Break-out Group Discussion

Yellow Group:

Recruitment:

• Create a package (of information)
• Clarify what is common in network
• 'Market' at career fairs, try to collectively compete with TFA
• Encourage faculty to present teaching as option, plant idea early
• Video? market teaching when students choose major
• Hire undergrads as teaching assistants
• Make connections with science + math faculty

Sharing best practices for preparation+ induction:

• Where do we get resources?
• Website (?) for sharing ideas
• i.e. invite recent grads back to talk to undergrads
•      look at CIRTL (Center for Integr. of Research Teaching and Learning)
•      get list of grad websites resources
•      how to choose/ support master/ clinical teachers

Preparing/ opportunities for teacher leadership:

• Invite new teachers to get together to share
• Building capacity for master teachers

Share resources:

• Summer program for contact specific pedagogy

Blue Group:

Challenges:

• number of courses for major, certification, etc. (science+ labs) (state requirements)
• mindset, planning (recruitment)
• status of education/ teaching profession
• discipline focus of faculty vs reality of alums in teaching
• race; students of color in math + science (science as a filter, not a pump)
• weak STEM preparation for elementary certification
• math in major not math students need to teach
• pedagogy doesn't model inquiry based pedagogy in college STEM classes
• high-stakes testing limits curriculum + pedagogy

How can the network help?

• help support new teachers- networking, professional development
• expand current programs
• pool knowledge of foundations and organizations that may help with funding
• partner with other organizations that tap into underrepresented, minority groups
• summer teaching experience for students
• partnerships between colleges may help spur implementation
• create policies for changes that we see as necessary
• link (i.e. using technology) pre-service teachers in like fields (share/ critique common assignments) (online methods courses) at all levels- locally and nationally
• warehouse, for easy access, ideas that individual colleges implement so we can see what possibilities are out there (initiatives, partnerships, internships)
• summer program for STEM pre-service training/ collaboration (paid? credit?)

Red Group

• support for new career teachers and mid career teachers (network that icorporates ideas below)
• teaching Research Experience for Undergraduates (REU) program- include alums too
• conference for teaches or funding for teachers to attend conferences
• offer a summer course on ___ pedagogy
• publication? connect to ideas above

Orange Group

1. Summer program
   • involve preservice teachers (recruitment)
   • involve 1-3 year teachers (induction)
   • cooperating teachers (prof. development)
   • content area faculty (content depth)
2. Strategies for collectively influencing policy-makers
3. Online network
   • for us
   • for students/ teachers/ alums
4. Strategies for enhancing status of profession

Facilitator Ideas/ Whole group discussion

• teacher impact; show our graduates  are "high quality" ( research initiative)
• statement of teacher peparation in STEM for 21st c. (Math Ed. of Teachers) CBMs
• alternative to present assessments for K-12 students focused o our liberal arts values
• (initiatives applicable to all types of programs)
• supporting positive of common core: standards of mathematical practice. link with national organizations
• outreach/ support initiatives for discipline faculty: on-line
• principles our practice (exact voices present) data
• keep on teachers in profession

Purple Group:

Hurdles:

• teacher bashing
• low pay
• testing focus
• lack of support networks
• parental opinions and affordability ("go to state schools if you want to teach")

Good teachers:

• passion-- for content and for teaching
• personality
• smart people (who can and sometimes go off and do other things)

• tension at LACs re: teacher  ed learning focus vs. prof. prep 'education as a liberal art'
• role of faculty in writin letters to editors, etc. to counter opinions
• scale-- creating a network of our grads for support
• develop local hubs: support for grads of any proram in region; summer P.D. opp's; geographic centers that serve teachers in region regardless of which institution prepared at.
• use collective voice of LACs to influence public opinion ( and politics)
• can we energize our alumni base
• what power can we collectively wield?
• what/ who do we want to influence?- people who make decisions re: ed policy (state boards of ed)
• balance required: ex- demonstrate how value-added approach is flawed and offer an alternative appropriate assessment based on standards
• caution for science  relative to new standards; take lesson from math, where new assessments far overshadow standards... leading to greater prescription of curriculum and less flexibility for teachers
• students give teachers flexibility around core, but assessments dont follow that lead
• what kind of assessments, if any, could we create and share among network?
• how do you asess things that are not readily measurable? (effects of LAC experience on grads 20+ years later, etc.)
• good assessments important but not the only way to measure success in educ.
• we need to say this
• need to articulate what we currently do, particularly with regard to pedagogies
• how do our progrms help students develop pedagogical content knowledge?
• LACs lack ways to share pedagogies
• can the network create some sort oof shared speaking circuits
• send people to network courses
• Content/Education/Teachers:  Need to work together and respect one another; teachers need to be more a part of planning, development and execution
• Success at serveral institutions when TA's take required pedagogy course - students go on to teach for 1-2 years before going on in sci/math.  This didn't work at othr campuses
• Tutoring not necessarily comparable to teaching
• TFA and other programs offer limited options - LACs need to speak clearly about what alternatives we offer

Green Group:

• structure and name for this "beyond CETE" network
• visibility, power and influence in STEM Education; get support from our institutions
• strengths of STEM faculty involvement and content/education focus
• create a mechanism for sharing
• Ed Studies Program designs
• course restructuring ideas
• post-bac alumnae/i certification
• student persistence in STEM (Programs/courses)
• model pedagogies
• Flipped classroom
• technology enhanced learning
• cross-institutional workshops/PD for students and alumnae/i
• geographically close
• web-based
• sharing....moving towards co-design of successful school/university STEM education partnerships
• strategies for navigating and changing state educational policies
• bringing state ed. reps to the next conference
• policy briefs
• lobbying
• strategies for expanding students' awareness of and exposure to STEM professions with teaching as a respected and viable model...to increase STEM major and potential teaching opportunities (TA's)
• gender
• diversity
• tutoring and other teaching options
• summer institute models for novice STEM teachers
• recruitment and retention strategies
• resume' building (aka TFA)
• "CETE Education Graduate" award/certification
• Network for Alums cross-institutional