Organizational Change, Collaboration, and Policy Working Group
Vision Statement
Resources Developed By Working Group
(Microsoft Word 2007 (.docx) 17kB Apr23 19)
(Microsoft Word 2007 (.docx) 17kB Apr23 19)
A 15 minute video outlining the NextGen STEM Teacher Preparation project structure and our model for Organizational Change.
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Key Goals and Objectives
Show Key Goals and Objectives
HideGoal 1: Create, Share, and Implement a Common Vision for NextGen STEM Teacher Preparation
In 2021, IHEs (2- and 4-year), K-12 schools, ESDs, OSPI, and relevant community partners have built, shared, promoted, and adopted a common vision for NextGen STEM Teacher Preparation.
Strategies for success include:The OrgChange working group...
- develops a shared vision of STEM Teacher Preparation (Done)
- shares, adapts, and adopts the vision through workshops, webinars, conferences (In Progress, year 2)
- supports the implementation of the vision (within higher education, K-12, local and State venues) (Years 2-4 and beyond)
Evidence of success includes:
- An agreed-upon Project vision statement
- The vision guides interactions among STEM colleges, (of education and science/arts/engineering), and K-12 schools, and is reflected in STEM education stakeholder documents
- The vision leads to increased undergraduate and K-12 faculty understanding of, and participation in the project
- Deans of STEM programs, Education programs, and principals/superintendents/curriculum coordinators of K-12 schools are aware of the project and actively support the vision
- IHE, K-12, and State changes in teacher preparation policies, curricula, endorsements, support programs, and resource allocations align with the NextGen-STEM teacher preparation vision
- The vision is reflected in working group products
- The vision is used to guide the actions of Regional/Institutional (RI) implementation teams
Goal 2: Build Leadership and Organizational Capacity for Change
In 2021 IHEs and K-12 Schools have built diverse, self-sustaining Implementation Teams and are implementing strategies, models, and policies to improve STEM Teacher Preparation programs and support the success of pre-service STEM teachers.
Strategies to achieve this goal include:
- The Organizational Change Working Group hosts workshops introducing participants throughout the state to the Keck/PKAL (Project Kaleidoscope) Model for Systemic Institutional Change in STEM Education (Elrod and Kezar, 2016... see Key Resources, "Increasing Student Success in STEM")
- Members of the OrgChange WG create and implement a series of high quality professional development activities (e.g. workshops and webinars) for Implementation Teams. For example: PD on effective models, strategies, resources, and practices for Organizational Change and Collaboration Building (Years 1 (end of), 2 and 3?)
- The OrgChange Working Group helps Implementation Teams analyze their Capacity for Change in the NextGen dimensions; and helps them develop, implement and assess plans to improve specific aspects of STEM teacher preparation through an individual consulting role. (year 2-4)
Evidence of success includes:
- Workshop and Webinar Agendas and Evaluations reflect increased understanding of Organizational Change Processes.
- Requests to NextGen OC-CB WG for information/presentations/webinars around building leadership and capacity for organizational change in STEM TP.
- Implementation Teams in each region/institution meet regularly and include diverse IHE faculty, administrators and staff; K-12 educators, administrators and staff; and community and student expertise
- Implementation Teams have developed plans showing how evidenced-based Organizational Change and Collaboration theories and practices have been adapted to their regional and institutional contexts
- Each Implementation Team adopts and/or adapts visions from the STEM TP working group areas they have identified as their top priorities for improvement
- Implementation Teams have assessed their institutional capacity for, and regional readiness to affect specific changes
- Implementation Teams have identified (existing and future) data collection, monitoring, and feedback systems needed to support, monitor, and improve NextGen changes in STEM Teacher Preparation programs; data are used to inform programmatic changes and strategies.
- Implementation Teams have shared their data and their system for data collection and monitoring with the Organizational Change and Collaboration WG and the NextGen community.
- Regional and Institutional strategic implementation plan documents include priorities for STEM TP change that are informed by NextGen activities.
- Tangible support from Chairs, Deans, and other Administrators (e.g. financial, staff, policy, acknowledgement) over the life of the project
Goal 3: Strengthen/Create Strategic Partnerships
In 2021, effective partnerships are in place between: (a) Colleges of Science/Engineering and Education, (b) IHE's and K-12 schools, (c) Two- and Four-year IHEs', and (d) IHEs, K-12 Schools, and Community and Business Organizations, to improve STEM Teacher Preparation programs and support the success of pre-service STEM teachers.
Strategies to achieve this goal include:
- The Organizational Change Working Group members support collaborative change within the Implementation Teams through the provision of tools such as rubrics and checklists that help Teams consider their systems affected by change.
- The Organizational Change Working Group provides workshops for participants around the state on the PKal/Keck model for Organizational Change. (Elrod and Kezar, 2016... see key resources)
Evidence of success includes:
- Specific and documented protocols for communication and decision making between Colleges of Education and Colleges of Science/Arts/Engineering (or equiv.) in, for example, MOU's between colleges and/or Governance Structures, or other decision making bodies, sharing of data.
- STEM teacher preparation degree programs, courses, and curriculum demonstrate strong alignment with Washington State Science and Mathematics standards
- Data collection systems (at IHEs and in K-12 districts) are in place to monitor and guide the success of pre-service STEM education students
- Data collection systems (at IHEs and in K-12 districts) demonstrate successful experiences for new teachers (years 1-3) in K-12 schools (See Clinical Practice-Induction Working Group goals and evidence)
- Clearly articulated set of STEM and/or STEM education pathways for students from High School → Community Colleges → 4-year colleges, and from High School → 4-year colleges
- Strong, clear, Direct Transfer Agreements between 2- and 4-year IHEs are in place enabling students in a variety of situations to be prepared for and see a clear path to enter STEM/STEM education majors at 4-year IHE's across the State
- New Direct Transfer Agreements into Schools of Education for students to complete STEM Teacher Prep.
- Clearly articulated set of STEM and/or STEM education pathways for students from High School → Community Colleges → 4-year colleges, and from High School → 4-year colleges
- Internship opportunities for IHE faculty who teach pre-service teachers, allowing them to expand their STEM knowledge, skills, and professional networks
- Internship opportunities for pre-service teachers across a variety of situations (Informal, NGO, Business) and geographies (rural, urban, tribal), to expand their knowledge, skills, and professional networks (e.g. ranging from 2-10 weeks)
- Formation of Networked Improvement Communities (NICs) to support preservice teachers. NICs include IHE faculty and K-12 mentor teachers, plus members of community organizations, including government labs, NGO's, and industries who support STEM internships and informal education experiences.
- STEM professionals from community organizations (e.g. TEALS, code.org) are prepared, knowledgeable and able to serve as adjunct faculty for pre-service teachers and provide resources/opportunities/assistance to new teachers
- Implementation Team participants and partners reflect diverse stakeholders in STEM TP: IHE faculty, staff, administrators; K-12 faculty staff administrators; NGO, K-12, community representation is robust and active.
Goal 4: Leverage and Develop Resources
In 2021, Implementation Teams and NextGen project personnel have identified Financial, Programmatic, Curricular, Policy, and Human resources, and have begun to mobilize these resources to improve STEM Teacher Preparation programs and support the success of pre-service STEM teachers across the State.
Strategies to achieve this goal include:
- The Org Change Working group helps IHEs and K-12 schools create and use enhanced STEM Teacher Preparation data collection, monitoring, and feedback systems that identify needs (Year 4)
Evidence of success includes:
- NextGen program offerings at each 4-year IHE align with state accreditation standards in Science and Math (including Computer Science and Engineering)(year 4)
- Financial, human, and community resources are available/have been mobilized to attract and support diverse students into STEM Teaching majors/careers
- Common metrics of success are being used across STEM Teacher Preparation programs
- IHEs and K-12 schools and the State are using data to inform regular program Improvements, and enhance the recruitment, learning, graduation, placement, and success of diverse NextGen STEM teachers.
- Course syllabi, Program Descriptions for Elementary and Secondary Science and Math Teachers aligned with NextGen vision
- New Endorsements in Computer Science, Engineering, "STEM" Education, etc.
- State review of IHE Teacher Preparation Programs
- Increased funding for the "Teacher Shortage" scholarship program is being used to incentivize/support diverse students to become STEM teachers
- More scholarships are available on each IHE campus to incentivize/support diverse students to become STEM teachers
- Support programs and people are in place in each Region/on each campus to recruit, and support diverse student success in STEM/STEM Education majors.
- The State has provided IHEs with funding for new faculty positions in CS/Education, Engineering Education, and/or other high need STEM education areas.
Goal 5: Changes in Policy
In 2021, State decision Makers have been advised by NextGen participants on potential policy changes which can expand opportunities for preservice teachers. NextGen participants work in collaboration with state education policy officials (e.g. PESB, OSPI, State Board of Education, state legislators) to expand opportunities and endorsements for pre- service and in-service teachers. A draft recommendation for legislators is:
Develop a powerful cross-institutional post-secondary partnership for innovation in STEM teacher preparation that is designed to increase the diversity of the STEM teacher workforce, better articulate pathways for under-represented students to become elementary and secondary teachers to serve an increasingly diverse student population in Washington, and intentionally integrates computer science, engineering and sustainability into teacher preparation as part of meeting the workforce needs of our state's STEM-driven economy.
Strategies to achieve this goal include:
- Working Group members share progress and results from data analyses with representatives in government agencies
Evidence of success includes:
- New Endorsements in Computer Science, Engineering, "Integrated STEM" Education, and CTE STEM-related disciplines etc. have been explored/approved by standards board.
Working Group Members and Affiliations
Working Group Members
- Terry Bergeson, former Dean School of Education and Kinesiology Pacific Lutheran College (retired), former WA Superintendent of Public Instruction
- Jacob Clark-Blickenstaff, Microsoft Hacking STEM Program (former Director Washington State LASER) [Working Group co-facilitator 2016-2018]
- Sue DeBari, Western Washington University, Geology and Science Math and Technology Education (SMATE) faculty
- Ellen Ebert, Office of Superintendent of Public Instruction, Science Director
- Jeff Estes, State Board of Education, PNNL Washington State LASER (retired)
- Ed Geary, Western Washington University, Director Science Math and Techology Education (SMATE) [Working Group co-facilitator]
- Kristin Huggins, Washington State University-Vancouver, Educational Leadership Faculty.
- Kaatje Kraft, Whatcom Community College, Geosciences Faculty
- Sharon Kruse, Washington State University, Educational Leadership Faculty
- Carlin Llorente, Washington STEM, Senior Program Officer
- Roxane Ronca, Western Washington University, NextGen STEM Teacher Prep Project Director and Math faculty.
- Steven Ruthford, Principal Bellingham Public Schools
- Tammie Schrader, Regional Science Coordinator, Educational Service District 101
- Mike Town, Tesla High Schools, High School Teacher and Administrator (no longer active with project)
- Peggy Willcutts, Sr. STEM Education Consultant Pacific Northwest National Laboratory (no longer active with the project)
Working Group Contributors
- Angela Dorsey: Olympic College
- Doug Dowell, Central Kitsap School District STEM coordinator
- Andrew Eyres, ESD 113 Assistant Superintendant
- Brian McNevin, ESD 189 Science Coordinator
- Andrew Shouse, WA STEM Chief Program Officer
- Ken Whaley, Northwest University (no longer active in the project)
Process, Methodology, and Decision Making
Years 1 and 2: The Working Group facilitated 3 workshops for participants from around Washington State; travel, lodging and per diem were provided through the grant funding, and stipends were provided for k-12 classroom teachers.
Years 3 and 4: The Working Group will take a "consulting role" for teams from around the state as they implement changes to their Teacher Preparation Programs with the support of other NextGen Working Groups.
During the academic years for year 1 and year 2, the OrgChange Working Group met via online video-conferencing approximately once per month, and more frequently when planning for the 3 workshops that the Working Group facilitated. Prior to each meeting, an agenda was emailed to every participant. During the meetings, extensive notes were taken. After each meeting, follow-up communication and "task-lists" were emailed to relevant WG members.
The membership of the Working Group represents distinct perspectives on STEM education: administrators in Higher Education, faculty from 2-year as well as 4-year institutions, K-12 teachers and administrators, and educators from informal STEM education, government, and business organizations.
The Organizational Change Working Group had two co-facilitators for the first two years of the grant: Ed Geary, Director of SMATE WWU; and Jacob Clark-Blickenstaff, former Director WA state LASER and currently with Microsoft Hacking STEM. Jacob stepped down as co-facilitator after 2 years.