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Chris Roe: So what we're gonna do now, is we're gonna have each of the strands come up and just talk really briefly, kind of lightning round, two to three minutes, about the top three ideas that were generated from each of the strands. First is Joan with STEM Teacher Pathway. Joan Bissel: Hi. We had three really thoughtful ideas and both parts A and B. The first, professional learning communities that will advance content and pedagogical knowledge, STEM teachers. The second, engaging current STEM teachers in inquiry-based learning, project-based learning and problem-oriented learning. The very things that we know engage the students that they're working with. The third higher-ed P-through-12 school district partnerships that include such things as induction, so that the professional development pathways for beginning teachers and current teachers are rich ones and build upon all of our assets. For STEM teacher preparation, one, an advanced and integrated curriculum, which where science candidates learn math, math learn science and we end up with STEM teachers. Second, alignment of early preparation of teachers with after-school experiences and experiences in industry. And the third, development of a whole range of additional teaching pathways; this is including such things as articulated and effective new pathways for community college to bachelor's degrees. I wanna just very quickly, to say, since this really only gives some general sense of the ideas. The six features that were generated by really extraordinarily expert groups in both cases. The first thing that was really interesting is all of the things that they generated were evidence-based, really clear. Their ones that the research, literature, so forth. The second thing that was really interesting is the focus on best practices, the best practices in this nation. The third thing that was incredibly interesting is their focus on professional prestige and distinction, and the series of other things that really heighten the teaching profession. They have exactly the same features, as been learned in Japan and the other international world leaders. Fourth, despite those things they are transformative. Any number of these would have absolutely transformative impact on how teachers are prepared and supported. And then finally, their two themes that permeate all of these and the comments about them. One is partnerships everywhere and the other is professional community, which professional community of teachers or engagement of professional communities with STEM practitioners. So thank you, and thank you to all of the participants. It really was extraordinary to get such really phenomenal recommendations for action from some of the best experts in this state and nation. Roe: Thank you Joan, and Joan's co-chair was, actually, was it Kelly--Kelly, if you could raise your hand. Thank you for stepping in and doing that as well, we appreciate it. The next group was STEM in Out-of-School Time, the co-chairs of that session were Marcella Klein-Williams and Andy [inaudible]. Klein-Williams: Well, good afternoon. And this is a subject that is near and dear to my heart and Andy's as well. So the first question that we had is what can the network do to engage higher education, industry and non-governmental organization to impact STEM and Out-of-School Time? What you'll notice is that there is partnership with Joan had just got and finished saying is the power of adults coming around the room and really thinking what's best for children. So these were our best ideas of building those partnerships, inviting and engaging, increasing those systems of how do we get professionals who are working in the industry into that setting to be able to really touch children. And then finally, looking for Out-of-School Time to be a part of that career pathway into teacher credentiality. Our next question has to do with how can the network ensure that Out-of-School-time activities integrate with and strengthen the In-School STEM learning. Well, I think, the first one kinda points to an issue that we have right now. And the second one is develop a minimum standard for quality and STEM program and promote these programs throughout the state, and finally engage higher education students and Out-of-School Times providing opportunities first-service learning. So that's the thinking that we had around the table in regards to STEM and Out-of-School Time. Roe: Alright, I'm getting inspired already and I can see we've got a lot of work to do when we leave here today. The next group was Science, and the co-chairs for that session were Nancy Taylor, of the San Diego Science Alliance, and Rick Pomeroy of the California Science Teachers Association and Huston Davis. So I think, Rick, you're gonna take this. Rick Pomeroy: I'm right here. So drawing on the technology lessons, I teach my students for using overhead projectors. We're gonna increase the font by 150%, so that those of you in the back can actually see what we're talking about. And the second thing is, you all have degrees and you can read, so I'm not gonna read it to you entirely. We looked at two sort of--you're welcome. We looked at two aspects of the actual role of science in the classroom, and one of the questions was how can the network change existing policy to improve science instruction in grades K-6; you can read them. Any questions? Thank you. Question number two was, how can the network build science teacher's capacity to engage in hands-on science projects. And we noted, there was a very interesting conversation about these that these were ideas that we rated by a group of people who were not in the classroom. And we wondered, would those rating be the same if the science teachers and the classroom teachers were doing the ratings. And so, one of the over arching themes that came to us was, that these are great ideas but we have to really have an implementation plan where it actually gets to the students for an improved experience with STEM. So, thank you very much. Roe: Thank you, Rick. And our next group was Technology, which is actually co-chaired by Amy Wong at the Silicon Valley Education Foundation and Jim Holley of TechNet, so Amy is gonna take this one. Amy Wong: Hi everyone. So as we heard earlier from both Bob Tinker and from lieutenant governor, there's a lot of value that technology brings to the table when it comes to the STEM education. And we saw that by having technology, students can really improve their learning outcomes. But first, we really need to break down the current technology barriers that are limiting the access to these vibrant STEM resources. So, in our session, our first idea was to create a sustainable funding model to maintain technology as a requirement. And secondly, we really need to ensure teacher development that includes authentic non-threatening empowerment of experienced teachers. And lastly, we need to be more prescriptive on what we're not going to do in the process of doing more with technology as we've been adding on a lot of new requirements for teachers. We really need to figure out what we can actually take away. The second question that we addressed is what high leverage and scalable technology strategies will really catapult student learning. So the first idea was to implement methodologies for using technology in the classroom. And then secondly, again, the professional development component for teachers to learn how to use technology in the classroom and feel that they are empowered. And lastly and most importantly, is to be able to build up that infrastructure with the changes and enhancements that are needed for schools at the district level. Thank you. Roe: Thank you Amy. And the fifth group was focused on putting the E in STEM Education. Co-chairs were Debra Mustain of the San Bernardino Alliance and Rick Beach of the Science Alliance. And Deb, you're gonna take this one, right? Debra Mustain: So I am the E in STEM. And question one, what can the network do to encourage student creativity using the engineering design process. First, idea the we came up with, promotes student participation in engineering and inventor showcase events. How many of you have those out in your districts or areas that you surf. Okay, so there's a lot of potential that's not being tapped into that area. So, something you might wanna think about is how do we put the engineering and the science fairs that are occurring out there. Second idea, get the University of California that accept engineering design experiences as A-G compliant. I know there's been a lot of conversation about policy and advocacy, and this is one area where we can really share our voice in terms of how to get more of those elective-type courses to be considered as important for admissions. Third idea, professional development, and it sounds like it's a common idea in all of our discussions. Helping teachers K-12, see how engineering is embedded in science and math, using inquiry and hands-on methods. Question two, how can we support brighter understanding and relevancy of entering the principles and concepts for all. And I have to say, this one is a big one for me because I'm not trained as an engineer and I talked to a lot of parents who don't really understand engineering and a lot of kids who don't understand it. And I'm sure there's a lot of teachers out there and a lot of folks maybe even in this room who don't quite know how to explain engineering in lay terms that makes it interesting for people to think about as a possible career, so that was a good conversation to have. The first idea, connection to professional societies; the example was the association for ASEE. We also have a lot of different engineering societies for women and minorities and other groups that maybe under representative in their profession, so it would be good to take a look at connecting more closely with those organizations and bringing those organizations into our schools. Second idea, design real-life engineering problems and partnership with parents; and this was an interesting idea for students to work on in the class, so talking to the parents and the professionals and the community to bring those ideas in and make sure that they are real world and relevant for the students. And then, a related idea, make engineering accessible by focusing on basic practical problem solving and then teaching the theory. So, those were the E in our questions today. Roe: And finally, last but not the least, the M in STEM which was co-chaired by Debrah Stipek and Matt Rosin. So Matt-- Matthew Rosin: So we had two really great conversations today and the ideas that came up to the top were an interesting mix of those that were awaiting us when we got here this morning and as well as some that were new today as we begin to get in to the topic. So that first question was what the best practices in school will help parents and teachers, ensure early success in math; early math skills and understanding and so forth. And as you can see, the top ideas here aligning standards from pre K to 12th, focused on attendance beginning in pre K. And scaling pre-K classes, like head starts offer our children a space. And these actually kind of tell an interesting story, now that I get a chance to look at them together. You got one, sort of one of the most basic important vital questions, what should we expect from one another, how do we actually connect, for what are we accountable to one another, and why? Second, get people there; and third, make sure accesses in a barrier. So, it's actually a really kinda interesting story that came out of that first session. Question two that we had was, what actions would help strengthen math achievements and narrow achievement gaps before and during high school; when you can see the top three ideas here. Promote teen teaching to teaching to ensure high-quality math in science teaching; making sure expertise is not private and so forth. Teaching students not just how to do math but to think mathematically. There was a lot of discussion about not just to be content standards in the common core but they practices standards. And in particular practice standard as a really important area of professional development for teachers at some place where there really needs to be a lot of attention. And finally, promoting wider integration of math instruction with relevant real-world design problems. So, here are some of those key words we've already heard again, integration, design, relevant. And we've talked about this in a number of ways both how might math integrate with other classes or other disciplines; what are the instructional materials, professional development and thinking in terms of integrated units rather than disciplinary silos. And finally, there was a sense in the group that there may well be a lot that exist but people don't necessarily know how to find it, share it, build on it and so forth. So, those were our two questions. Roe: So thanks again to all the co-chairs and to everybody for really taking a little leap of faith with us in trying this new approach. I think it's been extremely powerful and we're gonna show just a little break-out slide here of what the overall results were in terms of the total number of ideas. I'm actually looking at this for the first time myself, so it's very interesting. So, STEM Teacher Pathways, we had 88 ideas that were generated. Out-of-School Time 39, science 54, technology 49, engineering 47. So, pretty even distribution except for the STEM teacher pathways. Looks like they generated a few more ideas and were a larger group. So the question is, what's next, where do we go from here. So, the interesting thing is we've captured every single piece of data today, right. That was generated, all of these 300 ideas, all of your ratings, your rankings, we're gonna have full reports that we're gonna actually put up online. We're gonna send those out to everybody that attended today and we're gonna post them up to our website, probably in the next couple of days, is that about the right time Lin? So, you'll be able to see the full reports from everything that was generated during the break out session. It's pretty exciting and pretty interesting to see all of the data that I've seen some of these charts that you guys have used in another session and it's pretty neat; it's very exciting. The other thing that we're gonna do is we're gonna send out a poll to everybody to see how you want to participate in this effort going forward. So, if you were particularly inspired or interested in any of this topic or ideas, we're gonna ask for you to sign up and actually help us advance these ideas, because we're a small team; but as a network, we have a lot of power and there's a lot of brain power in this room. So we're gonna be asking for you to actually sign up and help us develop these ideas into full-blown action plan. So, we didn't get quite to the point, we're hoping today and having, you know, one idea that's actionable and going forward. But I think we've got a great set up, potential projects on the drawing board but now we can actually really go back, flesh them out and think about how we're gonna actually integrate these projects going forward. So I wanted to give Deb just a few minutes, or a couple of minutes actually to kinda come up, talk a little bit about the Powernoodle tool. I know there have been a lot of questions that have been generated. For us, it's been a great process working with you and helping you understand from the education stand point how can this tool can be really helpful and you guys have done some really interesting improvements to the product as well which I think you're excited to talk about. So, I wanna give you a couple of minutes to come up and thank you again for your partnership in this effort; we really appreciate it. Deb Krizmanich: Just a couple of quick minutes. The rate of change and complexity that's being driven in the world today is escalating astronomically. And the only way--and really, the result to that is that the windows of opportunity close down; and we have to do things differently if we're gonna get ahead of that curve. And I think that this group are huge leaders in doing things differently. And that is why I developed Powernoodle. It also helps people do things differently. It makes sure that there's a diversity of ways at the table where gender, culture and hierarchy are not hurt, and that ideas are brought forward because of their merit and they drive, in the spirit of Stephen Covey, trust and integrity, which then drives speed to market, speed to innovation. As part of this, we believe so much in what you're doing. We've announced a free Powernoodle 5, which will let any child who's online, any child in the classroom, any teacher to sign up for free, and Powernoodle for life, it's about critical thinking, skills, it's about collaboration, so you can have 15 licenses in the classroom if you want; I don't care. Just get kids and teachers and working together at an administrative level. So we've been asked a hundred questions today and I decided to clear it this way. Just go to the website, Powernoodle.com, we've got Great 5 signing up to collaborate and there's also larger plans there. So again, thank you very much for giving us the important, or the opportunity to work with you in this really important work. Thank you.