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Increasing the Roles of Teachers in Policymaking for K12 Engineering Education
Pages 1-18

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From page 1...
... But, as has often been the case with K–12 education reform, many of the policies and practices that shape K–12 engineering education have not been fully or, in some cases, even marginally informed by the knowledge of teacher leaders.3 Policies too often are established at the school, district, state, and national levels with little or no input from classroom teachers. As a result, education policy and decision makers may miss promising opportunities to improve teaching and learning based on teachers' experiences, insights, and "wisdom of practice," all of which can complement findings from education research.
From page 2...
... , participants explored how new avenues of teacher preparation and professional development, integrated curriculum development, and more comprehensive assessments could be shaped by 4 Additional information about the convocation is available at https://www.nae.edu/Projects/149965.aspx (accessed March 10, 2017)
From page 3...
... The observations and suggestions in this proceedings are those of individuals at the convocation and should not be seen as the conclusions of the participants as a whole, the Teacher Advisory Council, or the National Academies of Sciences, Engineering, and Medicine. Rather, they are meant to lay out the issues surrounding teacher leadership and contributions to policymaking in K–12 engineering education as a basis for continued outreach and conversation with local, regional, and national stakeholders.
From page 4...
... Prepared for the Math and Science Partnership Knowledge Management and Dissemination Project, Education Development Center, Washington, DC. Available at www.mspkmd.net/pdfs/blast05/3c2.pdf, accessed March 10, 2017.
From page 5...
... , he u underestimated and undervalued perhaps the mos a st." POTENTIA ROLES OF TEACHER LE AL EADERS IN K– ENGINEER –12 RING EDUCATION POLICY E P Teacher lead can take on a variety of role including tho through whic they ders n es, ose ch c exert an influ can uence on educati policy at leve ranging from the local to the national. ion els m e T They can work on curricula or ot o ther teaching ma aterials, present at school board a other a and m meetings, take on leadership role in their school represent teac n es ls, chers outside schhools, b become involved in politics, engage in research experiences or fe d e ellowships and b bring that n expertise ba to their schoo and work wi other organiz new ack ols, ith zations from loca to al n national levels.
From page 6...
... We those expectations, but we also have to raise the always say that if you're not at expectations that we have of ourselves." Teachers the table, you're on the menu." may need quality professional development, time Peggy Brookins to collaborate or do an internship, or financial support to become a teacher leader. But taking such steps can change the "culture and climate within a school and what we're able to do for students." For teachers to make their voices heard in policymaking, Brookins said, "don't wait for someone to ask.
From page 7...
... There he was involved in such varied activities as school accountability, professional development, grant writing, and state education standards -- sometimes in the same week, he said. "It's fast and furious and it really has everything and anything." He also worked to integrate engineering into the traditional science disciplines in Massachusetts schools, which meant in part transitioning away from traditional shop classes to technology and engineering education.18 This was a protracted and at times 14 Information is available at https://uteach.utexas.edu/ (accessed March 10, 2017)
From page 8...
... At the state level, they can push for the acceptance of engineering education as a necessity rather than a luxury, and get involved in certification to ensure an adequate supply of engineering teachers. At the federal level, teacher leaders can work on budget issues and on implementation of legislative provisions through participation in teacher leadership initiatives, such as the Einstein Distinguished Educator Fellowship Program.20 After working for more than 20 years as a teacher Town was an Einstein Fellow with the National Science Board, which advises and helps set policy for the National Science Foundation.21 The program, which brings teachers to Washington, DC, for one and sometimes two years to work on STEM education policy in federal agencies or the US Congress, "was a great opportunity that enabled me to be a policy analyst and a researcher on any and all things STEM." Since returning to Washington state to help design a new STEM-focused high school, his participation on the Teacher Advisory Council has allowed him to remain involved in a range of National Academies Press.
From page 9...
... But engineering education is something that Bob Friend everybody can have and can do." Finally, Jay Labov, senior advisor for education and communication for the National Academies of Sciences, Engineering, and Medicine, pointed to the importance of informal and afterschool communities, which can be powerful partners in STEM education.23 "We need to be thinking about how we become more inclusive so that they become partners in this," he said. 22 Information about the TAC is available at http://sites.nationalacademies.org/dbasse/tac/index.htm (accessed March 10, 2017)
From page 10...
... Ideas that emerged during the breakout sessions are categorized here in five areas: identifying and sharing effective practices, networking and partnerships, teacher preparation and professional development, student assessment, and teacher certification. The breakout groups were also asked to derive possible metrics of success in each area.
From page 11...
... Research could support the development and work of teacher leaders, who could, together with other practitioners, help education researchers by providing critical feedback about the kinds of research that would be most helpful to them.24 In addition, engaging in action research could be a component of teacher leadership, as is the case in countries such as China25 and South Korea.26 Teacher leaders could also pioneer new roles for teachers that combine teaching with research or other activities, thereby helping teachers to develop expertise in fields outside teaching and enabling them to bring that expertise back into the classroom while remaining teachers. One possibility suggested by a breakout group would be to rebrand K–12 engineering education, given that the word "engineering" may not be as appealing as other terms.
From page 12...
... . Teacher Preparation and Professional Development Teacher preparation and professional learning for teacher leaders could be greatly furthered by identifying characteristics of teacher leadership in engineering.
From page 13...
... Professional Development for In-Service Teachers For in-service teachers, professional development could be based on and tailored to their needs, taking account of their levels of experience in teaching and their familiarity with engineering concepts. Teacher leaders could take the lead in designing and delivering professional development and help provide quality control.
From page 14...
... Metrics related to professional development could include teacher retention, the numbers of teacher publications and presentations on engineering at professional conferences, and the size and distribution of networks of engineering educators in classrooms across the country. Additional metrics might include the number of people participating in professional development, the number of students receiving engineering education, the self-efficacy of students, and the self-efficacy of engineering education teachers.
From page 15...
... In addition, teacher leaders could help bridge the divide between science education and engineering education -- for example, by helping to define the certifications, endorsements, and other policy instruments that affect who is teaching a class. Teacher leaders could act as resources for universities as they frame their preservice programs, enabling universities to facilitate conversations between teachers and the state.
From page 16...
... • Organize presentations on K–12 engineering education at meetings of the National Science Teachers Association. • Work with career and technical education teachers to facilitate their teaching of engineering, beginning with teachers who are already teaching across curricular subjects.
From page 17...
... • Incorporate engineering and computer science in an integrated physics course, using physics master teachers to connect with national organizations and available resources.29 • Draw on alumni of Teach for America, whether they are still teaching or are in other careers, to help increase the diversity of students studying engineering, invest in the professional development of teachers, and develop partnerships to both integrate engineering pedagogy and practice into classrooms and advocate for change at a systemic level. MOVING FROM IDEAS TO ACTION Throughout the convocation, members of the organizing committee urged participants to think about how the ideas discussed could lead to sustained action.
From page 18...
... " Cochair Norman Fortenberry emphasized the need to "continue the conversation and see what we can develop" even as he urged the convocation participants to convert their words into deeds. "You can't just sit there.


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