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

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The Copernicus Project University 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

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• 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

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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

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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

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Project Goals Objectives

• 2. Create implement high quality,
• focused teacher preparation advanced
  professional development for identified
• future science teachers
• new veteran science teachers

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Project Goals Objectives

• 3. Create continued, sustained, mentored support
  for new veteran science teachers through
  partnerships

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Project Outcomes

• Increase the number diversity of
• science teachers
• Cultivate deeper science subject matter
• knowledge expert pedagogy
• Improve significantly students science
  achievement

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The 5 E Model and State and National Content
Standards

• Engage
• Explore
• Explain
• Elaborate
• Evaluate

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Implementing Project Goals

• The Copernicus Project
• Partners

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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

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• The Developmental Teacher Preparation Continuum

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Building a Teacher Education Pipeline

• Science Blended Programs have been be developed
  at 4-year partner IHEs to
• Offer early decidingstudents 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

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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

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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 IHEs through
  articulated curricula
• Fast track to teaching
• Paid Community College Internship (CCI)
  experience

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Community College Science Summer Internships
(CCI)

• 4 Partnering Community Colleges
• CC Students
• 60 participants
• 2 Weeks

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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.

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CCI Lab Experience

• Science faculty create deliver hands-on science
  activities.
• Examples
• organic solar cell fabrication
• water quality engineering
• invasive species
• management

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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

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CCI in Action
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The Copernicus Project

• Community College Internship Program Outcomes for
  Community College Students

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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

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CCI - Student Feedback

• I valued the labs and lectures, they ran
  smoothly were centered around the students
  needs.
• Dr. Hoddles 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.

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Science Summer Institutes (SSI)
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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

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You are here
Standards Pacing Guides
Inquiry learning
HELP
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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

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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

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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)

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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

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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

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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.

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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.

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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

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The Copernicus Project

• Science Summer Institute Outcomes for Veteran and
  New Teachers

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Science Summer Institutes (SSI)
Enhanced Teacher Confidence Levels and Higher
Motivation
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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
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Science Summer Institutes (SSI)
Statistically significant increases
(p.05) ---Perceived ability to reach and
motivate all of their science students ---Perceiv
ed capacity to make a difference in students
lives ---Positive perceptions of their decisions
to become teachers ---Satisfaction with teaching
abilities
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The Copernicus Project

• Science Achievement Scores for Students of
  Copernicus Teacher Participants

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Year 2 2006 CCI
California Standards Test, Biology- Year 1
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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

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California Standards Test, Chemistry- Year 2
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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
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California Standards Test, Earth Science- Year 3
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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
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California Standards Test, Physics- Year 3
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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
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And thats just the beginning
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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.
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Our journey has never been one of short cuts or
settling for less. It has not been the path of
the faint-hearted. Rather, it has been the
risk-takers, the doers, the makers
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What is Important to You?

• For Discussion in Table Groups
• Learn
• Link
• Leverage
• Collaborate
• Next Steps
• Report from the Group
• Thank you for your participation and interest!