Continuum for Integrating STEM in Teacher

Preparation and Induction A collaborative creation of Long Beach Unified School District (LBUSD) & California State University Long Beach (CSULB)

Co-editors: Stacey Benuzzi, LBUSD & CSULB Lori Grace, LBUSD

Contributing Authors: Stacey Benuzzi, LBUSD – Math Coach and CSULB – Mathematics Methods Felipe Golez, CSULB – Social Science Methods, Student Teaching Supervisor Lori Grace, LBUSD – Induction Coordinator Deborah Hamm, CSULB – Reading/ELA Methods, Student Teaching Supervisor William Straits, CSULB – Science Methods

With support from The S. D. Bechtel, Jr. Foundation November 2015

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INTRODUCTION

We must transform a chaotic system of discreet preparation and training experiences into a coherent, aligned, and logical system of continuous and progressive training and support throughout a teacher’s career. For STEM specifically, higher education institutions, school districts, and county offices of education must all increase their capacity to support high-quality math and science instruction at all points along the teacher-training continuum. (Read, 2012, p. 14) STEM Implications STEM (science, technology, engineering, mathematics) jobs have grown three times as fast as non-STEM jobs in the past ten years, and STEM occupations are projected to grow by 17% through 2018 in comparison to the non-STEM job rate increase of 9.8% (Read, 2012). There is a clear need to produce more STEM-ready graduates from the K-12 system prepared to enter college and graduate with STEM majors. However, our current educational system is not equipped to prepare our children for this reality. Although STEM subject areas can be taught in silos, the concept of STEM education is an interdisciplinary and applied approach for the teaching and learning of science, technology, engineering, and mathematics in an integrated manner. STEM instruction focuses on hands-on, problem-based learning and real-world application. STEM aims to prepare our students for 21st century skills and to be ready for college and careers in STEM-related fields (Read, 2012). The STEM pipeline begins in elementary school, where students learn the foundational skills necessary for success in STEM content (DeJarnette, 2012). Early exposure to STEM subjects in elementary school may increase students’ motivation to continue learning STEM in high school and beyond. Therefore, it is critical for future K-8 teachers to be prepared to incorporate STEM teaching strategies and practices into their craft. Our investment in creating STEM-committed educators begins with including STEM-related topics within preliminary teacher preparation programs and induction for beginning teachers. Essential Questions How can K-8 teacher preparation programs include STEM concepts across their program to enhance a teacher candidate’s understanding of and ability to teach STEM-related concepts in the classroom? How can job-embedded induction programs for beginning K-8 teachers incorporate aspects of STEM into their program to increase a beginning teacher’s understanding of and ability to teach STEM-related concepts in the classroom? Opportunities for Embedding STEM in Teacher Preparation and Induction

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Long Beach Unified School District and California State University Long Beach have been experimenting with STEM as part of the K-8 multiple subject teacher preparation and induction programs with great success in recent years. The purpose of the Continuum for Integrating STEM in Teacher Preparation and Induction (Continuum for Integrating STEM) presented here, is to suggest opportunities for embedding STEM throughout teacher preparation and induction programs by sharing successes of this partnership and ideas for further integration. The goal is to spark interest in other teacher preparation and induction programs and to encourage them to move towards integrating components of STEM within their own programs. This Continuum for Integrating STEM proposes ideas for other district and university partners to consider when embedding STEM-rich content into their teacher preparation and induction programs. This Continuum for Integrating STEM is organized into three categories to support STEM integration in teacher preparation: preliminary credential program methods courses, preliminary credential program student teaching experiences, and the clear credential program components through an accredited job-embedded induction program. The focus of the continuum is K-8 multiple subject or multi-discipline core classes. Figure 1 summarizes this Continuum for Integrating STEM using the Developmental Levels from the California Standards for the Teaching Profession (CSTP). The Development Levels in the CSTP “addresses what a teacher should know and be able to do” (Commission on Teacher Credentialing, 2012, p. 6). The Developmental Levels are Level 1-Emerging; Level; Level 2-Exploring; Level 3-Applying; Level 4-Integrating; and Level 5-Innovating (Commission on Teacher Credentialing, 2012). Appendix 1 includes a description of each Developmental Level.

Methods Courses Student Teaching Induction Reading/ ELA 1. Reading complex rich expository text

(Em/Ex) 2. Scaffolding for English Language Learners

(Em/Ex) 3. Writing in all genres (Em/Ex) 4. Research (Em/Ex)

1. Planning and implementing STEM interdisciplinary lessons (Ex/A)

2. Providing opportunities for master teacher professional development in STEM subjects

3. Facilitating collaborative conversations during STEM lessons (Ex/A)

Support 1. Co-planning and co-teaching STEM lessons (A/Ig/Iv) 2. Modeled STEM lessons by mentor (Ex) 3. Reflective Questioning about STEM-related concepts during

mentoring opportunities (A/Ig/Iv) 4. Facilitated cross-content planning (A/Ig/Iv) 5. Opportunities for collaborative inquiry in STEM-concepts

(A/Ig/Iv) 6. Development of Individual Induction Plans (IIP) related to

STEM content (Ex/A/Ig/Iv) History/Social Science 1. Understanding how history/social science

integrates with STEM subjects (Em/Ex) 2. Connecting the Goals and Curriculum

Strands and Grade Level Standards with STEM subjects (Em/Ex)

4. Use of technology to enhance collaboration between student teacher, master teacher, and university supervisor (Em/Ex)

5. Infusing technology in classroom teaching practices (Em/Ex)

Mathematics 1. Elements of rigor required by Common

Core State Standards—Mathematics (Em/Ex)

2. Standards for Mathematical Practice (Em/Ex)

3. Use of technology to teach mathematics (Em/Ex)

4. Connecting mathematics to careers in science, engineering, and technology (Em/Ex)

Professional Development 1. Inquiry Lesson Design Structures (Ex) 2. Engineering Design Process (Ex) 3. Hands-On Science Content Lesson Planning (Ex/A) 4. Cross-curricular STEM Planning (Ex/A) 5. Standards for Mathematical Practices (Ex) 6. Cross-cutting concepts in NGSS (Ex) 7. CCSS ELA Standards Study connected to STEM areas (Ex) 8. Culturally Relevant Technology (Ex)

Science 1. Next Generation Science Standards including

the Science and Engineering Practices (Em/Ex)

2. The engineering design process (Em/Ex) 3. Scientific inquiry (Em/Ex) 4. The 5E model for lesson design (Em/Ex) 5. Integrated STEM (Em/Ex)

Formative Assessment Systems 1. Context for Teaching Module: Site and District Resources

(Ex/A) 2. Context for Teaching Module: Community Resources (Ex/A) 3. Inquiry Module: STEM-related action research (Ex/A/Ig/Iv) 4. Inquiry Module: STEM-related unit and lesson planning

(Ex/A) 5. Inquiry Module: Mentor observation and collaboration in

STEM-related content (Ex/A) 6. All Modules: Analysis and self-assessment of professional

growth related to the CSTP (Ex/A/Ig/Iv)

Figure 1. Matrix showing opportunities to embed STEM at each stage of pre-service and early career elementary teachers. Each topic within each stage of teacher development is identified as Emerging (Em), Exploring (Ex), Applying (A), Integrating (Ig) and/or Innovating (In) based on the CSTP Development Levels (Commission on Teacher Credentialing, 2012).

PRELIMINARY CREDENTIAL PROGRAM METHODS COURSES Methods instruction is an opportunity to provide a firm foundation for teacher candidates to become STEM-ready. In order to be STEM-ready, teacher candidates should understand the importance of STEM education, be able to design units of study in all content areas that connect to STEM, and develop integrated STEM lessons. Certainly, methods courses have topics to address beyond STEM; however, given the importance of STEM in today’s schools and in society, methods instructors would be remised if they did not address certain STEM concepts within their courses. Figure 2 and the following description begin to articulate the STEM-relevant instruction that could occur in Reading/English Language Arts, Social Science, Mathematics, and Science methods courses in teacher preparation programs. Development of these ideas during methods courses will leave teacher candidates well poised to further develop their STEM teaching expertise during student teaching and on into their induction programs as new teachers.

Methods Courses Reading/English Language Arts 1. Reading complex rich expository text 2. Writing in all genres 3. Research History/Social Science 1. Understanding how history/social science integrates with STEM subjects 2. Connecting the Goals and Curriculum Strands and Grade Level Standards with

STEM subjects Mathematics 1. Elements of rigor required by Common Core State Standards—Mathematics 2. Standards for Mathematical Practice 3. Use of technology to teach mathematics 4. Connecting mathematics to careers in science, engineering, and technology Science 1. Next Generation Science Standards including the Science and Engineering

Practices 2. The engineering design process 3. Scientific inquiry 4. The 5E model for lesson design 5. Integrated STEM

Figure 2. Opportunities for embedding STEM within Reading/ELA, Social Science, Mathematics, and Science methods courses.

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Reading/English Language Arts Methods Course In reading/English language arts (ELA), opportunities for embedding STEM in a methods course in order to contribute to the STEM-readiness of teacher candidates can occur in these areas: (1) reading complex rich expository text, (2) scaffolding for English Language Learners, (3) writing across all genres, and (4) research. A balanced approach in teaching reading and writing includes the meaningful use of literature, informational texts, language, and writing experiences (International Reading Association, 2000; Common Core State Standards Initiative, 2015a). The Common Core State Standards (Common Core State Standards Initiative, 2015a) require students to read stories and literature, as well as more complex informational texts that provide facts and background knowledge in a variety of content areas, such as science and social science. Reading occurs in all subject areas. Opportunities to embed STEM-rich experiences in reading can be included in every facet of the reading/ELA methods’ experience. As Read (2012) explained, “A STEM-literate student is also an ELA-literate student” (p. 9). For example, in reading complex text, teacher candidates can practice identifying key ideas and details, interpreting craft and structure, and integrating ideas in nonfiction complex text in STEM-related subject areas. Another opportunity is to introduce content-rich, nonfiction, expository texts for teacher candidates in subjects related to science, technology, engineering, and mathematics. Nonfictional texts on a variety of topics that interest K-8 students would be appropriate for teacher candidates’ to use, including texts on global warming, deforestation, DNA evidence, and the analysis of credibility, accuracy of data, etc. STEM-ready teacher candidates need to learn to emphasize critical thinking, problem-solving and analytical skills as they practice teaching students to read. One suggestion is to include opportunities for students practice their own critical thinking and problem solving using STEM texts. The Common Core State Standards (2015a) focus on reading, writing, listening and speaking. “California’s [English Learners] need instructional support in developing proficiency in English language and literacy as they engage in learning academic content based on these new, rigorous standards” (Ong & McLean, 2014, p. 2). The English Language Development (ELD) Standards describe strategies for scaffolding academic content for English Learners to make it accessible, such as checking for understanding through the lesson, choosing texts that are of interest to students, using sentence frames, and using word walls to create a text-rich environment in the classroom (Ong & McLean, 2014). These same strategies would be appropriate for English Learners when utilizing content-rich, nonfiction, expository text in STEM subjects. For example, a STEM-ready candidate could have word walls connected to STEM subjects in the classroom or choose STEM-specific texts that are engaging and interesting to English Learners. The Common Core Writing Standards state that “students should demonstrate increasing sophistication in all aspects of language use, from vocabulary and syntax to the development and organization of ideas, and they should address increasingly demanding content and sources” (Common Core State Standards Initiative, 2015s, p.

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19). The Common Core Writing Standards include narratives, opinion pieces, and informative/explanatory texts. Figure 3 provides examples for embedding STEM content into writing in the ELA methods course.

Narratives Opinion Pieces Informative/Explanatory Texts

Write fictional narratives about realistic, STEM-related global issues

Write letters about science events as an outcome of their readings into deforestation, global warming, etc. Analyze a variety of advertising data, especially in an election year

Write to inform or explain about a STEM-related topic using academically precise language and domain-specific vocabulary

Figure 3. Examples for embedding STEM into writing in an ELA methods course. The Common Core State Standards also emphasize the learning process in relation to research. The standards emphasize “extensive practice with short, focused research projects” (Coleman & Pimentel, 2011, p. 11). The purpose of research is not to only learn about a topic, but also to become familiar with the research process itself. Students should “repeat the research process many times and develop the expertise needed to conduct research independently” (Coleman & Pimentel, 2011, p. 11). As a result of this repeated practice, students will understand the research process and will be able to carry it out on their own later. Students will become “self-directed learners, effectively seeking out and [finding] materials” (Common Core State Standards Initiative, 2015a, p. 7). Opportunities to embed STEM into the topic of research in a reading/ELA methods course could be in the topics students choose to research. For example, teacher candidates could research aspects of engineering, such as which type of bridge should be built in a given area based on the geography and other factors. History/Social Science Methods Course In history/social science, opportunities for embedding STEM in a methods course in order to contribute to the STEM-readiness of teacher candidates can occur in these areas: (1) understanding how history/social science integrates with STEM subjects and (2) connecting the Goals and Curriculum Strands and Grade Level Standards with STEM subjects. The goal for integrating STEM into a social science methods course in a preliminary credential program is to capture the intersection of STEM content with history/social science content for teacher candidates. At first, this may seem challenging. However, in analyzing the world around us, it becomes clear that both history/social science and STEM surround us on a daily basis. For example, when

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driving on the freeway, the social contract of how we drive (an applied test of citizenship) connects directly with our movement (a theme of geography) on the roads we travel in our vehicles (engineering and science). The connection of STEM and history/social science is overwhelmingly abundant in possibility. Furthermore, “as educators in the field of history/social science, we want our students to perceive the complexity of social, economic, and political problems” (History-Social Science Curriculum Framework and Criteria Committee, 2005, p. 2). Many of these complex problems connect to STEM areas. For example, global warming is both a social and political issue tied to science. In California, the current drought connects STEM subjects with social, economic, and political issues. The History and Social Science Framework for California Public Schools (History-Social Science Curriculum Framework and Criteria Committee, 2005) describes the Goals and Curriculum Strands to be taught in History/Social Sciences across K-12 (figure 4):

Knowledge and Cultural Understanding—incorporating learnings from history and the other humanities, geography, and the social sciences; Democratic Understanding and Civic Values—incorporating an understanding of our national identity, constitutional heritage, civic values, and rights and responsibilities; and Skills Attainment and Social Participation—including basic study skills, critical thinking skills, and participation skills that are essential for effective citizenship. (p. 10)

Figure 4. History/Social Science K-12 Goals and Curriculum Strands.

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These History-Social Science Goals and Curriculum Strands are overlaid upon grade level content standards. In California, the grade level content standards for kindergarten through eighth grade include:

Kindergarten—Learning and Working Now and Long Ago Grade One—A Child’s Place in Time and Space Grade Two—People Who Make a Difference Grade Three—Continuity and Change Grade Four—California: A Changing State Grade Five—United States History and Geography: Making a New Nation Grade Six—World History and Geography: Ancient Civilizations Grade Seven—World History and Geography: Medieval and Early Modern Times Grade Eight—United States History and Geography: Growth and Conflict. (History-Social Science Curriculum Framework and Criteria Committee, 2005, p. 29)

In a history/social science methods course, STEM-ready teacher candidates could use the Goals and Curriculum Strands and Grade Level Content Standards to determine where STEM subjects can be integrated. For example in kindergarten, school maintenance personnel can be guest speakers because the content standards focus on Learning and Working Now and Long Ago and one strand is Knowledge and Cultural Understanding. School maintenance personnel are engaged in various aspects of STEM areas, such as engineering, so they could assist in embedding STEM content into history/social science for kindergartners. Appendix 2 has examples of possible activities for teaching integrated History/Social Science and STEM content for grades K through 5. Mathematics Methods Course In mathematics, opportunities for embedding STEM in a methods course in order to contribute to the STEM-readiness of teacher candidates can occur in these areas: (1) elements of rigor required by Common Core State Standards—Mathematics; (2) Standards for Mathematical Practice; (3) use of technology to teach mathematics; and (4) connecting mathematics to careers in science, engineering, and technology. The teaching and learning of mathematics is central to success in STEM because mathematics is present in all of the other STEM areas. Jo Boaler (2008) explains that mathematics is:

Critical to successful functioning in life… But the mathematics that people need is not the sort of math learned in most classrooms. People do not need to regurgitate hundreds of standards methods. They need to reason and problem solve, flexibly applying methods in new situations. (p. 7)

As a result, K-8 mathematics methods courses in preliminary credential programs have a moral imperative to prepare teacher candidates with the knowledge and skills to be able to teach mathematical problem solving and critical thinking. This will aid in applying mathematics to other STEM subjects through an integrated approach.

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The major focus in the K-8 mathematics methods course is the Common Core State Standards—Mathematics (CCSS-M) because of the instructional shifts required to effectively teach them. One of these instructional shifts is rigor, which “pursues conceptual understanding, procedural skills and fluency, and application with equal intensity” (Common Core State Standards Initiative, 2015b, para 3). STEM-ready teacher candidates could infuse STEM through the application of mathematics as called for by CCSS-M’s rigor instructional shift. Connecting mathematical content to real-world situations involving science, engineering, and technology is one area where STEM-ready teacher candidates could integrate STEM. The goal of a mathematics methods course that embeds STEM subjects can be to model integration through application problems, so mathematics is not taught in isolation of other STEM subjects. For example, mathematical content can be applied to natural disasters, solar power, the solar system, and engineering across the K-8 grade levels. These application problems can be in the form of projects, inquiry-lessons, or in-class activities. CCSS-M also include Standards for Mathematical Practice (SMP) to describe imperative “processes and proficiencies” of mathematical thinking, including “problem solving, reasoning and proof, communication, representation, and connections” (Common Core State Standards Initiative, 2015c, para 1). The SMP are standards for all grade levels, kindergarten through twelfth, and as such, K-8 mathematics methods courses could focus on teaching STEM-ready teacher candidates how to incorporate the SMP into their future classrooms. The principles of the SMP relate to the philosophy of STEM in which learning is engaging, inquiry-based, and focused on problem solving. Through the SMP, there is a natural connection of STEM to mathematics. For example, one SMP is Modeling with Mathematics and explains that students will “apply the mathematics they know to solve problems arising in everyday life, society, and the workplace” (Common Core State Standards Initiative, 2015c, para 5). Often, science, technology, and engineering are involved when students model with mathematics. Thus, as STEM-ready teacher candidates in K-8 mathematics methods courses learn to incorporate SMP into their lessons to develop critical thinking and problem solving skills, they are also developing their reasoning in other STEM areas. One way to create a STEM-focused mathematics classroom is to use technology to teach mathematics. Technology, including virtual manipulatives, apps, videos, pictures, and software, can build conceptual understanding and help students apply their learning. Mathematics methods courses could model the use of technology to teach mathematics conceptually and to connect mathematics to science and engineering. Finally, emphasizing careers in science, engineering, and technology that use mathematics and mathematical reasoning will help STEM-ready teacher candidates make connections for their students among the various STEM areas. The K-8 mathematics methods course can support the goal of STEM integration by studying

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careers that utilize mathematical reasoning, such as architects, astronauts, scientists, game designers, engineers, doctors, nurses, forensic scientists, pilots, sports announcers, etc., so STEM-ready teacher candidates could replicate similar activities in their future elementary classrooms and make connections across STEM areas. Science Methods Course In science, opportunities for embedding STEM in a methods course in order to contribute to the STEM-readiness of teacher candidates can occur in multiple areas, including: (1) Next Generation Science Standards including the Science and Engineering Practices; (2) the Engineering Design Process; (3) scientific inquiry; (4) the 5E model for lesson design; and (5) integrated STEM instruction. The Next Generation Science Standards (NGSS) reflects a new vision for science education. During a preliminary credential program science methods course, STEM-ready teacher candidates are introduced to the NGSS, understanding the layout and components of the NGSS, including Performance Expectations, Disciplinary Core Ideas, Science and Engineering Practices, Cross Cutting Concepts, and connections to Common Core (NGSS Lead States, 2013). Teacher candidates learn that the NGSS are student performance expectations, not curriculum, and that these expectations build from kindergarten to twelfth grade, reflecting the interconnected nature of science and focusing on deeper understanding, as well as application of content (NGSS Lead States, 2013). Teacher candidates need to recognize that the inquiry science instruction called for by NGSS is likely very different from the instruction they received in their K-16 education. Science education is changing—to be STEM-ready, candidates need to understand and embrace this change. One very specific change is the unprecedented inclusion of engineering in NGSS. Today’s science instruction needs to also include development of Science and Engineering Practices. Figure 5 shows the Science and Engineering Practices.

1. Asking questions (for science) and defining problems (for engineering) 2. Developing and using models 3. Planning and carrying out investigations 4. Analyzing and interpreting data 5. Using mathematics and computational thinking 6. Constructing explanations (for science) and designing solutions (for

engineering) 7. Engaging in argument from evidence 8. Obtaining, evaluating, and communicating information

Figure 5. Science and Engineering Practices (NGSS Lead States, 2013)

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In NGSS, the Engineering Design Process is Research, Brainstorm, Plan, Create, Test, Improve (NGSS Lead States, 2013). During science methods, teacher candidates have opportunities to experience Engineering Practices and the Design Process. Engineering experiences are not an added-on component, but integrated in science instruction as they “provide a context in which students can test their own developing scientific knowledge and apply it to practical problems” (Schweingruber, Keller, & Quinn, 2012, p. 12). Scientific inquiry, based on the Learning Cycle model, puts student investigation at the center of learning, allowing students to learn content while actively engaged in the process of science (Colburn, 2003). The National Science Teachers Association (2004) states:

Scientific inquiry is a powerful way of understanding science content. Students learn how to ask questions and use evidence to answer them. In the process of learning the strategies of scientific inquiry, students learn to conduct an investigation and collect evidence from a variety of sources, develop an explanation from the data, and communicate and defend their conclusions. (p. 1)

STEM-ready teacher candidates could have opportunities in science methods to both engage in inquiry learning experiences as students and to learn the pedagogy of inquiry science as future teachers. Through these experiences, STEM-ready teacher candidates will learn how to design an investigation, gather and interpret data, and use interpreted data to justify explanations, as well as learning how to engage elementary students in similar inquiry experiences. In learning to design inquiry-based instruction, STEM-ready teacher candidates could learn the 5E lesson design (Bybee, 1997), an important model for developing K-8 inquiry science lessons. The 5E model is widely accepted in K-8 science education and helps to structure lessons so that students’ conceptual learning is facilitated by hands-on exploration. The five steps of the 5E model are engage, explore, explain, elaborate, and evaluate (Bybee, 1997). STEM-ready teacher candidates could have opportunities to compare and contrast the 5E lesson plan structure with other models to decide which is best for their specific objectives as teachers. Integrating all aspects of STEM can be achieved through scientific inquiry. For example, teacher candidates could be introduced to lessons that apply science and/or mathematical understandings while using the Engineering Design Process to create technologies that solve a specific, contextualized problem. Then, as part of the Engineering Design Process, STEM-ready teacher candidates could assess their prototype by once again applying science and/or mathematical understandings. STEM-ready teacher candidates understand the importance of applying information that is learned in classrooms and recognize engineering and technology as important opportunities for applying science and math learning.

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STEM Integration across Methods Courses According to the Common Core State Standards (2015a), students who are college and career ready “demonstrate independence; build strong content knowledge; respond to varying demands of audience, task, purpose, and discipline; comprehend as well as critique; value evidence; use technology and digital media strategically and capably; and understand other perspectives and cultures” (p. 7). Because STEM-ready teacher candidates should be able to make cross-curricular connections through reading and writing and then design lessons that intentionally deepen interdisciplinary content knowledge, it is recommended that clinical practice and classroom observations during the methods courses be interdisciplinary and connected to STEM subjects. Embedding STEM subjects into preliminary credential program methods courses aligns with the Common Core State Standards and provides teacher candidates opportunities to experience STEM integration before moving on to student teaching. Additionally, all methods courses could embed STEM into their curriculum by encouraging and facilitating collaborative conversations. Methods instructors could engage their students in collaborative conversations related to STEM ideas and projects that support and align to their particular methods course. For example, STEM topics can be the focus of classroom conversations in methods courses that support argumentation in the Next Generation Science Standards (NGSS), listening and speaking in literacy (including ELA and history/social science), and constructing viable arguments in mathematics. The goal of embedding STEM into preliminary credential program methods courses is to prepare teacher candidates to be STEM-ready. With preliminary credential program methods instructors integrating STEM into their courses, teacher candidates will be ready to begin their student teaching experience with an understanding of the importance of STEM and how to integrate it into their teaching.

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PRELIMINARY CREDENTIAL PROGRAM STUDENT TEACHING “The student teaching experience is perhaps the most important component of a teacher preparation program. During this time, the prospective teacher begins to apply theoretical knowledge to the realities of the classroom” (California State University Long Beach, 2012, p. 4). Below are suggestions for opportunities within the traditional student teaching experience to prepare teacher candidates to be STEM-ready. In order to embed STEM into student teaching, specific attention could be given to planning and implementing STEM interdisciplinary lessons, facilitating collaborative conversations during STEM lessons, and infusing technology in classroom teaching practices. The university faculty, university supervisors, and classroom master teachers must all work together to ensure that the STEM-ready teacher candidate has engaged in high quality STEM teaching and observational experiences. The University has historically been designed to work in separate content areas. Students take courses by departments and colleges. However, STEM instruction is not meant to happen in isolation. By its very nature, STEM requires cross-curricular thinking, connections, and teaching. During student teaching, the STEM-ready candidate could have opportunities to plan and implement cross-curricular, STEM-focused lessons and/or units. The integration of cross-curricular STEM content could be a requirement of the student teaching component of the preliminary credential program. This might suggest some changes in the student teacher and master teacher roles. Master teachers serve as role models for the student teachers. Not all master teachers feel confident in their ability to teach STEM content. In order to provide STEM-rich experiences, master teachers may need professional development and training in STEM interdisciplinary teaching and in strategies for co-teaching in order to support student teachers during classroom application. Once trained, student and master teachers could plan a lesson to co-teach that integrates STEM content across subject areas. If planning and teaching cross-curricular STEM was a requirement of the student teaching program, student teachers could be expected to teach these types of lessons multiple times throughout their student teaching experience. Collaborative conversations within the classroom are an important component in implementing the Common Core State Standards (CCSS) and Next Generation Science Standards (NGSS) in the STEM fields. Well-constructed collaboration enables productive citizens to explain their reasoning, defend their arguments, listen to understand others’ points of views, and to develop critical thinking skills. The 21st century learner is expected to communicate effectively in all content areas, including STEM subjects. The emphasis on collaborative conversations in the STEM subject areas is an essential component in preparing our students for STEM occupations. This is easily connected through the CCSS Standards for Mathematical Practice and the Cross-Cutting Concepts within the NGSS.

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In Rethinking Credentialing and Teacher Preparation: STEM Can Lead the Way, Read (2012) explains:

Teachers must be able to fluently use and model the use of technology as a tool in solving assignments, because technology pervades our society and is centrally located in how students search for information and communicate with others. It also plays an ever-increasing role in STEM occupations and in how the world at large operates. (p.12)

Technology use in the classroom is meant to build students’ conceptual understanding of the content. The student teaching experience is the perfect opportunity for student teachers to hone their skills in the area of technology in order to be technologically-capable in their future classrooms. One example could include a virtual component to the relationship between student teacher, master teacher, and university supervisor. Electronically submitted assignments and/or online collaboration could be expected as part of the regular interaction during the mentorship. Another component might be the recording of student teachers teaching integrated STEM lessons and then downloading the recording to a secure but accessible site where a collaborative community of clinical supervisors, master teachers, and student teachers could reflect upon and analyze posted lessons. These skills can be transferred to the 21st century classroom, in which student teachers could utilize various technology devices and/or practices during instruction with explicit purpose and rationale taught to students. In summary, there are many opportunities to embed STEM content into the student teaching experience in order to prepare STEM-ready teacher candidates. Planning and implementing STEM lessons with the support and guidance of master teachers and university supervisors, facilitating collaborative conversations around STEM subjects, and infusing technology into classroom teaching practices may help student teachers apply their learning in order to be effective and confident with STEM integration.

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STEM IN INDUCTION The teacher preparation continuum continues in California after a beginning teacher obtains their first full-time teaching position. Through the established California Teacher Induction requirements, California’s teachers complete a job-embedded induction program within their first five years in the profession (preferably within the first two years). Without deviating from the intentions and standards for California Teacher Induction, a STEM-rich element can be layered throughout the experience to help beginning teachers be STEM-capable teachers. Enhancing the induction experience with components of STEM-rich instructional strategies and STEM content could help beginning teachers to better prepare their students for 21st century skills in order to be college and career ready. In thinking about opportunities to embed STEM into the induction experience, it is helpful to first understand the structures and standards already in place for teacher induction programs. The three core sets of standards utilized in California Teacher Induction include:

California Teacher Induction Standards The California Standards for the Teaching Profession (CSTP) Academic Content Standards (in relation to the candidate’s credential area)

Local Education Agencies (LEA) that are accredited to offer a California Teacher Induction Program must adhere to the following California Teacher Induction Standards for multiple and single subject credential areas (Commission on Teacher Credentialing, 2015): Program Standard 1: Program Rationale and Design Program Standard 2: Collaboration and Communication

Program Standard 3: Support Providers and Professional Development Providers

Program Standard 4: Formative Assessment System Program Standard 5: Pedagogy Program Standard 6: Equity and Universal Access Although none of these standards specifically call for STEM, it is important to capture specific components of the standards that encourage the LEA to be proactive to the current state of education and important changes in education reform. For example, as stated in Program Standard 1,

The induction program incorporates a purposeful, logically sequenced structure of extended preparation and professional development that prepares participating teachers to meet the academic learning needs of all P-12 students and retain high quality teachers. The design is responsive to individual teacher’s needs, and consistent with Ed Code. It is relevant to the contemporary conditions of teaching and learning. (Commission on Teacher Credentialing, 2009, p. 6)

The last sentence in the standard holds a key phrase, “It is relevant to the contemporary conditions of teaching and learning” (Commission on Teacher

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Credentialing, 2009, p. 6). Interpreted, an induction program has a responsibility to grow and change with time as the needs of the teaching and learning environment change. In recent years, STEM subjects and knowledge have become a pivotal element of reform in education. Building the capacity of 21st century learners has become a critical component in our field. In order to increase interest in students in STEM-related careers, we must build knowledge and excitement in these areas starting from an early age (DeJarnette, 2012). Beginning teachers who are currently entering the workforce typically have had no specific methodology in their coursework related to STEM (unless the credential held is directly related to one of the primary content areas in science, technology, engineering, or mathematics). Therefore, unless a preliminary credential program has specifically added STEM-rich experiences to the program (as suggested in this document), chances are that it is not part of the beginning teachers’ repertoire of strategies entering their first teaching position. Through induction, a beginning teacher can be provided new opportunities to build new STEM knowledge and instructional strategies through experiences with a mentor, in choices with professional development, or as a self-chosen area for inquiry and reflection and the California Standards for the Teaching Profession (CSTP) can help guide this work. Additionally, all academic content standards have aspects of STEM instruction connected to them. In the California Teacher Induction Standards, the academic content standards are the third set of standards that impacts the induction experience. STEM-instruction is not just found in the areas of science, technology, engineering, and mathematics. It is “an interdisciplinary, applied approach that is coupled with real-world, problem-based learning” (Read, 2012, p. 6). Therefore, beginning teachers in any credential area can benefit in understanding how their specific content is connected to this definition. For example, during the induction experience, beginning teachers are asked to plan lessons and units connected to their specific content standards. Emphasizing STEM connections in lesson and unit planning adds to depth and rigor of the student learning. It creates excitement and builds relationships among other subject areas. Infusing STEM across the curriculum creates understanding, connectedness, and passion about the world around us. However, planning STEM-integrated lessons and units depends on the teachers’ ability to know when and how to conduct such planning. Where does STEM fit into an Induction Program? Including STEM-specific growth opportunities for beginning teachers as part of induction can provide a unique and beneficial induction experience. Induction is segmented into three large categories: support, professional development, and candidate formative assessment. Each of these categories is distinct but purposefully overlaps in order to provide rigorous and collaborative support in the early years of the profession. There are opportunities to embed STEM within each of these categories of induction.

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Support Individualized support for a beginning teacher from a trained mentor and/or an organized system of support provides the foundation for the induction experience (Commission on Teacher Credentialing, 2015). Commonly, mentors are trained in mentoring skills and strategies and are provided additional training (as needed) in order to be well-versed in all induction focus areas related to the California Standards for the Teaching Profession, California Teacher Induction Standards, and all other content standards and district priorities (i.e. Linked Learning, California Standards, Next Generation Science Standards, and district adopted curriculum and/or instructional foundations) in order to provide high level support for beginning teachers. To create a STEM-rich teacher induction program, mentors may need additional training to learn STEM practices. Professional development topics for mentors may include:

Cross-content planning and opportunities for STEM integration and instruction;

Classroom observation or demonstration lessons focused on STEM-instruction for mentors to observe or co-teach;

Large scale professional development or conferences to attend focused in STEM;

Introduction to NGSS standards to include “cross-cutting concepts” and “science and engineering practices;”

Transparent models and reflective conversations embracing STEM-infused content throughout all subject areas, not only in science and mathematics;

Collaborative inquiry studies with colleagues in STEM books and/or resources;

Opportunities to network with district curriculum staff or teacher-experts to learn about possible STEM-based district initiatives that may already be underway; and

Opportunities to co-lead professional development with curriculum leaders who have extensive background in STEM instructional practices.

Once mentors are trained and confident in STEM-rich instruction, they are ready to provide new insights and opportunities for reflection for beginning teachers. For example, peer-to-peer collaboration and reflection on teacher practice allows both beginning teachers and mentors to explore STEM-rich ideas in the classroom. Mentors can work with beginning teachers in areas of STEM by providing resources, co-teaching, modeling demonstration lessons, and analyzing content standards. Professional Development The second category of induction includes opportunities to attend dynamic professional development in content and pedagogy. Districts with robust professional development and curriculum teams can plan and provide professional

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development that is tailored to integrate STEM while meeting individual goals and district priorities. As examples, the Long Beach Unified School District has found success with the following introductory STEM topics and descriptions of induction professional development:

The Link Between Education and a Career in Engineering: Get your students excited with knowledge about the Aerospace outlook, the hiring process, salary potential, generational diversity, and what students can do in this field.

Engineering in the Elementary Classroom: Learn more about STEM education in this interactive session in which elementary teachers will be introduced to specific lessons on how to incorporate engineering concepts into the elementary classroom.

Elementary Science Lessons: An expert district science teacher will show elementary teachers how to creatively incorporate science across all content areas.

Culturally Relevant Technology: See how middle school teachers are using culturally relevant technologies in the classroom to enhance instruction, engage students, and differentiate instruction. Student work samples and digital samples will be presented. Learn how to integrate technology in the one computer classroom.

Think Like a Scientist: Guiding students to Interest-Based Projects: Differentiate science fair projects based on students' interests. Design an interest survey to help students develop an interest with real-world connections. Guide students through research using Sandra Kaplan's Depth and Complexity thinking prompts and key words. Raise the level of thinking throughout your science labs by adapting cookbook labs into inquiry-based investigations, so that Science Fair is embedded into the classroom and not an additional unit to teach. Discover the possibilities of science research using surveys, career shadowing, testing inventions, and more. A quick tour of the science resource center will be included in this session.

Next Generation Science Standards: Get an introduction to the NGSS. Participants will get an overview of the design of the standards and a close look at the “cross-cutting concepts.”

5E Inquiry Lesson Design Components: Learn how to plan lessons through the lens of inquiry. Use the 5E lesson structure with the components of engage, explore, elaborate, extend, and evaluate.

STEM in the TK, K, and Grade 1 Classroom: Use your current curriculum resources to develop integrated Science, Technology, Engineering and Math in the Transitional Kinder, Kindergarten, and first grade classroom.

Math Talk and the Common Core: Participants will learn about the Common Core Math shifts and look at the standards across the grade levels. The purpose of “Talk Moves” (math discourse) will be discussed along with strategies for student conversations with the content areas.

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CCSS ELA Content Connections in STEM: Participants will learn that within and across grade levels, text needs to be selected around topics or themes that systematically develop the knowledge base of students. This session will focus on themes connected to STEM (Appendix 3).

Formative Assessment Systems Induction programs utilize a system for teacher candidates to continuously assess their individual professional growth through a series of activities and events. Although there are many options for formative assessment tools, the focus could be on the utilization of the state’s system, Formative Assessment for California Teachers (FACT). The FACT System “guides teachers in their growth as professionals, focuses on meeting the learning needs of all students, and promotes reflective practitioners. Participating teachers engage in an ongoing learning process that follows a cycle of plan, teach, reflect, and apply” (Commission on Teacher Credentialing, 2014, pg. 6). The FACT modules (Appendix 4) are designed to be individualized for each teacher’s use. Therefore, beginning teachers who are experiencing and learning about STEM-rich teaching practices during induction could use the FACT system as tool for formative assessment throughout their experience. Within the FACT system, specific formative assessment activities can create opportunities for a STEM focus. In the Context for Teaching Module, “participating teachers learn about their teaching environment by identifying challenges, investigating resources, and gathering information about their students” (Commission on Teacher Credentialing, 2014, p. 12). The Context for Teaching Module includes two specific opportunities that provide an ideal lens into the world of STEM. The FACT Module document A-3 “School and District Information/Resources” (Appendix 5) asks participants to know and understand site and district resources that available. This is an excellent opportunity to ensure that beginning teachers know of the STEM resources available at their school site, such as a science lab, a robotics after-school program, or a STEM expert on campus. In looking at district resources, beginning teachers can learn about district curriculum offices in the STEM content areas, opportunities for professional development in STEM areas, or district-wide priorities related to STEM initiatives. Another reflection document, FACT Module A-6 “Community Information” (Appendix 6) asks participants to explore and understand the community in which their site resides. Mentors can help participants think about resources available to students in the surrounding community that may support areas of STEM interest for students. For example, beginning teachers can explore the community to discover if there are any science centers, libraries with STEM-specific resources, computer labs available for their students, as well as STEM-related businesses and industry that might serve as important partners (i.e. guest speakers, field trips, sponsors, etc.). Later in the induction experience, beginning teachers may participate in the FACT Inquiry Modules. “The inquiries in the FACT system include a series of structured teaching activities through which participating teachers explore aspects of their

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teaching practice and engage in a variety of data gathering activities” (Commission on Teacher Credentialing, 2014, p.12). Although beginning teacher choose their area of focus, by building background about STEM through the support provider/mentors and professional development, more participants may choose to connect their content interests with STEM-rich experiences. Questions from beginning teachers that could be explored through action research (Appendix 7) and/or unit studies (Appendix 8) include:

Are there specific STEM-focused instructional strategies that are engaging, memorable, and that will meet the needs of all of my students? (CSTP 1.1, 1.3, 1.4)

How important is teaching the Engineering Design Process to third graders? (CSTP 3.1, 3.2, 3.3)

Are there historical perspectives around technology advancement in the Civil War era that will help my students connect today’s technology advancements to those of that time? (CSTP 2.2, 3.1)

How do you effectively manage instructional time when using inquiry-based instructional methods? (CSTP 2.7, 4.4)

What careers connect to my content and grade level standards? Will using these connections help my middle school students appreciate the content? (CSTP 1.3, 3.1, 4.1)

What does STEM look like in a history class? (CSTP 3.1, 3.4) What scaffolding strategies and other strategies for differentiation during

math will improve students performance on the summative assessment, meet their level of challenge, rigor (throughout the unit), and develop their evaluative problem solving skills? (CSTP 3.5, 5.4)

Would it be appropriate to utilize differentiation extension menus to incorporate STEM-rich content into my lesson planning? (CSTP 3.5, 4.1, 4.2)

What is important to know about the differences between the Scientific Method and the Engineering Design Process? Is this relevant for my fourth graders? (CSTP 3.1, 3.3)

How do I teach my second graders to understand text structures that are often used in nonfiction text and apply that learning across content areas? (CSTP 3.1, 3.4)

As a middle school teacher, how do I collaborate with other content area teachers at my site to create cross-curricular units of study? (CSTP 4.3, 6.3)

Can all of the “E’s” of a 5E lesson plan be accomplished in one 45-minute lesson effectively? (CSTP 2.2, 2.4, 2., 4.4)

Each of the sample inquiry topics can be directly aligned to all three sets of standards: California Teacher Induction Standards, CSTP, and academic content standards. The samples are shown with alignment to the CSTP as an example. In summary, training induction support provider/mentors, building opportunities for STEM-rich professional development, and providing structures for participant-driven inquiry in STEM provide opportunities for integrating STEM subjects into induction programs. With a purposeful, intentional goal of embedding STEM into

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induction, beginning teachers will be able to learn more about STEM content and pedagogy in order to embed STEM into their classrooms and, ultimately, impact their students.

CONCLUSION The time is now to focus on STEM subjects and to prepare our future and current teachers in STEM. Our society is becoming increasingly STEM-dependent and technocratic. To become active, purposeful, and successful members of this society, students need great STEM education. This need impacts all areas of education, including teacher preparation and induction. We are in a unique position in education because all of the content standards (CCSS, CCSS-M, NGSS, ELD, and history/social science) have aligned to focus on critical thinking and problem solving across the disciplines. This provides an opportunity to embed STEM subjects throughout the curriculum. As Read (2012) states:

There are a number of characteristics that all STEM disciplines have in common and that also permeate the Common Core States Standards and the Next Generation Science Standards. They all require a sophisticated use of reason and inquiry to solve problems, and they all require adherence to a set of rigorous practices to do the work. (p. 7)

As such, it is imperative to prepare future teachers in preliminary teacher preparation programs and beginning teachers in job-embedded induction programs with the content knowledge and pedagogy expertise necessary to integrate STEM subjects into their curriculum through an interdisciplinary approach. The goal of this Continuum for Integrating STEM is to begin the conversation about opportunities to embed STEM into teacher preparation and induction programs. We look forward to continuing this conversation across the state of California.

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APPENDIX 1: Developmental Levels from the California Standards for the Teaching

Profession

(Commission on Teacher Credentialing, 2012, p. 6)

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APPENDIX 2: Examples of STEM Integration in History—Social Science Methods

Example of STEM Integration Across K—5 in History/Social Studies Kindergarten—Learning and Working Now and Long Ago - Learning about STEM jobs that exist in the community, such as the people who fix the street and school buildings and connecting the jobs to STEM - Learning about previous engineering systems designed at the buildings time, such as natural airflow cooling (convection) - Learning about recycling and its history - Learning about where inventions came from Grade One—A Child’s Place in Time and Space - Learning about the average weather today over time and investigate global warming - Learning about children’s impact on environments - Learning about engineering innovations responding to children’s needs - Learning about current events involving children and STEM

Grade Two—People Who Make a Difference - Learning about biographies of STEM related individuals - Learning about Individuals that intersect the lives of children related to STEM, such as the custodian and plant personnel - Learning about familial case studies of STEM, such as home repair and dealing with vermin Grade Three—Continuity and Change - Learning about the impact of a changing climate on local and regional economies - Learning about the history and development of tools beginning with local Native Americans Grade Four—California: A Changing State - Learning about the ethics surrounding transportation in California, such as the Transcontinental Railroad and the demise of public transportation in Southern California - Learning about water usage in California, such as the impact of water policy on environments - Learning about engineering in the history of California, such as mission construction and the use of tools over time

Grade Five—United States History and Geography: Making a New Nation - Learning about the environmental impact of the settlement of the New World, such as comparing the perspectives of Native groups vs. settlers - Learning about the development of engineering principles throughout the pre-colonial, colonial, and post colonial periods - Learning about emerging STEM discoveries during Early American Era, such as the research of Benjamin Franklin

APPENDIX 3: Example of STEM Connection in the Common Core State Standards

(Common Core State Standards Initiative, 2015a, p. 33)

APPENDIX 4: FACT System Modules and Documents

(Commission on Teacher Credentialing, 2014, p. 13)

APPENDIX 5: FACT System Module A-3 “School and District Information/Resources”

(Commission on Teacher Credentialing, 2014, p. 23)

APPENDIX 6: FACT System Module A-6 “Community Information”

(Commission on Teacher Credentialing, 2014, p. 27)

APPENDIX 7: FACT System Module C-1 “Individual Induction Plan”

(Commission on Teacher Credentialing, 2014, p. 44)

APPENDIX 8: FACT System Module C-2 “Essential Components for Instruction”

(Commission on Teacher Credentialing, 2014, p. 45)

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