NEA Foundation: Learning and Leading Grant Proposal

Grant Title: Preparation for STEM Integration and the Next Generation Science Standards Program Manager: Jennifer Anderson

EdTech 551 Final Assignment Module 8 12/19/12

Preparation for STEM Integration and the Next Generation Science Standards It is imperative for educators to remain well versed and up to date regarding new content, teaching strategies, materials, and technology. However, challenges of time, resources and funding arise with professional development programs. School districts provide professional development opportunities, but rarely do they address a true need. Changes in science education, including the Next Generation Science Standards and a national emphasis on STEM education, create a need for sustained professional development for science teachers. Professional development opportunities offered in school districts are often repetitive or generic in nature. Many times these sessions address classroom management or behavioral training rather than content or instructional training. As a new teacher, I did not seek out content professional development opportunities. I assumed these would be offered through the district. During my first three years of teaching, I never attended science content professional development. To grow as an educator, I left the classroom to pursue my masters degree in educational technology. Through education and job changes, I have come to realize I am responsible for my personal and professional growth and must research and identify opportunities myself. My masters degree prepares me for 21st century learners and provides strategies for using technology. However, my absence from the classroom leaves an uneasy feeling about science content instruction and changes in science education. Next Generation Science Standards (NGSS) will be adopted within the next two years and Wyoming is expected to adopt the new standards. I lack the experience, confidence, and preparation to integrate these new standards. Content area professional development would help grow and empower me as an educator. The NGSS are drastically different from those previously used in Wyoming. The NGSS include performance expectations, three dimensions, and connections across standards. The three dimensions include science and engineering practices, disciplinary core ideas, and crosscutting concepts. The connection boxes show links to other Disciplinary Core ideas for different courses, grade levels, and the Common Core State Standards (CCSS). The NGSS are important to science education but will only be beneficial after teacher training on the use and implementation of these standards. Science teachers across the United States need of professional development to assist with integrating and teaching with these new standards. The emphasis on Science, Technology, Engineering, and Mathematics (STEM) has also influenced the need for professional development. A 2012 report, The Competitiveness and Innovative Capacity of the United States, identifies the importance of investing in STEM education but points out the United States is falling behind with STEM. The skills found in STEM
Preparation for STEM Integration and the Next Generation Science Standards | Jennifer Anderson 12/19/12

education drive innovation in our economy (U.S. Department of Commerce & National Economic Council, 2012). Between 2008 and 2018, the number of STEM related jobs are projected to grow twice as fast as non-STEM related jobs (U.S. Department of Commerce & National Economic Council, 2012). STEM education will not only benefit the economy, but will also positively affect students potential for earning. Those in STEM fields earn about 26% more than those in non-STEM fields (U.S. Department of Commerce & National Economic Council, 2012). The 2012 report also describes a low number of US students entering STEM fields and attributes this to students low scores in math and science. To meet the demand for rigorous STEM education and address this deficit, teachers need additional professional development surrounding STEM topics and instruction. The National Science Foundation (NSF) offers the Widening Implementation and Demonstration of Evidence based Reforms (WIDER) program to improve undergraduate instruction in STEM education at universities (U.S. Department of Commerce & National Economic Council, 2012). This will contribute to better preparation for new teachers but will not benefit those already in the field. Thus, professional development on integrating STEM is necessary for practicing teachers. My need for professional development arises from the impending Next Generation Science Standards, a nationwide STEM emphasis and need for employees in STEM fields, a lack of relevant professional development opportunities, and my time out of the classroom. The National Science Teachers Association (NSTA) Professional Development Institute and conference can address this need for professional development. The NSTA Professional Development Institute offers a workshop on integrating STEM and the Next Generation Science Standards. This workshop is called, STEM Programming 101: Creating Integrated STEM Programs, and it focuses on using Engineering by Design to develop practices and concepts addressed in the Next Generation Science Standards. This workshop also discusses the four components of STEM and provides skills to develop STEM programs. The NSTA conference (scheduled concurrently with the Professional Development Institute) also offers strands on the Next Generation Science Standards including: 1) Next Generation Assessments: Effectively Measuring Student Learning, 2) Next Generation Technology: Putting the T in STEM, 3) Next Generation Elementary Science: Building the Foundation, and 4) Next Generation Special Populations: Improving Science Instruction to Meet the Needs of Diverse Learners. NSTA believes a high-quality science teacher workforce requires meaningful, ongoing professional development (NSTA, 2006). These professional development opportunities will keep educators up to date, allow educators to collaborate with peers, and to meet leaders in science education.

Preparation for STEM Integration and the Next Generation Science Standards | Jennifer Anderson 12/19/12

Goal and Objectives

Attending the NSTA Professional Development Institute will help me transition back to the classroom and assist meeting my personal goal: to prepare for STEM integration and the adoption of the Next Generation Science Standards. In pursuit of this goal, I will complete the following objectives: 1) After attending the 2013 NSTA professional development institute and conference, I will effectively apply integrative STEM education into my high school biology classes. 2) After attending the 2013 NSTA professional development institute and conference, I will have a better understanding of the Next Generation Science Standards and will apply them to my high school biology classes and curriculum to meet these standards. National Science Teachers Association The National Science Teachers Association (NSTA) is a well-known organization based in Arlington, Virginia. NSTA is the largest organization in the world committed to promoting excellence and innovation in science teaching and learning for all (National Science Teachers Association, 2012). Membership in NSTA includes science teachers, supervisors, administrators, scientists, business and industry representatives, and community (NSTA, 2012). This organization offers a variety of resources for its members including professional development, conferences and institutes, journals and publications, products, and community building. The NSTA Strategic Goals 2010 describes four goals to guide the association over the next five years. The goals are: 1) Promote active participation of all teachers of science in improving science education; 2) Advocate for the central role of science education to benefit students and society; 3) Support high quality science teaching to improve student learning for the 21st century; and 4) Influence research in science education and promote its wide application to improve science teaching and student learning. NSTA Professional Development Institute The NSTA Professional Development Institutes (PDI) are focused, content-based programs that explore key topics in significant depth (NSTA, 2012). These trainings include a pre-conference session and two days of training specific to a pathway. The 2013 NSTA PDI begin April 10th in San Antonio, Texas. The institute offers multiple strands and work sessions, all on relevant science education topics. I hope to attend the institute strand called, STEM Programming 101: Creating Integrated STEM Programs. The International Technology Engineering and Education Association (ITEEA) is hosting this session and the presenter is Joey Rider-Bertrand. Ms. Rider-Bertrand is a curriculum supervisor for secondary STEM education for lower Merion School District in Philadelphia, PA. She facilitates the design and

Preparation for STEM Integration and the Next Generation Science Standards | Jennifer Anderson 12/19/12

implementation of curriculum, assessments, and STEM initiatives. A summary of her PDI presentation is as follows: What does it take to create a STEM Program? Using the Common Core State Standards, the Standards for Technological Literacy, and the Grand Challenges for Engineering, participants will understand the integrative nature of K12 STEM and how Engineering by Design can be the basis for developing the practices of engineering and concepts outlined the Next Generation Science Standards framework. This PDI will focus primarily on helping educators, schools, districts, and states to understand that all four components of STEM build a framework for students to understand how the natural world and the designed world coexist and how human wants and needs drive invention, innovation, and thus engineering. Examples of successful programs will be used as jumping off points that point to the integrative nature of STEM rather than the "SILO" approach to STEM. Participants will be experience interactive activities that draw upon their prior experience and stretch their STEM thinking. Ultimately, participants will leave with new knowledge and skills to plan a true STEM program in their classroom, school, or district (NSTA, 2012). The PDI will also incorporate the following framing questions: 1. What is the difference between STEM, STEM education, and integrative STEM education? 2. What is STEM literacy and why is it important for all students? 3. Why should STEM education be included at all grade levels, and what should it look like? 4. How do I use the Grand Challenges for Engineering to provide a meaningful context for learning? 5. Why should I and how do I integrate inquiry, design, problem-solving, and literacy strategies in one unit? 6. With so many definitions of STEM, how do I create an action plan for my school district? (NSTA, 2012) This strand will provide relevant material on integrative STEM education and provide resources for aligning Engineering by Design strategies to the Next Generation Science Standards engineering requirements. The NSTA professional development opportunities require NSTA membership to attend. Membership with NSTA offers a number of benefits including access to online professional development workshops and webinars, subscription to one or more science and teaching journals, and access to a community of science teachers and professionals.

Preparation for STEM Integration and the Next Generation Science Standards | Jennifer Anderson 12/19/12

NSTA National Conference In addition to the NSTA Professional Development Institute, I would like to attend the NSTA National Conference occurring April 11 -14th, 2013 in San Antonio, Texas. Registration for the Professional Development Institute requires registration for the NSTA National Conference as well. Attending the conference is not only required but provides the opportunity to meet peers and science education leaders, researchers, and administration. The conference will build upon the knowledge and skills learned at the PDI. As stated earlier, the NSTA National Conference offers multiple strands. I am interested in the Next Generation Assessments: Effectively Measuring Student Learning strand. One of the presentations is this strand is called, Exploring and Understanding the New Science Framework and Common Core Standards. This presentation will discuss both the new science standards, as well as the new English language arts standards. I hope to gain relevant strategies and approaches for addressing these standards in my high school biology classes. In addition, I would like to attend presentations on linking instruction with assessment, using science as inquiry, Using Role Plays to Increase Student Understanding of Abstract Biological Concepts, and Interactive Science Notebooks: Putting the Next Generation Practices into Action (NSTA, 2012). Next Generation Science Standards The Next Generation Science Standards (NGSS) were developed through a state-led process involving all twenty-six states. Achieve, a non-profit organization devoted to raising academic standards, led the development of the NGSS. The NGSS are similar to the Common Core because they are K-12 and developed nationally, rather than by individual states. These standards are rich in content and practice, arranged in a coherent manner across disciplines and grades to provide all students an internationally-benchmarked science education (Next Generation Science Standards, 2012). The NGSS are integrated science standards arranged by subject rather than grade level. Therefore, teachers must work together to identify the depth and amount of content taught at each level in order to implement new information in their classes. The structure of the NGSS differs from the Wyoming standards. The NGSS were developed using the Framework for K-12 Science Education and include three dimensions including practices, crosscutting concepts, and disciplinary core ideas. The Wyoming science standards include standards, benchmarks, three grade spans (K-4, 5-8, and 9-12), and performance level descriptors, including advanced, proficient, basic, and below basic. The Wyoming standards do not provide information on crosscutting domains or core ideas and do not emphasize subject over grade level.
Preparation for STEM Integration and the Next Generation Science Standards | Jennifer Anderson 12/19/12

The NGSS use the term practices to replace skills because science requires both skills and knowledge to execute domain-specific practices. The practices emphasize the importance of engineering principles for providing relevance to everyday life. The crosscutting concepts are those that apply to all science subjects or domains They include: Patterns, similarity, and diversity; cause and effect; scale, proportion and quantity; Systems and system models; Energy and matter; Structure and function; Stability and change (NGSS, 2012). These concepts allow students to identify interrelated knowledge between science domains. The disciplinary core ideas are those that meet specific criteria, including: Have broad importance across multiple sciences or engineering disciplines or be key organizing concept of a single discipline; Provide a key tool for understanding or investigating more complex ideas and solving problems; Relate to the interests and life experiences of students or be connected to societal or personal concerns that require scientific or technological knowledge; Be teachable and learnable over multiple grades at increasing levels of depth and sophistication (NSTA, 2012).

The disciplinary core ideas meet the above criteria and are grouped into four domains: the physical sciences, the life sciences, the earth and space sciences, and engineering, technology and applications of science (NSTA, 2012). The Next Generation Science Standards are an exciting and challenging resource for educators. These standards will help prepare our students for the 21st century and improve our competitiveness as a country. Through relevant, hands-on professional development, educators will be able to integrate these standards and prepare 21st century learners for the future. Implementation Upon returning from the NSTA Professional Development Institute and conference, I hope to share my knowledge, skills, and resources with other teachers. The PDI and conference will provide new knowledge and skills to plan a true STEM program. In order to be successful, I will request the cooperation and collaboration of my colleagues to implement a STEM program. STEM education can be integrated with any subject, not just science. Therefore, I hope to work with my colleagues to promote integrated courses with academics and career and technical education (CTE). This may also result in team teaching opportunities. The Next Generation Science Standards will replace the current standards and meet a national need to increase U.S. student achievement. The time is now for progressive change in education and it involves STEM and the Next Generation Science Standards.
Preparation for STEM Integration and the Next Generation Science Standards | Jennifer Anderson 12/19/12

Budget
I am requesting grant funds in the amount of $2000 to attend professional development April 2013 in San Antonio, Texas. The following chart outlines my anticipated expenses including registration fees, membership, and travel costs. The NSTA Professional Development Institute registration fee is $150 per session and the NSTA National Conference is $270 at the member price. I am requesting funds to apply as a New Teacher member to the NSTA. The cost for membership for new teachers (3-5 years teaching experience) is $35 for the first year of membership. In addition to the registration and membership fees, I am requesting funding for travel costs, including an airplane ticket from Denver, Colorado to San Antonio, Texas and hotel costs at a hotel near the convention center. I estimated an airplane ticket cost using Travelocity.com for the necessary dates. The average price available for flights (at this time) is $286, with additional taxes of $21.60. I also accounted for a luggage fee of $20. NSTA provides a list of hotel venues close to the convention center where the conference and institute will be held. I chose the Hilton Palacio del Rio, which was an average priced hotel listed at $189 per night, plus taxes at a rate of 16.75% per night. The total cost for the mentioned line items amounts to $2,106.56. I am requesting $2000 from the NEA foundation to assist me with this professional development endeavor. I will cover any remaining cost out of pocket. BUDGET SHEET LINE ITEM
2013 NSTA Professional Development institute 2013 NSTA National Conference (Required with institute) NSTA New Teacher Membership Travel- Airplane Ticket Denver, CO to San Antonio, TX Travel- Hotel Cost 6 nights in San Antonio ($286 + $21.60 tax + $20 luggage fee) ($189 + 16.75% tax/night X 6 nights)

COST
$150.00 $270.00 $35.00 $327.60 $1,323.96 $2,106.56 $2,000.00 8

TOTAL AMOUNT REQUESTED

Preparation for STEM Integration and the Next Generation Science Standards | Jennifer Anderson 12/19/12

Evaluation
I identified two objectives to complete through participation in the NSTA Professional Development Institute and conference. The first was to effectively apply integrative STEM education into my high school biology classes and the second was to gain a better understanding of the Next Generation Science Standards and apply them to my biology classes and curriculum. To evaluate the NSTA Professional Development Institute and conference, I will attend these events and evaluate the information and materials presented. I hope to gain ideas, skills, and materials for both STEM and NGSS implementation. I would also like to receive presenter information in order to reach out to experts in STEM if I need further assistance after the professional development event. I will document the timeline and activities attended while at the institute and conference. Next, I will evaluate how well I have integrated STEM into my classes. I will create new STEM centered lessons incorporating my notes from the professional development. I will collaborate with my colleagues on integrated activities, as well as use subject matter expert feedback, student surveys, test scores, and formative assessments. I will also utilize the Next Generation Science Standards in my classes and develop a crosswalk with the current Wyoming standards. Finally, I will develop a checklist of standards to use during lesson plan development and adapt my curriculum as necessary.
ACTIVITY NSTA Professional Development Institute and Conference EVALUATION Attendance at events Written notes to include in lesson planning STEM program ideas, materials, and presenter contact information NGSS materials and implementation ideas Documentation of timeline and activities Lesson plans with SME input Subject Matter Expert (SME) Review of lesson plans, curriculum, and surveys. Notes from Institute and Conference Collaborative planning with coworkers Formative evaluation of lessons Student Surveys Test Scores

STEM Program Integration

Preparation for STEM Integration and the Next Generation Science Standards | Jennifer Anderson 12/19/12

Next Generation Science Standards (NGSS) Implementation

Utilization of NGSS Develop a crosswalk between current Wyoming standards and the NGSS Checklist of NGSS standards to make sure all are being addressed Lesson plans Subject Matter Expert (SME) Review of lesson plans and curriculum. New/Adapted Curriculum Notes from Institute and Conference

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Preparation for STEM Integration and the Next Generation Science Standards | Jennifer Anderson 12/19/12

References
National Science Teacher Association. (2012). NSTA: national science teacher association. NSTA professional development. Retrieved November 2, 2012 from http://www.nsta.org/default.aspx National Science Teacher Association. (2006). NSTA position statement: Professional development in science education. Retrieved November 7th, 2012 from http://www.nsta.org/about/positions/profdev.aspx Next Generation Science Standards. (2012). Development overview. Retrieved November 10, 2012 from http://www.nextgenscience.org/development-overview Next Generation Science Standards. (2012). How to read the next generation science standards. Retrieved October 18, 2012 from http://www.nextgenscience.org/how-to-read-thestandards U.S. Department of Commerce & National Economic Council. (2012). The competitiveness and innovative capacity of the united states. Retrieved October 2, 2012 from http://www.commerce.gov/sites/default/files/documents/2012/january/competes_010 511_0.pdf

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Preparation for STEM Integration and the Next Generation Science Standards | Jennifer Anderson 12/19/12