ED34C-04
Creating Next Generation Teacher Preparation Programs to Support Implementation of the Next Generation Science Standards and Common Core State Standards in K-12 Schools: An Opportunity for the Earth and Space Sciences
Wednesday, 16 December 2015: 16:45
104 (Moscone South)
Edward E Geary1, Anne E Egger2, Sara Julin3, Roxane Ronca1, Stamatis Vokos4, Ellen Ebert5, Jacob Clark-Blickenstaff6 and Gustave Nollmeyer7, (1)Western Washington University, Bellingham, WA, United States, (2)Central Washington University, Ellensburg, WA, United States, (3)Whatcom Community College, Science, Bellingham, WA, United States, (4)Seattle Pacific University, Physics, Sammamish, WA, United States, (5)Office of the Superintendent of Public Instruction, Science Education, Olympia, WA, United States, (6)Pacific Science Center, WA Laser, Seattle, WA, United States, (7)Eastern Washington University, Education, Cheney, WA, United States
Abstract:
A consortium of two and four year Washington State Colleges and Universities in partnership with Washington’s Office of the Superintendent of Public Instruction (OSPI), the Teachers of Teachers of Science, and Teachers of Teachers of Mathematics, and other key stakeholders, is currently working to improve science and mathematics learning for all Washington State students by creating a new vision for STEM teacher preparation in Washington State aligned with the Next Generation Science Standards (NGSS) and the Common Core State Standards (CCSS) in Mathematics and Language Arts. Specific objectives include: (1) strengthening elementary and secondary STEM Teacher Preparation courses and curricula, (2) alignment of STEM teacher preparation programs across Washington State with the NGSS and CCSS, (3) development of action plans to support implementation of STEM Teacher Preparation program improvement at Higher Education Institutions (HEIs) across the state, (4) stronger collaborations between HEIs, K-12 schools, government agencies, Non-Governmental Organizations, and STEM businesses, involved in the preparation of preservice STEM teachers, (5) new teacher endorsements in Computer Science and Engineering, and (6) development of a proto-type model for rapid, adaptable, and continuous improvement of STEM teacher preparation programs. A 2015 NGSS gap analysis of teacher preparation programs across Washington State indicates relatively good alignment of courses and curricula with NGSS Disciplinary Core Ideas and Scientific practices, but minimal alignment with NGSS Engineering practices and Cross Cutting Concepts. Likewise, Computer Science and Sustainability ideas and practices are not well represented in current courses and curricula. During the coming year teams of STEM faculty, education faculty and administrators will work collaboratively to develop unique action plans for aligning and improving STEM teacher preparation courses and curricula at their institutions.
