1 / 21

Who Am I?

Who Am I?. Strategy for Reform. Federal Policy. National Profile/Media. CS Education Reform. Curriculum. Teachers. State/Local Policy. Surfacing “C” in STEM. S. T. E. M. C. Students?. Curriculum?. Resources?. Teachers?. Schools?. Parents?. Image?. Policy.

parson
Download Presentation

Who Am I?

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Who Am I?

  2. Strategy for Reform Federal Policy National Profile/Media CS Education Reform Curriculum Teachers State/Local Policy

  3. Surfacing “C” in STEM S T E M C

  4. Students? Curriculum? Resources? Teachers? Schools? Parents? Image? Policy Policy: Shared Cause of Issues

  5. Policy Landscape: Layers of Complexity Federal NCLB ESL Perkins America Competes Etc. Testing HQT State Plans for $ Grad Credits University Admission State Standards Teacher Cert. State Local Resource Allocation School Board Requirements Etc. K-12 Classroom

  6. Policy Framework* Teachers Curriculum Certification Students Courses Standards Credits $$$ Certification $$$ Standards Credits

  7. Basic Framework • Advocacy should be seen as broad and broad-based • Believe that CS should be a fundamental part of education for all students • Make CS part of the audiences value narrative • Be part of a community!

  8. Background Action Reform Basic Model for Advocacy

  9. Step One -- Knowledge and Groundwork • Background and Context • Homework • Policy Context (laws, regulations, educational structure) • Political Context (players, opportunities, rat holes) • Establish the issues • Data and Arguments • Facts Matter • Stories Matter More* (Remember the value equation) • Be consistent, but flexible • Figure out what you want • Start at a high level, but be able to drill down

  10. Starting Points: Core Arguments -- Why? • Jobs in Computing • Jobs Everywhere • Understanding the World

  11. Where the STEM Jobs Will BeProjected Annual Growth of Total STEM Job Openings 2010-2020 • * STEM is defined here to include non-medical occupations. • Source: Jobs data are calculated from the Bureau of Labor Statistics (BLS), Employment Projections 2010-2020, available at http://www.bls.gov/emp/.

  12. Where the U.S. Jobs Will BeTop 10 Major Occupational Groups 2010-2020 and Average Salaries in May 2011 Sources: Jobs data are from the Bureau of Labor Statistics (BLS), Employment Projections 2010-2020, available at http://www.bls.gov/emp/. Salary data are from BLS Occupational Employment Statistics, May 2011, available at http://www.bls.gov/oes/current/oes_nat.htm.

  13. Exposure Matters • Students that take AP CS are 8 times more likely to major in CS • In the summer of 2010, Google surveyed a sample of its US employees about exposure to CS prior to college. • Nearly all CS majors (98%) reported being exposed to CS prior to college, compared to less than half of non-CS majors (45%). The nature of the exposure varied from reading about CS, after-school programs or camps, to middle or high school CS classes.  • Those who went on to major in CS were more likely than non-majors to have had a CS class offered in their high school. • CS majors were more likely to have known that CS was a possible career path when they were in high school.

  14. High School Advanced PlacementExams 1997-2011 Source: College Board, Advanced Placement (AP) Exam Data 2011, available at http://professionals.collegeboard.com/data-reports-research/ap/data. Calculus represents the combined data of Calculus AB and BC. Physics represents the combined data of Physics B, C:Electricity and Magnetism, and C:Mechanics. Computer Science represents combined data of Computer Science A and B.

  15. Step Two -- Arguments Into Action • Set Goals • Short and long range • Outcome and process based • Seek Partners • Ideal coalition, locally lead: • Teachers • Higher Education • Corporations • Community Groups • Professional Societies • Key Issue – Partners must be singing from the same “song sheet” • Establish the base, move from there • Avoid* • Problem (no solution) • Problem (fix it for me) • Solution (no problem)

  16. Step 3 -- Action into Reform • Find a champion* • Propose solutions • Organize, reach out, scan for opportunities • Apply pressure (top down – corporate interests, media; bottom up – grassroots, grasstops)

  17. Platforms/Opportunities for Advocacy • Advocacy is about awareness -- use CSEdWeek (year round if you have to) • Summer town halls with your Member of Congress • Next Generation Science Standards -- How about a commitment from 200 teachers in this room? • CS&IT -- National conferences are great hooks for carrying out advocacy

  18. Platforms/Opportunities for Advocacy • No bad time for advocacy ... but sometimes are better than others • Things run in cycles -- learn them: • Back to school? Reach parents? • August recess? Good for Federal folks back home? • Career fair at your school? Meet with school board? • Advocacy is fundamentally about applying pressure to carry out YOUR agenda.

  19. Summary Background Action Reform • You will fail • You will have to be flexible • Policy reform will have to measured in years, if not decades • Regardless of level of policy change – NO SILVER BULLET

  20. That’s nice, but what really matters is … … crossing the starting line.

More Related