The Copernicus Project University of California, Riverside Graduate School of Education

The Copernicus Project University of California, Riverside

Graduate School of Education

Partnership Building & Pathway Modeling for Science Teachers

The PRIME ConferenceMarch 6, 2009

Linda Scott Hendrick, Ph.D.

www.copernicusproject.ucr.edu

Linda Scott Hendrick: Principal InvestigatorAthena Waite: Co-Principal InvestigatorJocelyn Edey, Co-DirectorSteve Gómez, Co-DirectorCathy Lussier, Co-Director

Raymond Hurst, Education/Business LiaisonRyan ShibaKenisha WilliamsJacquelyn RodriguezMonica EsparzaGloria Newman

A Pop Quiz

Nicolas Copernicus is– a.) a new hip hop artist– b.) a relief pitcher for the Dodgers– c.) the scientist who defined

“out of the box” thinking

…500 years ago– d.) the new lottery scratcher

Project Goals & Objectives

1. Early identification of diverse future science teachers as well as established science teachers at the:

• community college level (future teacher)• teacher preparation level (teacher in training)• novice & veteran teacher level


2. Create & implement high quality,

focused teacher preparation & advanced professional development for identified:

• future science teachers • new & veteran science teachers


3. Create continued, sustained, mentored support for new & veteran science teachers through partnerships

Project Outcomes

Increase the number & diversity of

science teachers

Cultivate deeper science subject matter

knowledge & expert pedagogy

Improve significantly students’ science achievement

The 5 E Model and State and National Content Standards

Engage

Explore

Explain

Elaborate

Evaluate

The Copernicus Project

Partners

Implementing Project Goals

Copernicus Partners

Institutions of Higher Education:– 4 Four-Year Institutions

– 4 Community Colleges

8 School Districts

Riverside County Office of Education

Greater Riverside Chambers of Commerce

The Developmental Teacher Preparation

Continuum

Building a Teacher Education Pipeline

Science Blended Programs have been be developed at 4-year partner IHEs to:– Offer “early deciding”students an enriched

“blended” undergraduate science major – Include early professional field experiences – Provide a “fast track” to classroom teaching– Allow transfer to partner 4-year IHEs

through an articulated community college curriculum

Building a Teacher Education Pipeline

Provides one ‘Teacher Education Program Specialist’ at each partnering community college

Conducts transfer workshops for student course-taking advisement

Works with community college counselors to place students in paid summer internships in university laboratories

Community College Counselors

Teacher Education Program Specialists are provided at each partnering campus.

Provide early field experiences.

Arrange transfer workshops & advisement for participation in the Science Blended Program.

– Easy transfer to 4-year IHE’s through articulated curricula– Fast track to teaching

Paid Community College Internship (CCI) experience

Community College Science Summer Internships (CCI)

4 Partnering Community Colleges

CC Students60 participants

2 Weeks

Community College Science Summer Internships (CCI)

Students live in dorms, experience campus life,

network w/ other future teachers.

Students provided:

– campus admission & transfer information

– financial aid resources

– teacher credential program information.

CCI Lab Experience

Science faculty create & deliver hands-on science activities.

Examples:

• organic solar cell fabrication

• water quality engineering

• invasive species

management

CCI Skills & Teaching

Students taught pedagogy:

– Learning styles – Strategies for

English language learners & special needs students

Students taught technology & presentation skills

Students practice skills & share knowledge w/ peers

CCI in Action


Community College Internship Program Outcomes for Community

College Students

CCI Outcomes

Pre-test & Post-test surveys

Pre-test & Post-test results indicate significant (p=.05)

– Increased interest in university transfer– Increased interest in teaching

Follow-up Surveys

– 50% respondents have now taken an education class– 75% now confident that they will become a teacher

CCI - Student Feedback…

“I valued the labs and lectures, they ran smoothly & were centered around the students’ needs.”

“Dr. Hoddle’s entomology lab was very impressive & professional. The pedagogy was very useful & insightful!”

“I valued the knowledge that I have gained through this experience. It has been a great learning experience & a very fun process.”

Science Summer Institutes (SSI)


High School & Middle School teachers

Partner w/ High School students

2-week Summer Science education

Topics– Year 1: Biology – Year 2: Chemistry – Year 3: Earth Science & Physics – Year 4: Elementary Science through literacy (elementary teachers)

Mentor site visits throughout the year

2 follow-up sessions

Standards

Pacing Guides

Inquiry

learningHELP

You are here

SSI – Goals and Content

District administrators and teachers collaboratively select standards-based content

Pedagogy demonstrated and practiced in hands-on experiences

Teachers develop new inquiry-based lesson plans (5 E Model – Engage, Explore, Explain, Elaborate, & Evaluate)

Technology skills developed and integrated into lesson presentations

SSI – Goals and Content (cont.)

Teachers share and publish new lesson plans

AVID-like high school students partner with teachers – Learn (pedagogy, science content, campus and credential info.,

etc.)

– Collaborate on science lesson with mentor SSI teacher

– Implement and teach science lesson to 5th grade class

– Develop leadership skills and academic motivation

Teachers develop and implement Action Research

Support and collaboration continue all year long

SSI – Goals and Content (cont.)

University extension

credits available to

teachers

Assist participating

teachers within their authorized credential area to earn a ‘degree

authorization’ in Science (NCLB compliant)

SSI Pre-Post Test Comparisons

Statistically significant increases: (p=.05)

– Teachers’ self-assessment of comfort in genetics and biology related class activities and topics

– Development of inquiry-based pedagogical and assessment orientations for students

– Teachers’ use of computer technologies in class and at home in lesson planning

– Use of PowerPoint, image scanning, virtual labs, e-portfolios and science internet resources during

lessons and in class

SSI Pre-Post Test Comparisons

Statistically significant increases: (p=.05)

– Perceived ability to reach and motivate all of their science students

– Perceived capacity to make a difference in students’ lives

– Positive perceptions of their decisions to become a teacher

– Satisfaction with teaching ability

– Value of collaborative meetings with other teachers

SSI Teacher Feedback

“The time in content area teams was helpful, I enjoyed

working with teachers that taught the subject that I teach. Thanks to

Dr. Ferko for explaining the labs to

me at a level I can understand.”

SSI Student Feedback

“I valued getting to present our lesson plans to the teachers and listening to their thoughts.”

“This experience made my summer better, this made me want to be a teacher, I have a new respect for them.”

Evaluation Plan Components

Increased retention of science teachers

Increased teacher training in technology

Effective teaching of science through literacy in elementary grades

Increased student science achievement


Science Summer Institute Outcomes for Veteran and New Teachers


Enhanced Teacher Confidence Levels and Higher

Motivation

Science Summer Institutes (SSI)Statistically significant increases: (p=.05)

---Development of inquiry-based pedagogical and assessment orientations for students

---Teachers’ uses of computer technologies in class and at home in lesson planning

---Uses of PowerPoint, image scanning, virtual labs, e-portfolios, and science internet resources during lessons and in class

Science Summer Institutes (SSI)Statistically significant increases: (p=.05)

---Perceived ability to reach and motivate all of their science students

---Perceived capacity to make a difference in students’ lives

---Positive perceptions of their decisions to become teachers

---Satisfaction with teaching abilities


Science Achievement Scores for Students of Copernicus Teacher

Participants

Year 2 – 2006 CCI

California Standards Test, Biology- Year 1

Year 2 – 2006 CCIYear 1- State: +3 % increase

SSI High School 1: +12% increase SSI High School 2 : +12% increase SSI High School 3 : + 8% increaseSSI High School 4 : + 6% increaseSSI High School 5 : + 5% increaseSSI High School 6 : + 2% increase

California Standards Test, Chemistry- Year 2

Year 2- State: +4 % increase

SSI High School 1: +20% increase SSI High School 2 : +11% increaseSSI High School 3 : +8 % increaseSSI High School 4 : +8 % increaseSSI High School 5 : +7 % increaseSSI High School 6 : +7 % increase

California Standards Test, Earth Science- Year 3

Year 3 - State: +3 % increase


California Standards Test, Physics- Year 3

Year 3 - State: +8 % increase


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And that’s just the beginning:

CoperniKids: helping

underrepresented elementary school

students create a pathway to a

college education in science.

Training high school students in our

teaching model, then having them

teach science to 5th graders.

Training veteran teachers on the

latest scientific research.

“Our journey has never been

one of short cuts or settling

for less. It has not been the

path of the faint-hearted.

Rather, it has been the risk-

takers, the doers, the

makers…”

What is Important to You?

For Discussion in Table Groups:LearnLink LeverageCollaborateNext Steps

Report from the Group Thank you for your participation and interest!

The Copernicus Project University of California, Riverside Graduate School of Education

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