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The Role of Teacher Preparation Programs in Retention of STEM Teachers in High-Need Schools

Thursday, September 27 from 3:30 - 5:00 p.m. EDT

While there are many factors influencing STEM teachers’ decisions to stay in positions for which they were prepared,
this webinar focuses attention on better understanding relevant factors directly in the control of or able to be influenced by teacher preparation programs. STEM teacher workforce retention study results, research design, and policy work will be shared to encourage application of evidence-based methods and
inform further exploration.

The topic will be explored through engagement of the following multiple stakeholder perspectives:
Richard M. Ingersoll, Ph.D.
University of Pennsylvania
A Nationally Recognized Researcher -
will present implications for program implementation and future research based on the results of a study addressing the question: Do the kinds and amounts of pre-service education and preparation that beginning teachers receive have any impact on their retention or attrition? Analyses show teachers widely vary in the pre-service education they receive. Importantly, those with more preparation in teaching methods and pedagogy were far less likely to leave teaching.
Courtney Preston, Ph.D. 
Miray Tekkumru-Kisa, Ph.D.


Sherry A. Southerland, Ph.D.
Florida State University

Preparation Program Principal Investigators –
will provide an overview of their research design and progress on an NSF Track 4 Noyce grant to encourage preparation programs to undertake similar explorations, results of which can be used to strengthen programs. They have partnered with 6 other institutions with Noyce Track 1 and 2 grants to collect data on the features of STEM teacher preparation and induction programs. Identified features will be statistically linked to Noyce Scholar retention and instructional quality - both to the end of their Noyce commitment and the year beyond. Study design is intended to yield results to inform pre-service coursework, field experiences, and induction structure to improve STEM teacher retention in high-need schools.
Christopher Wright, M.S.
Baltimore County Public Schools

A STEM Teacher Leader –
will reflect on his own teacher preparation program experience – areas where he felt more than prepared in addition to areas about which he felt nervous upon program completion. Additionally, experiences as an Einstein Fellow working on the U.S. Congressional Committee on Education and the Workforce, particularly in the areas of teacher recruitment and retention, and as a district central office math instructional coach in high-need schools will be shared.

Participant Learning Outcomes:

By the end of this webinar, participants will:
  • develop a deeper understanding of the importance of studying STEM teacher retention;
  • increase familiarity with what we know and gaps in our knowledge of STEM teacher retention that need to be further explored;
  • recognize the relevance of research on STEM teacher retention to their role;
  • identify an action step to apply something gleaned toward their own research/program/practice.
REGISTER for The Role of Teacher Preparation Programs in Retention of STEM Teachers in High-Need Schools
Overarching ARISE Goal: This project, organized by the American Association for the Advancement of Science (AAAS) Education and Human Resources Programs, seeks to provide resources, tools, and a community to foster research and evidence-based innovation in STEM preservice teacher education and leadership development programs for high-need schools.

About the ARISE Community Webinar Series: 

Evidence-Based Transformative STEM Teacher Preparation

This webinar is the first in a series intended to encourage engagement with current research and experimentation to advance knowledge and solutions to persistent challenges in STEM teacher preparation, particularly for high-need school districts.
Webinars feature multiple stakeholder perspectives on each session topic through:
  1. dissemination of research findings from cutting-edge/prominent researchers,
  2. evidence-based results of innovative STEM teacher preparation programs, &
  3. teacher leader voice to ground discussions. 
The interactive webinars will be recorded and include audience interaction and Q&A.
As part of ARISE's outreach strategy, this webinar series seeks to:
  • collect and share information about topics and strategies for research and evidence-based approaches to understand effective ways to recruit, train, and retain a high-quality STEM teacher workforce; and
  • provide quality presentations and opportunities for attendee engagement to increase attendees’:
    • awareness of,
    • understanding of,
    • interest in, and
    • proficiency toward addressing critical STEM teacher preparation issues.

Meet the Presenters for ARISE's Series Kickoff Webinar 
Dr. Richard Ingersoll
is a nationally recognized researcher, receiving a number of awards for his research, teaching and writing.  He has published over 100 articles, reports, chapters, and essays on topics such as:  management and organization of schools; accountability and control in schools; teacher supply, demand, shortages and turnover; induction and mentoring for beginning teachers; teacher preparation and teacher quality; the problem of underqualified teachers; the status of teaching as a profession; and demographic changes in the teaching force.
He began teaching in public and private schools, and, in 1992, obtained a PhD in sociology from the University of Pennsylvania.  He was a member of the Sociology Department at the University of Georgia from 1995-2000, before returning to his alma mater as the Board of Overseers Professor of Education and Sociology.
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Dr. Courtney Preston
is an Assistant Professor of Educational Leadership and Policy in the Department of Educational Leadership and Policy Studies. She studies teacher education and novice teachers, recently focusing on STEM teacher preparation for high-need schools and novice teacher labor markets. In addition, Dr. Preston has examined differences between high- and low-performing urban high schools to scale up effective practices across schools and helping principals support teachers in working groups around collaborative lesson planning, peer observation, and peer feedback.

Dr. Preston holds a Ph.D. in Leadership and Policy Studies from Vanderbilt University’s Peabody College of Education and Human Development and a Masters in English Education from Georgia State University.  She teaches school and teacher policy. Her work has recently appeared in Teachers College Record and Journal of Teacher Education.
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Mr. Chris Wright
has been teaching for nine years, starting as a high school mathematics instructor before transitioning into a resource teacher role as an instructional math coach and curriculum developer servicing over 60 middle and high schools across the diverse Baltimore County Public Schools system in Towson, MD. As a 2017-18 Albert Einstein Distinguished Educator Fellow he specialized in implementation and initial state plan submission oversight for the Every Student Succeeds Act (ESSA), and in teacher recruitment and retention in higher education.
Mr. Wright earned his B.S. in mathematics from Michigan State University, earning a teaching certificate in both secondary mathematics and physics. He earned his M.S. in secondary mathematics education from Towson University, and is currently finishing his administration certificate at Johns Hopkins University.
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This material is based upon work supported by the National Science Foundation (NSF) under Grant No. DUE-1548986 - Stimulating Research and Innovation in STEM
Teacher Education
. Any opinions, findings, interpretations, conclusions or recommendations expressed in this material are those of its authors and do not represent the views of the AAAS Board of Directors, the Council of AAAS, AAAS’ membership or the National Science Foundation.

Copyright © 2018 American Association for the Advancement of Science, All rights reserved.

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