The Copernicus Project University of California, Riverside Graduate School of Education

1. The Copernicus ProjectUniversity of California, Riverside Graduate School of Education Partnership Building & Pathway Modeling for Science Teachers The PRIME Conference March 6, 2009 Linda Scott Hendrick, Ph.D. www.copernicusproject.ucr.edu

2. Linda Scott Hendrick: Principal Investigator Athena Waite: Co-Principal Investigator Jocelyn Edey, Co-Director Steve Gómez, Co-Director Cathy Lussier, Co-Director Raymond Hurst, Education/Business Liaison Ryan Shiba Kenisha Williams Jacquelyn Rodriguez Monica Esparza Gloria Newman

3. A Pop Quiz • Nicolas Copernicus is • a.) a new hip hop artist • b.) a relief pitcher for the Dodgers • c.) the scientist who defined “out of the box” thinking …500 years ago • d.) the new lottery scratcher

4. Project Goals & Objectives 1. Early identification of diverse future science teachers as well as established science teachers at the: • community college level (future teacher) • teacher preparation level (teacher in training) • novice & veteran teacher level

5. Project Goals & Objectives 2. Create & implement high quality, focused teacher preparation & advanced professional development for identified: • future science teachers • new & veteran science teachers

6. Project Goals & Objectives 3. Create continued, sustained, mentored support for new & veteran science teachers through partnerships

7. Project Outcomes • Increase the number & diversity of science teachers • Cultivate deeper science subject matter knowledge & expert pedagogy • Improve significantly students’ science achievement

8. The 5 E Model and State and National Content Standards • Engage • Explore • Explain • Elaborate • Evaluate

9. Implementing Project Goals The Copernicus Project Partners

10. Copernicus Partners • Institutions of Higher Education: • 4 Four-Year Institutions • 4 Community Colleges • 8 School Districts • Riverside County Office of Education • Greater Riverside Chambers of Commerce

13. The Developmental Teacher Preparation Continuum

15. Building a Teacher Education Pipeline • Science Blended Programs have been be developed at 4-year partner IHEs to: • Offer “early deciding”students an enriched “blended” undergraduate science major • Include early professional field experiences • Provide a “fast track” to classroom teaching • Allow transfer to partner 4-year IHEs through an articulated community college curriculum

16. Building a Teacher Education Pipeline • Provides one ‘Teacher Education Program Specialist’ at each partnering community college • Conducts transfer workshops for student course-taking advisement • Works with community college counselors to place students in paid summer internships in university laboratories

17. Community College Counselors • Teacher Education Program Specialists are provided at each partnering campus. • Provide early field experiences. • Arrange transfer workshops & advisement for participation in the Science Blended Program. • Easy transfer to 4-year IHE’s through articulated curricula • Fast track to teaching • Paid Community College Internship (CCI) experience

18. Community College Science Summer Internships (CCI) • 4 Partnering Community Colleges • CC Students 60 participants • 2 Weeks

19. Community College Science Summer Internships (CCI) • Students live in dorms, experience campus life, network w/ other future teachers. • Students provided: • campus admission & transfer information • financial aid resources • teacher credential program information.

20. CCI Lab Experience • Science faculty create & deliver hands-on science activities. • Examples: • organic solar cell fabrication • water quality engineering • invasive species management

21. CCI Skills & Teaching • Students taught pedagogy: • Learning styles • Strategies for English language learners & special needs students • Students taught technology & presentation skills • Students practice skills & share knowledge w/ peers

22. CCI in Action

23. The Copernicus Project • Community College Internship Program Outcomes for Community College Students

24. CCI Outcomes • Pre-test & Post-test surveys • Pre-test & Post-test results indicate significant (p=.05) • Increased interest in university transfer • Increased interest in teaching • Follow-up Surveys • 50% respondents have now taken an education class • 75% now confident that they will become a teacher

25. CCI - Student Feedback… “I valued the labs and lectures, they ran smoothly & were centered around the students’ needs.” “Dr. Hoddle’s entomology lab was very impressive & professional. The pedagogy was very useful & insightful!” “I valued the knowledge that I have gained through this experience. It has been a great learning experience & a very fun process.”

26. Science Summer Institutes (SSI)

27. Science Summer Institutes (SSI) • High School & Middle School teachers • Partner w/ High School students • 2-week Summer Science education • Topics • Year 1: Biology • Year 2: Chemistry • Year 3: Earth Science & Physics • Year 4: Elementary Science through literacy (elementary teachers) • Mentor site visits throughout the year • 2 follow-up sessions

28. You are here Standards Pacing Guides Inquiry learning HELP

29. SSI – Goals and Content • District administrators and teachers collaboratively select standards-based content • Pedagogy demonstrated and practiced in hands-on experiences • Teachers develop new inquiry-based lesson plans (5 E Model – Engage, Explore, Explain, Elaborate, & Evaluate) • Technology skills developed and integrated into lesson presentations

30. SSI – Goals and Content (cont.) • Teachers share and publish new lesson plans • AVID-like high school students partner with teachers • Learn (pedagogy, science content, campus and credential info., etc.) • Collaborate on science lesson with mentor SSI teacher • Implement and teach science lesson to 5th grade class • Develop leadership skills and academic motivation • Teachers develop and implement Action Research • Support and collaboration continue all year long

31. SSI – Goals and Content (cont.) • University extension credits available to teachers • Assist participating teachers within their authorized credential area to earn a ‘degree authorization’ in Science (NCLB compliant)

32. SSI Pre-Post Test Comparisons • Statistically significant increases: (p=.05) • Teachers’ self-assessment of comfort in genetics and biology related class activities and topics • Development of inquiry-based pedagogical and assessment orientations for students • Teachers’ use of computer technologies in class and at home in lesson planning • Use of PowerPoint, image scanning, virtual labs, e-portfolios and science internet resources during lessons and in class

33. SSI Pre-Post Test Comparisons • Statistically significant increases: (p=.05) • Perceived ability to reach and motivate all of their science students • Perceived capacity to make a difference in students’ lives • Positive perceptions of their decisions to become a teacher • Satisfaction with teaching ability • Value of collaborative meetings with other teachers

34. SSI Teacher Feedback • “The time in content area teams was helpful, I enjoyed working with teachers that taught the subject that I teach. Thanks to Dr. Ferko for explaining the labs to me at a level I can understand.”

35. SSI Student Feedback • “I valued getting to present our lesson plans to the teachers and listening to their thoughts.” • “This experience made my summer better, this made me want to be a teacher, I have a new respect for them.”

36. Evaluation Plan Components • Increased retention of science teachers • Increased teacher training in technology • Effective teaching of science through literacy in elementary grades • Increased student science achievement

37. The Copernicus Project • Science Summer Institute Outcomes for Veteran and New Teachers

38. Science Summer Institutes (SSI) Enhanced Teacher Confidence Levels and Higher Motivation

39. Science Summer Institutes (SSI) • Statistically significant increases: (p=.05) • ---Development of inquiry-based pedagogical and assessment orientations for students • ---Teachers’ uses of computer technologies in class and at home in lesson planning • ---Uses of PowerPoint, image scanning, virtual labs, e-portfolios, and science internet resources during lessons and in class

40. Science Summer Institutes (SSI) • Statistically significant increases: (p=.05) • ---Perceived ability to reach and motivate all of their science students • ---Perceived capacity to make a difference in students’ lives • ---Positive perceptions of their decisions to become teachers • ---Satisfaction with teaching abilities

41. The Copernicus Project • Science Achievement Scores for Students of Copernicus Teacher Participants

42. Year 2 – 2006 CCI California Standards Test, Biology- Year 1

43. Year 2 – 2006 CCI • Year 1- State: +3 % increase • SSI High School 1: +12% increase • SSI High School 2 : +12% increase • SSI High School 3 : + 8% increase • SSI High School 4 : + 6% increase • SSI High School 5 : + 5% increase • SSI High School 6 : + 2% increase

44. California Standards Test, Chemistry- Year 2

45. Year 2- State: +4 % increase • SSI High School 1: +20% increase • SSI High School 2 : +11% increase • SSI High School 3 : +8 % increase • SSI High School 4 : +8 % increase • SSI High School 5 : +7 % increase • SSI High School 6 : +7 % increase

46. California Standards Test, Earth Science- Year 3

47. Year 3 - State: +3 % increase • SSI High School 1: +43% increase • SSI High School 2 : +28% increase • SSI High School 3 : +26 % increase • SSI High School 4 : +26 % increase • SSI High School 5 : +25 % increase • SSI High School 6 : +22 % increase

48. California Standards Test, Physics- Year 3

49. Year 3 - State: +8 % increase • SSI High School 1: +71% increase • SSI High School 2 : +61% increase • SSI High School 3 : +55 % increase • SSI High School 4 : +49 % increase • SSI High School 5 : +43 % increase • SSI High School 6 : +40 % increase

50. * And that’s just the beginning: Image Description * Insert Image CoperniKids: helping underrepresented elementary school students create a pathway to a college education in science. Training high school students in our teaching model, then having them teach science to 5th graders. Training veteran teachers on the latest scientific research. * Image Description * Image Description Insert Image