Forum Replies Created
-
Richard Phillips, 11 years ago
Would love more discussion on the professional development, training programs, and other policy ideas the attorney general supports
Richard Phillips, 11 years ago
I think the first step in a long term solution to educational needs in education related to STEM would be to require teachers receiving a Generalist certification to have more hours in Mathematics and Science (perhaps as high as 12 to 16 hours). Half of these classes could be courses specifically for how to teach mathematics or science and how what they teach links to higher level mathematics concepts. However, at least one class needs to be a mathematics course above College Algebra and Business Statistics. If we have elementary teachers who understand how the basic mathematics and science concepts they teach connect to those higher level mathematics and science skills their students will see at the end of middle school, in high school, and in college it should make how they teach it more effective and long lasting.
In the mid term creation of a STEM certification similar to ESL, Bilingual, and Special Education certifications could help promote STEM education with school districts, as well as provide the necessary training and professional development to prepare teachers for teaching STEM. A secondary and elementary STEM certification could be created that would indicate to districts that this teacher has undergone special training above and beyond the normal certification for their subject or grade level on integrating mathematics, science, and technology concepts in an innovative manner.
In the short term research, monitor, and adjust. Research innovative methods of implementing STEM education in the classroom, both quantitatively and qualitatively, to see if it is making a difference for those students. Monitor those campuses that call themselves T-STEM academies and make sure they are teaching how and what they say they are teaching and are teaching using those assumed best practices. Finally, be flexible and adjust. If after a time something does not seem to be working, or if the methodology does not seem to be as effective as research or theory indicated then make changes in order to address those short comings.
The concepts within STEM education are important to all students. Some students will need only the most basic understanding and others will need the most advanced in order to achieve their goals in life. The concepts within STEM education are universal but methodology in which those concepts are presented may not be. We need to make sure we are making educational decisions based on informative, accurate, quantitative and qualitative research and not because it sounds good or makes people feel good.
Richard Phillips, 11 years ago
STEM education is perhaps one of the most important things we can do to help our students be better equipped in the 21st century. Implementation though is perhaps the most important. My own dissertation researched stand alone T-STEM academies in Texas to traditional high schools and found no statistical difference between them on all but two of TEA’s college readiness indicators (Advanced course completion, and TSI ready in ELA). That to me brings up the question, are we implementing it right?
Richard Phillips, 11 years ago
Thanks MC. I think that is a wonderful starting point and definitely a step in the right direction
I guess my next question would be how do you from a policy standpoint balance this type of bonus systems with districts (typically smaller ones in my experience) who make the decision to offer duel credit courses because they believe it is more practical for their students or do you? Is it possible that only awarding these bonuses for AP/IB tests make it more difficult for smaller districts, which may already have trouble recruiting because of their own budgets, to recruit the best teachers? Could this also create a teacher retention problem for smaller districts who do offer AP/IB courses that are within driving distances of larger districts that have more students participating in AP/IB programs?
Richard Phillips, 11 years ago
I am not trying to argue but if a student passes the TSI test they do go directly to college algebra because they are college ready. Just because a student takes that test does not mean they are automatically not college ready. Many students choose to go to junior colleges because financially it is in there best interest or because they have chosen a career that does not require a four year degree. If a student has made that choice why would they take the SAT/ACT when it is not necessary and more expensive. As of right now students who also choose to enroll in duel credit may have to take the TSI test to qualify because currently there is no high school level state exam that is widely accepted as indicating college readiness. Why not use that then as an indicator of college and career readiness, which junior colleges do, for those students who choose the junior college or trade school pathway, unless you believe that even if they pass that test they are still not college ready. And if that is your argument what research are you using as your bases for that argument?
Richard Phillips, 11 years ago
TSI indicators are more than just the TSI test. The TSI though does serve a purpose more than just sticking students in remedial courses. You have to remember that the typical student who takes the TSI test are those students who either did not score high enough on their SAT/ACT or have not taken it, so are not considered college ready. I teach those developmental courses part time at a local JUCO and the students in those classes are appropriately placed because they are oftentimes not ready for college algebra. It is as decent an indicator of college readiness as saying a 2200 on the TAKS (one of the old TSI indicators) was. You have to remember college and career ready is the goal for every student but it is not always the case.
