Event: 2019 AERA Annual Meeting – Leveraging Education research in a Post-Truth Era
Date: April 5-9, 2019
Location: Toronto, CA
Panel Session: Stemming STEM Teacher Attrition: Implications from Evidence-Based Retention Efforts Across the Continuum for Preparation Programs, organized by Jennifer Carinci (AAAS) and featuring ARISE commissioned paper authors and AAAS staff, will be presented through the Science Teaching and Learning SIG. Over the past two decades, difficulty retaining enough, effective STEM teachers has been the national trend and primary cause of STEM teacher shortages, leading to concern for students’ future access to STEM sector’s quickly growing job demand and for America’s global competitiveness. Notwithstanding, the role of teacher preparation programs in STEM teacher retention is not clearly defined and practices associated with retention are understudied and underutilized. The work discussed in this symposium includes: results of a study of beginning STEM teacher attrition in high-poverty schools, policy implications from extant literature on STEM teacher induction, evidence-based preparation program features associated with STEM teacher retention, and research questions to direct future efforts – particularly in preparing teachers to stay in high-need districts.
Event: Focused Meeting – The Role of Teacher Preparation Programs in STEM Teacher Retention in the Workforce of High-Need School Districts
Date: May 6-8, 2019
Location: Washington, DC
Working Meeting: The meeting seeks to explore and advance the role of teacher preparation programs in retention of STEM teachers in the workforce, particularly in high-need schools. More specifically, the objectives are to discover aspects (i.e., practices, policies, programmatic components) of teacher preparation programs that may contribute to increased and/or above average retention and generate a focused research agenda to encourage future attention to areas of greatest need regarding retention of STEM teachers. While there are many factors influencing a teachers’ decision to stay in positions for which they were prepared, this meeting focuses attention on those factors which are directly in the control of teacher preparation programs or which may be meaningfully influenced by them. For the purposes of the upcoming meeting, retention is defined as 5 or more years in the K-12 STEM teacher workforce. A report of the meeting will be produced and shared at the 2019 Noyce Summit (July 10-12) and on the ARISE website.
Speakers and Facilitator:
- Ed Fuller, Executive Director, Center for Education Evaluation and Policy Analysis, The Pennsylvania State University
- Dan Goldhaber, Director of the Center for Analysis of Longitudinal Data in Education Research (CALDER)
- Richard Ingersoll, Board of Overseers Professor of Education and Sociology University of Pennsylvania
- Suzanne M. Wilson, Neag Endowed Professor of Teacher Education, University of Connecticut
- Peter Youngs, Associate Professor, Department of Curriculum, Instruction, and Special Education, Curry School of Education, University of Virginia
Event: Noyce Research Track 4 Grantee Workshop
Date: July 9, 2019
Location: AAAS, Washington, DC
Working Meeting: AAAS will host a convening of Noyce Track 4: Research Principal Investigators who are catalyzing form a community of researchers. The Research Track of the Robert Noyce Teacher Scholarship Program offers awards to institutions, professional societies, and similar organizations that are directly associated with educational or research activities, to support planning, exploratory research, and research proposals that address the issue of STEM teacher effectiveness, persistence, or retention in high-need local educational agencies. Discussions will focus on disseminating ARISE resources, as well as sharing lessons learned both from the Track 4 projects and the methodology being used by current Track 4 projects. Highlights will be shared at the 2019 Noyce Summit.
Event: 2019 Noyce Summit – The Role of Teacher Preparation Programs in STEM Teacher Retention in High-Need School Districts
Date: July 10-12, 2019
Location: Hyatt Regency Capitol Hill, Washington, DC
Annual Summit: Each year the Noyce Summit brings together grantees of the National Science Foundation (NSF) Robert Noyce Teacher Scholarship Program, including approximately 500 participants, from about 250 colleges and universities. Attendees will include STEM teacher preparation faculty and staff from programs with Noyce awards, project evaluators, undergraduate and graduate students who are Noyce Scholars or Fellows, and former Noyce Scholars or Fellows who are now K-12 teachers. Of the participants, we expect about 125 undergraduate and graduate students who are in pre-service or in-service STEM education programs and are supported by the NSF Noyce grant to their institutions.
Building on the May focused meeting on STEM teacher retention, objectives of this year’s Summit are to identify:
- evidence-based strategies (i.e., practices, policies, and programmatic components) of STEM teacher preparation programs that may contribute to increased and/or above average STEM teacher retention in the workforce; and
- strategies that help faculty and administrators in STEM teacher preparation programs to strengthen their partnerships with schools, districts, state education agencies, and policy agencies to increase retention of STEM teachers in the workforce.