Sustaining STEM Leaders: Induction of New STEM Teachers at a PDS Partnership High School
Session Format
Presentation Session (20 minutes)
Location
Room 1909
Abstract for the conference program
One essential quality of successful school and university partnerships is sensitivity to the complexities and challenges that schools face. This session reports on a STEM professional learning community at a Title 1 high school that fosters sustainability of STEM leaders over a transitional period of change. Title 1 high schools experience higher administrator and teacher turnover, impacting the human infrastructure of leadership and effective teaching. An intentional induction program based on lesson study was designed to address this challenge. Lesson study as an alternate approach to induction diminishes the hierarchical relationship of mentor and mentee by creating a learning community among new and experienced educators. The goals are to promote innovative and effective STEM instruction, to support students in acquiring knowledge, skills, and dispositions for college and career success in STEM fields, and to develop STEM teacher leaders. This session engages participants in discussion and provides resources and materials.
Proposal Track
Non-research Project
Start Date
3-6-2015 11:15 AM
End Date
3-6-2015 11:35 AM
Recommended Citation
Webb, Sandra M.; Deneroff, Victoria; Jones-Lawrence, Tara; Lott, Kizzie; and Jones, R. Steven, "Sustaining STEM Leaders: Induction of New STEM Teachers at a PDS Partnership High School" (2015). Interdisciplinary STEM Teaching & Learning Conference (2012-2019). 21.
https://digitalcommons.georgiasouthern.edu/stem/2015/2015/21
Sustaining STEM Leaders: Induction of New STEM Teachers at a PDS Partnership High School
Room 1909
One essential quality of successful school and university partnerships is sensitivity to the complexities and challenges that schools face. This session reports on a STEM professional learning community at a Title 1 high school that fosters sustainability of STEM leaders over a transitional period of change. Title 1 high schools experience higher administrator and teacher turnover, impacting the human infrastructure of leadership and effective teaching. An intentional induction program based on lesson study was designed to address this challenge. Lesson study as an alternate approach to induction diminishes the hierarchical relationship of mentor and mentee by creating a learning community among new and experienced educators. The goals are to promote innovative and effective STEM instruction, to support students in acquiring knowledge, skills, and dispositions for college and career success in STEM fields, and to develop STEM teacher leaders. This session engages participants in discussion and provides resources and materials.
