Survey Noyce Regional Dialogue Survey The American Association for the Advancements of Science is developing a guide for a coherent approach to innovation in science and mathematics pre-service teacher education and leadership development. The guide will include input from leaders in elementary and high schools, state and district education agencies, colleges and universities, and others that recruit, prepare, evaluate and license teachers, as well as current and former Noyce Scholars and Fellows. If you wish to provide input you can submit answers to any, or all, of the questions below before August 31, 2017. Name* First Last Institution or OrganizationEmail* I. What should be the main goals of evidence-based STEM teacher education and leadership development programs, and how do these goals translate into desired outcomes?1. Outcome Goals for GraduatesA. What disciplinary, pedagogical and technology knowledge should be expected of graduates of STEM teacher education programs? What are the "core" concepts for each STEM discipline?B. What other skills and knowledge will be required for graduates in STEM teacher education programs, (e.g., critical thinking skills, leadership skills, public policy, civic engagement, global understanding)?C. What other skills and knowledge will be required for graduates of STEM education programs to teach the diverse population of students, including racial/ethnic groups, English Language Learners and students with disabilities.D. How do we attract and engage the broadest range of talent in STEM teacher education programs?E. How can formal STEM teacher education be better integrated with informal education and lifelong learning?2. Outcome goals for general education for all students in STEM teacher education programsA. Given the personal and societal challenges that the public will be facing in the future, what knowledge and skills are important for all STEM teacher education graduates, regardless of their discipline?B. How can we best ensure that STEM teacher education graduates from our colleges, universities and community colleges are prepared to be lifelong learners and use evidencebased teaching strategies? II. How do we design a curriculum to achieve these goals, and what is the best way to deliver that curriculum?1. Curricula, Laboratories, Pedagogy, and Learning Technologies From the NRC Framework,How can we design courses that provide science teachers “to be” (including teachers in alternative certification programs) with a deep understanding of: The scientific ideas and practices they are expected to teach, including an appreciation of how scientists and mathematicians collaborate to develop new theories, models, and explanations of natural phenomena. The initial ideas students bring to school and how they may best develop an understanding of scientific and engineering practices, crosscutting concepts, and disciplinary core ideas across multiple grades. Science-specific pedagogical content knowledge in order to choose the pedagogical approaches that can build on those notions while moving students toward greater scientific understanding of the topics in question, such as the ability to recognize common prescientific notions that underlie a student’s questions or models. How to use student-developed models, classroom discourse, and other formative assessment approaches to gauge student thinking and design further instruction based on it. A single “science methods” course cannot develop this knowledge in any depth across all subjects for high school science teachers, nor across all grades for elementary school teachers. Response for Part 1 From MET II,How can we design courses that provide mathematics teachers (including teachers in alternative teacher program) with the need to monitor their own progress as they solve problems, attend to precision, construct viable arguments, seek and use mathematical structure, and make strategic use of appropriate tools, e.g., notations, diagrams, graphs, or procedures (whether implemented by hand or electronically) and a deep understanding of the: Important mathematics at every grade level—elementary, middle, and high school—that is both intellectually demanding to learn and widely used, such as reasoning strategies that rely on base-ten algorithms in elementary school; ratio, proportion, and exploratory statistics in middle school; algebra, geometry, and data analysis in high school. Connection between mathematics taught at prior and later grades. Mathematical consequences of different choices of numbers, manipulative tools, or problem contexts. Need to recognize definitions in mathematics. Mathematical aspects of software, manipulatives, and other tools and their uses. Flaws in students’ arguments, and how to find them and to help students understand the nature of the errors. Structures that occur in school mathematics, and how to recognize them and to help students perceive them. Response for Part 22. Other Questions1. What other experiences can we provide to best prepare STEM teacher education students for their future working environment?2. How do we best prepare teachers to teach STEM to at risk populations/traditionally underrepresented groups in STEM?3. What are promising practices for leveraging the potential of technology for STEM teacher preparation4. What can we do to help STEM teacher education students who come to us underprepared, including students in alternative teacher education programs?5. How can we construct a curriculum that balances depth within one's subdiscipline with the need for breadth and integration?6. How do we balance disciplinary depth with the increasingly interdisciplinary nature of the problems confronting scientists, mathematicians, computer scientists, and engineers?7. What can be done to encourage state agencies to establish certification guidelines that can also serve as a guide for higher education faculty and staff who want to create programs to prepare elementary mathematics specialists, based on the MET II report.8. What is the role of field experience, undergraduate research, internships, and servicelearning in STEM teacher education programs?9. Given the rapidity of change in STEM and teacher education, how do we keep the curriculum current?10. How do we best integrate into the curriculum the basic knowledge and tools that our students need from other STEM disciplines (e.g., math, chemistry, physics, earth sciences, computer science, engineering etc.)?11. How can we best gather and evaluate evidence on what works and what doesn't work?12. How do we productively involve both STEM teacher educators and STEM professionals in the preparation of math and science teachers?13. How do we strengthen the partnerships between teacher preparation institutions and K-12 districts? III. How do we best prepare our faculty and structure our departments and institutions to achieve these goals?1. Faculty, Departments, and InstitutionsA. How do we better prepare current and future faculty for their role as teachers, guides, and mentors?B. How do we help faculty to keep up with new and emerging technology to support STEM teaching and learning?C. How do we build a culture that values continued improvement in teaching and learning?D. How do we overcome the barriers to departmental and institutional evolution and change? What strategies are effective in breaking down disciplinary "silos"?E. Do we need to change and can we change the faculty reward and tenure system?F. How can we best handle the special challenges facing community colleges and their faculty? What can we do to aid students in the transition from two-year to four-year programs?G. What needs to be done to modernize laboratory and classroom facilities to take advantage of new learning and research technologies and best pedagogical practices?2. External Influences and ConstraintsA. How can we adapt to and engage an increasingly diverse student population?B. How can we keep pace with the changes in higher education (e.g., changes in student life, increasing costs of education, decreased funding for higher education, increased demand for accountability, etc.)?C. How can we strengthen teaching licenses and accreditations given recommendations in framework and standard documents in teacher education programs?
