 2. According to Schmoker (2006), "Mere collegiality won't cut it. “Schools committed to higher levels of learning for both students and adults will not be content with the fact that a structure is in place to ensure that educators meet on a regular basis. 3. It is difficult to maximize student understanding if you do not know the goals.
Michigan STEM Partnership : About Us About Us Our Mission The Michigan STEM Partnership is the connector and statewide communicator between employers, educators, students, parents, and legislators, providing strategic support for the effectiveness and sustainability of STEM education in order to prepare Michigan learners to reach their full potential in a fiercely competitive economy. Our Vision The Michigan STEM Partnership positively impacts economic development by connecting the P-20 education system to relevant world-class skills, academic ambitions and rewarding career pathways. Our Goals 2014-2016 Goal 1 Promote, inspire, and empower STEM education instruction Goal 2 Engage employers in STEM education and career development Goal 3 Ensure the viability of STEM education and the Partnership, and maximize the impact of partners such as the Michigan Mathematics and Science Centers Network Goal 4 Actively connect STEM initiatives and programs The Partnership is playing an important role in answering questions such as:
Books for Growth and Professional Development By Caralee Adams Great books read and recommended by teachers It’s time to hit the bookstore.We asked a team of top teachers, editors, and experts for their recommendations for the best books on education of the past decade. 1. Choice Words: How Our Language Affects Children’s Learning by Peter Johnston (Stenhouse, 2004) With just 120 pages, this small book is packed with big ideas about the importance of teacher language. Other Favorites from Allington:Kindergarten Literacy by Anne McGill-Franzen (Scholastic, 2005)Do I Really Have to Teach Reading? 2. In this book about classroom management and discipline, the focus is on tuning into childrens’ unmet needs, not on classroom control. 3. This book distills an approach to adolescent reading that Atwell has developed over the past three decades, says Thomas Newkirk, professor of English at the University of New Hampshire and co-editor of Teaching the Neglected “R” (Heinemann, 2007). 4. This book made several of our experts’ lists. 7. 9. 10.
STEMnet | Maryland Business Roundtable for Education (MBRT) 2012/13 School Year:MBRT releases the Algebra Report[issuu width=420 height=272 backgroundColor=%23222222 documentId=120928172429-656944e11aab4c85a0b179e6b72577fa name=algebra_teacher_report-final-single_pages username=loggerwill tag=algebra unit=px v=2] [issuu width=420 height=272 backgroundColor=%23222222 documentId=111018133413-6626d3ceee06416fb3441e17b30e6515 name=stemnet_bio username=loggerwill tag=bio unit=px v=2] [issuu layout=http%3A%2F%2Fskin.issuu.com%2Fv%2Flight%2Flayout.xml showflipbtn=true documentid=101223180558-39a993ff285c419e9182e7727c1a0446 docname=stem-teachers-hub username=loggerwill loadinginfotext=STEMnet%20Teachers%20Hub showhtmllink=true tag=teachers width=600 height=388 unit=px] [issuu width=420 height=272 backgroundColor=%23222222 documentId=121004210241-b50c78cb6ffc4b4bb7d16526b0c85245 name=md-stem-plan username=loggerwill tag=maryland unit=px v=2] November 2011: To that end, MBRT created STEM Specialists in the Classroom. read more > ————————————————————————————-
Teaching and Learning | Rick Wormeli's Resources for Practical and Compelling Educational Change Home SMTI - MTE-Partnership - A-P-L-U The U.S. is ranked 25th in mathematics on the most recent international assessment conducted in 2009, and an increasing number of college freshman require remedial courses in mathematics. These statistics indicate a need for mathematics education standards reform and in turn better prepared K-12 teachers. To address the need for reformed standards, the Common Core State Standards for Mathematics (CCSS-M)[1] were developed and subsequently adopted as the K-12 curriculum framework by 45 states and represent a common vision for secondary mathematics across the states. APLU and our member institutions recognized that we must reexamine our policies and practices to ensure K-12 teachers (new and existing) are ready to teach these new, more rigorous standards for secondary mathematics. Through the MTE-Partnership, our goal is to transform secondary mathematics teacher preparation to ensure teacher candidates can promote mathematical excellence in their future students. Diana L.
Pathways Resource Center | College of Education, University of Illinois at Urbana-Champaign Primary Sources Third Edition | Scholastic Inc. “I feel strongly that the CCSS will change the face of American education. Teachers just need help with the implementation and understanding of the content.” • This update was fielded in the summer of 2014. At the time, the Common Core State Standards were being implemented in the District of Columbia and 44 states (with Minnesota implementing the CCSS in ELA only). • When comparisons are made between the 2013 and 2014 findings across the total sample of teachers answering a question, differences of four or more points are statistically significant at the 95% confidence level. • More on Methodology. In 2014, teachers are more likely to report feeling prepared to teach to the Common Core (79% in 2014 vs. 71% in 2013); they are also now more likely to say implementation is going well in their schools (68% in 2014 vs. 62% in 2013). Teachers’ Views on Status of Common Core State Standards Implementation Base: Total Respondents. Agreement with Statement About Common Core State Standards