Strong STEM Instruction Begins with Strong STEM Teacher Prep
Despite all of the talk about innovation in education, it can often be difficult to see such work put to practice, particularly in our K-12 classrooms. For every example where a teacher is combining science and Common Core and teamwork, there are a dozen more examples of classrooms that are teaching math and science as they have been taught for decades. And despite increased focus and attention in recent years on the importance and need for STEM (science-technology-engineering-math) education, we often struggle to see the connection made at the classroom level.
Last week, I had the privilege of attending SXSWedu, where educators and researchers and industry and government and students themselves came together to explore what is possible as part of a 21st century education. Perhaps most impressive was the growing use of makerspaces to better connect classroom lessons to student passions. In these conversations, students and teachers alike discussed what was possible … and what was actually happening. They didn’t see the future of STEM education in terms of what was previously done. Instead, it was all focused on what could be accomplished in the future.
These discussions exemplified the shift that education now faces, as we move from national, analog, industrial approach to a global, digital, information one. All of our social institutions — education, finance, government, media, and health — face such a shift, as all were created for the former and are now being asked to perform in the latter. And all respond in different ways.
Nearly a decade ago, I was fortunate enough to work with the National Governors Association, helping six states ramp up their STEM education efforts. Each state approached the challenge differently. Some, for instance, chose to engage the business community, while others looked to bring together K–12 and higher education. Regardless of approach, each state saw the power of a STEM-literate community, and how that power could translates best for learners, schools, economies, and the citizenry at large.
I subsequently had the opportunity to spend some time as the director of the Pennsylvania STEM Initiative, which focused on connecting all sides of the learning process, while focusing on historically disadvantaged populations. We were able to work with industry to map out what jobs would be available in 10 or 20 years, then engage with school districts to ensure students were taking the math and science classes — and gaining the critical skills — necessary to successfully fill those positions.
In both of these instances, the emphasis was on the learner and how students could best obtain the knowledge and skills necessary to thrive in our 21st century world. As important as such as focus was, it didn’t fully address a critical component to a STEM-literate society. It just didn’t ensure a strong supply of excellent STEM educators to teach those hungry learners.
Whether one wants to become a rocket scientist or a poet, there is no denying that children today benefit from a background in the STEM disciplines. The big question is where and how do we find the teachers, particularly in our high schools, to deliver that benefit?
Programs like the Woodrow Wilson Teaching Fellowship are seeking to answer that important question, leading work in five states to help construct a strong pipeline of excellent STEM educators for our nation’s high-need schools. In Georgia, Indiana, Michigan, New Jersey, and Ohio, the Woodrow Wilson Foundation partners with 28 universities to deliver STEM-focused teacher education. In each state, prospective teachers receive the strong academic preparation, valuable K–12 classroom-based clinical experiences, and meaningful mentoring to become the STEM teachers our states, districts, and communities seek.
These programs work because states and their leaders see the value in them. Strong educator preparation results in excellent teachers. Excellent teachers ensure student mastery of needed knowledge and skills. That mastery helps provide the strong economy and citizenry we all seek.
One example of this commitment is New Jersey, where Garden State leaders have not only focused on successful STEM educator preparation and instruction through programs like WW Teaching Fellows, but are also looking at the long-term economic benefits coming from excellent STEM teachers and successful STEM learners.
The week of March 13 has been designated New Jersey STEM Week, with industry, academia, and government working together to spotlight the tremendous work done across the state in the STEM fields. From STEM Scholars to a Young Women’s Conference in STEM to a statewide discussion on schools can achieve success through next gen science standards, the week celebrates the importance of science, tech, engineering, and math education. And it does so recognizing that New Jersey will need to fill nearly a quarter of a million STEM jobs by 2018.
Those jobs, and those that will come after them, will only be filled by successful, STEM-literate, career-ready individuals if we have a strong cadre of STEM educators working in New Jersey’s high schools. And those jobs are only filled when we recognize that many of those successful potential employees are attending high-need schools in the state, and can significantly benefit from all that excellent STEM teachers offer.
New Jersey is not alone. Across the country, other states see the importance of STEM in industry, education, and public service. And they are doing something about it. Government and the private sector, teachers and employers, families and community leaders recognize that our global, digital information economy requires STEM to be taught in new and innovative ways by well-prepared and effective STEM educators. And they are taking the steps necessary to ensure our higher education institutions are recruiting, preparing, and supporting those STEM teachers.
