Developing a National STEM Workforce Strategy A Workshop Summary (2016) / Chapter Skim
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8 K-12 STEM Education and Workforce Readiness
8 K-12 STEM Education and Workforce Readiness
Pages 71-78
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From page 71... ...
The three panelists were June Atkinson, North Carolina's superintendent of public instruction; Gary Hoachlander, president of ConnectEd: The California Center for College and Career; and Jeff Livingston, former senior vice president for education policy and strategic alliances at McGraw-Hill Education Group. The panelists then responded to questions from session moderator Russell Rumberger, professor of education in the Gevirtz Graduate School of Education at the U niversity of California, Santa Barbara, and following that, from the workshop participants.
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From page 72... ...
Another major role is to let the people of North Carolina know how the state is doing in public education and what needs to be done to improve and make changes that are beneficial to the state's children and its economic development. The third major role is to determine what the state needs to do to prepare policies and standards and licensing of teachers to ensure it can meet future challenges.
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From page 73... ...
More work is needed, though, at the middle and high school levels when it comes to project-based learning, she added, and this will require different approaches than those that succeed in elementary school. Hoachlander agreed that teacher training is a critical area needing attention because, as he put it, "the typical math teacher knows very little about how math is used in engineering or even in basic construction." One way to improve teacher training is to build the capacity of core academic teachers to apply their discipline outside of the classroom through engage
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From page 74... ...
Atkinson then reiterated the importance of thinking about the entire spectrum of occupations requiring STEM as a foundational skill. "As you get further up the ladder of education, the goal is to make sure all students have those foundational skills, and then with the career pathways framework, you give students the opportunity to delve further into what they are learning," she said.
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From page 75... ...
"We should teach students in ways that engage them so they can have options after graduation." Her favorite schools in North Carolina, for example, expect all of their students from a variety of backgrounds to meet high standards in mathematics, science, and social studies, and all students take the same classes regardless of what career pathways interest them. These schools even have pathway departments in which teachers from the disciplines work together.
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From page 76... ...
When kids are exposed to experiential learning, we are halfway home to helping them gain those foundational skills and knowledge and employment success skills they need." She added she has seen countless examples of "regular students" being engaged through experiential learning and becoming interested in and pursuing STEM careers. Livingston commented that what has happened in public schools is that these three different tracks -- the regular, honors, and gifted programs -- are likely to be at different schools.
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From page 77... ...
Along those same lines, it could be a matter of policy that teachers would have to have some hours in work-based learning for their license renewals, and she thought the group-based learning experience Hoachlander described would be pertinent for teacher preparation and continuing teacher education. Livingston suggested the funding model for public institutions could include a requirement for engaging in work-based learning with public schools.
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From page 78... ...
Not to single out North arolina, C Hoachlander wondered how many high school students had ever had internships at the National Academy of Sciences or the U.S. Department of Education.
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