2012-02-21 UChicago Presentation - Final

8/2/2019 2012-02-21 UChicago Presentation - Final

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LearningInfrastructureLaunch

TimKnowles

MichaelLachJeanWestrick


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UChicagosRole

TheLearningInfrastructurefor100Kin10will

promote

1. Improvementof100Kin10partnerprograms.2. Effec>venessofthe100Kin10movementat

large.

3.

Expansionofempiricalknowledgeaboutwhataspectsofteacherrecruitment,

preparaCon,andsupportmaDermost.


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Whoare100Kin10Partners?

Partners

Round0

(January2011)

Round1

(August2011)

Round2

(January2012) Total

Partners41 44 33 118


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Whatare100Kin10Commitments?

Commitments

Round0

(January2011)

Round1

(August2011)

Round2

(January2012) Total

Partners41 44 33 118

Increase

Supply11 18 12 41

Retain

Excellence21 33 14 68

BuildTheMovement

30 36 43 109

Total

ommitments62 87 69 192


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Whatwillcommitmentsaccomplish?

Increase

Supply

Retain

Excellence

BuildThe

Movement36000+newteachers

by2015

90000+teachers

supportedby2015

5000asteacherleaders

3000innew-teacher

inducCon

47000inserviceteachersinprofessional

development

34000classroomswith

newtoolsorresources

80+diverse

commitments

15advocacycampaigns

$22Minfunding

9expansionefforts

46newtools

developedfordistricts,

states,anduniversiCes


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Commitmentsarediverse.

AlternaCve

PreparaCon

Residency

Tools,

Resources,

TA

University-

based

IncreaseSupply

Advocacy

Funding

Movement

Expansion

PromoCon

Tools,

Resources,

TA

BuildTheMovement

Teacher

Leaders

Financial

IncenCvesInducCon

Professional

evelopment

STEM

Professionals

Tools,

Resources,TA

RetainExcellence


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Commitmentsarediffuseandlocal.

Organiza>onTypes

AssociaCon MOs

orporaCon FederalGovernment

FoundaCon HigherEducaConInsCtuCon

Museum Nonprofit,Other

Schoolistrict StateGovernment

Residency

Reach

ity&Region Statewide MulC-state NaConal Other


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Commitmentsarediffuseandlocal.

Unspeified

PKto2

PKto5

PKto8

6to8

PKto12

6to12

G9-12

GradeLevel

Unspeified PKto2 PKto5 PKto8

6to8 PKto12 6to12 G9-12

Unspecified

Engineeringonly

IntegratedSTEMonly

Mathonly

Mathand

Science

Math,Science,and

STEM

Scienceonly

Scienceand

Engineering

STEMSubjects

Unspecified Engineeringonly

IntegratedSTEMonly Mathonly

MathandScience Math,Science,andSTEMScienceonly ScienceandEngineering


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ProgressIsBeingMade.

Nearlyallpartnersmadesomeprogress;manylimitedtodesignorplanningacCviCes.

SomepartnersreportedprogressonexecuCngdeliverables,withtwopartnersclosetofulfillingtheir

originalcommitments. LackofresourcesCmeandfinancialhasstymiedsome

efforts.

Recruitmentefforts(increasethesupply)werehamperedbynegaCvepressregardingteachersandtheteaching

profession,alongwithmassiveteacherlayoffs. reaCngconcretegoalsfromcommitmentsremains

challenging.

Source:Uhicago100Kin10ommitmentAudit,24of26partnersresponding


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UChicagosRole

TheLearningInfrastructurefor100Kin10will

promote

1. Improvementof100Kin10partnerprograms.2. Effec>venessofthe100Kin10movementat

large.

3.

Expansionofempiricalknowledgeaboutwhataspectsofteacherrecruitment,

preparaCon,andsupportmaDermost.


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Goals

1.Improvement2.EffecCveness3.Expansionof

empirical

knowledge

OverallDesignPrinciples

ollaboraCveanditeraCvedesign. ResultsmaDer.Forlearning,howresultswereobtained

alsomaDers.

Ini3alDeliverables

1. ollecCveMeasuresofImpact

2. ResearchFrameworkA. SoluConSessionsB. PracCcesWorthyOf

ADenCon


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Goals


empirical

knowledge



alsomaDers.

Ini3alDeliverables



ADenCon


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Collec>vemeasuresofimpactcanbring

direc>ontothe100Kin10movement.

Challenges

1. evelopcollecCvemeasuresandcollecConprotocolstoenable

themovementtoholditself

accountable.

2. Addvaluetoindividualworkwithoutbeingtooonerous.

3. Intheprocess,enablelearningandimprovement.

ProposedSolu>on

1. ollaboratewithpartnerstodefinedataneeds.

2. ollectthreetypesofdatafrompartnersonanannualbasis:

components,contexts,and

outcomes.

3. SuccessfuldatasubmissionispartofconCnued100Kin10

membership.

4. AlldatasharedonlineinacollaboraCvesharingportal.


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ThreeTypesOfCollec>veMeasures

omponents ontexts Outcomes

Whatarethepiecesofyour

program?

Howdotheyworkwithoneanother?

Whatisthesengofyourprogram?

Whatsthereachofyourprogram?

Howisyourprogramexcellent?


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discussion(draft(-(page(1(of(7(

!

Thinking!About!Collective!Measures!of!Impact!and!Learning!from!Them!

For(the(100Kin10(movement(to(make(good(on(the(Presidents(call(for(100,000(excellent(STEM(teachers(

in(the(next(decade,(partners(will(need(to(make(good(on(the(ambitious(commitments(that(they(have(articulated(in(the(100Kin10(proposals.(Increasing(the(collective(capacity(of(100Kin10(partners

learning(from(each(otheris(key(to(doing(that.(And(sharing(information(about(practices(is(a(prerequi-

site(for(learning(and(improvement.(

The(challenge(is(determining(what(information(to(share(and(how(to(best(share(it(in(order(to(maximize(

partner(learning.(At(the(University(of(Chicago,(we(believe(that(collective(measures(certainly(should(

include(outcome(measureswhat(we(would(be(holding(ourselves(accountable(for(as(a(movement(in(

terms(of(the(quantity(and(quality(of(STEM(teachers(produced(and(retained.(But(the(sharing(process(

must(also(include(information(that(describes(how(programs(operate(in(order(to(achieve(those(out-

comes.(This(document(describes(an(initial(framework(for(thinking(about(the(categories(of(information(

that,(if(collected(annually(and(shared(by(partners,(would(provide(a(fertile(platform(for(solution(identifi-

cation,(opportunities(for(collaboration,(and(partner(development.(

We(anticipate(three(different(types(of(information(that(would(constitute(this(platform:(1)(compo-

nents,(2)(context,(and(3)(outcomes.(

!

Components!

Components(are(the(key(elements(of(a(partners(program(and(the(ways(they(connect(with(one(anoth-

er.(Components(might(be(structural(elements(of(a(program(for(instance,(a(specialized(recruitment(pro-

tocol)(or(key(processes(for(instance,(a(mechanism(for(placing(teachers(in(particular(roles(or(schools).(

Some(components(are(collaborative(elements,(which(refer(to(the(relationships,(interactions(or(partner-ships(that(have(been(undertaken(in(order(to(implement(the(program.(

!

Contexts!

These(are(the(conditions(and(factors(that(impact(the(design(and(implementation(of(a(program.(They(

include(the(organizational(structure(or(organization(type(such(as(a(school(district,(university,(residency(

program,(etc.),(its(location(state(and(city),(type(of(community(urban,(suburban,(rural),(funding(status(

private,(public,( non-profit,( etc.),(and( other(local(elements(including( legislative,(community(engage-


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Contextsdescribecondi>ons.

Organiza>onalStructure

OrganizaCon LocaCon Reach Typeofcommunity Fundingstatus LegislaCve/Policyontext Other

Par>cipantCharacteris>cs

Type emographics Background Other

illustra)ve


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Outcomesfocusbothonreachandexcellence.

CommitmentType Reach Excellence

IncreaseSupplyHowmanyteachersarebeing

produced?

WhatproporConofteachers

outperformotherroutes?

RetainExcellence

Howmanyteachersarebeingretained?

Howmanyteachersarebeing

supported?

WhatproporConofteachers

areretainedmorethanthecontrol?

WhatproporConofsupported

teachersoutperformthe

control?

BuildThe

MovementWhatisthereachofthe

campaignortool?

oesyourcampaignortool

accomplishdesignedresults?

Isyourcampaignortool

helpfultootherpartners?

illustra)ve


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ThreeTypesOfCollec>veMeasures

omponents ontexts Outcomes

Whatarethepiecesofyour

program?

Howdotheyworkwithoneanother?

Whatisthesengofyourprogram?

Whatsthereachofyourprogram?

Howisyourprogramexcellent?


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illustra)ve


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illustra)ve

X


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Collec>veMeasuresDraYPrinciplesToday,ProcessToRefineinSpring

1. Framingdocumentavailabletodayforcomment.

2. IniCalfeedbackinMarch2012viaconferencecalls,reviseddescripConinSpring2012.

3. SharewithpartnersinlateSpring2012,determineindividualandspecificdatashared.

4. atacollecConwilltakeplaceinsummer2012,usingdatafromschoolyear2011-12.

5. Sharingportalwillbedevelopedandlaunchedlatesummerandfall2012.


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Goals


empirical

knowledge



alsomaDers.

Ini3alDeliverables



ADenCon


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HowbesttodefineaResearchFrameworkfor

100Kin10?

Challenge

Generatebest-in-classresearchforthefield.

Ensurelearningsaremeaningful. LeveragetheparCcular

assetsofthe100Kin10

movementwithoutundueburdenonpartners.

Solu>on

SolicitquesConsfromexperts,andcomparewithliteraturebase.

evelopprocessforresearcherstojointogetherwithpartnerstoexploreparCcularquesCons.

Solicitpartnersandresearcherstoleadsome

efforts. Encapsulateintooneoverall

researchproposalforFall2012.


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ASuiteofResearchOp>ons

ImplementaConAndesignStudies

IndividualProgramesignStudios omponentAnalyses Geographiceepive

Experimentaland

Quasi-Experimental

esignStudies

RandomizedontrolTrialsandRelatedStudies

IntegraCveStudies SoluConSessions PracCcesWorthyOfADenCon Meta-SummaryAnalysis

Other emographicsandPopulaConreports aseStudies ExploratoryandPilotStudies


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TechnicalAssistance,Evalua>on,andOther

SupportOp>ons

TechnicalAssistance

andPartner

Engagement

OpenLabs Partnerhallenges PartnerMeetups ommunicaConsTraining PartnerSummits Program-AlikeommuniCesOfPracCce

EvaluaCon IndividualProgramEvaluaCons MovementEvaluaCons

Other ommitmentAudits


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Withyourneighbor

Whatarethemostimportantunanswered

quesConsforyouaboutSTEMteacherrecruitment?

aboutSTEMteacherprepara3on?

aboutSTEMteacherinduc3onandemployment?

aboutSTEMteacherdevelopment?

BepreparedtoshareoneofyourquesConswith

thegroup.


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ResearchFrameworkOverviewToday,ExpertsThisSpring,ProposalInFall

1. InMarch2012,convenecallswithpartnersandresearcherstogeneratehighestleverage

researchquesCons.

2. FromquesCons,solicitresearchconceptsfrompartner/researcherteamsbylateSpring2012.

3. PrioriCzeconcepts,solicitaddiConaldetailsandbudgetsinearlySummer2012.

4. ProposeoverallresearchstrategyinFall2012.


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Goals


empirical

knowledge



alsomaDers.

Ini3alDeliverables

1. ollecCveMeasuresofImpact2. ResearchFramework

A. SoluConSessionsB. PracCcesWorthyOf

ADenCon


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ASuiteOfResearchOp>ons



Experimentaland

Quasi-Experimental

esignStudies

RTsandRelatedStudies




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WhySolu>onSessions?

Challenge

RigorousresearchtakesCme.

Urgencyforanswersisnow. 100Kin10partnershave

extensivepracCcal

experiencethatcanbe

leveraged.

Solu>on

IdenCfytopthreemostpopularproblemsamongpartners.

onvenethreehalf-dayeventsinSpring/Summerforinterestedpartners.

FacilitatesharingofcurrentpracCcesandideaConofsoluCons.

Invitefunders.


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Solu>onSessionsPollforTopics,evelopInoncert

1. SurveypartnerstoidenCfymostpressingneedsinMarch2012.

2. esignface-to-faceexperiencetosolicitideasandanswers.

3. Reviseplanswithinterestedpartners.4. Schedulesessionseastcoast,westcoast,

hicagoinlateSpring2012.


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Goals


empirical

knowledge



alsomaDers.

Ini3alDeliverables



ADenCon


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ASuiteOfResearchOp>ons



Experimentaland

Quasi-Experimental

esignStudies

RTsandRelatedStudies




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WhyPrac>cesWorthyOfAen>on?

Whypartners?

ProvidesaposiCvespotlightonyourefforts.

escribeactualarCfactsused. Uhicagohelptoclarifyand

quanCfyaspectsofyour

program.

Why100Kin10?

IdenCfyaspectsofpartnerprogramsthatareworth

learningfrom. StartsharingpracCcesearly

beforerigorousdatais

available.

KickstartconversaConsamongdisparatepartners.


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Draft page 1 of 3

Practices

Worthy of

Attention

Identifying and Developing Teacher Mentors for

Clinical Experiences

100Kin10 Partner: University of Chicago Urban Teacher Education Program (UTEP Chicago)

100Kin10 Commitment: UTEP Chicago will create a rigorous training model to train and support 150

new K-12 STEM teachers for Chicago Public Schools over five years.

Need

In the course of developing and training teachers, UTEP Chicago staff realized that a limiting factor in the

success of their resident teachers was the capacity of host teachers with whom resident teachers were

placed. It was difficult to find master teachers with classrooms that exhibited a high level of academic-

press and an ambitious instructional repertoire in the high-need schools residents would likely be placed

in. Compounding the challenge was many traditionally identified master teachers were unable to pro-

vide effective feedback to residents aligned with the overall instructional and educational philosophy of

the UTEP Chicago program model.

Summary of Practice

UTEP Chicago has developed a program to select and train high quality clinical instructors who serve as

mentor teachers for its residents. The program includes screening for highly reflective candidates who

demonstrate success in challenging schools, and interactive training in the form of immersion work-

shops during the school year and a weeklong summer institute where clinical instructors learn new in-

structional skills in addition to how to effectively coach pre-service educators modeled after the instruc-

tional goals for UTEP Chicago residents.

Practice Goals:

To identify skilled educators to serve as effective clinical instructors for the UTEP Chicago clinicalexperience

To prepare clinical instructors leaders who can be instructive, collaborative, and facilitative inways that mesh tightly with the UTEP Chicago model.

To improve the instructional capacity of clinical instructors, particularly around instructionalpractices associated with scientific habits of mind and standards for mathematical practice.

To foster a professional learning community of dedicated, excellent STEM teachers in Chicago.


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Goals


empirical

knowledge



alsomaDers.

Ini3alDeliverables



ADenCon


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ALearningInfrastructureForPartners

Spring Summer Fall

ollecCve

Measures

ResearchFramework

PracCces

Worthyof

ADenCon

SoluCon

Sessions

Eastoast

Westoast

hicago

Feedback&IteraCon

Feedback&

IteraCon

Feedback&

IteraCon

Feedback&IteraCon

Feedback&

IteraCon

ataSharing

Batch1

PlansandProposal

Batch2

Launch

2/21


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[email protected]

[email protected]

Documents

2012-02-21 UChicago Presentation - Final