Arizona Science Coordinator Collaborative
The Arizona Science Coordinator Collaborative (ASCC) works to build a state infrastructure for STEM education by joining the Arizona Department of Education and representatives from all three of the Arizona public universities to provide professional development to K-12 Arizona district, county, and school STEM coordinators. ASCC will provide the leadership, resources, and support needed to extend quality STEM education to all students. Involving multiple partners from across the state, and from key agencies and organizations within the state, will increase the potential of the program becoming a sustainable part of the state infrastructure for improving STEM education in Arizona.
Districts and District leaders (i.e. staff developers, science coordinators, math coordinators, testing coordinators, STEM specialists, site professional development coordinators, etc.) are closely tied to a district’s effectiveness in improving teaching and learning (Firestone, Mangin, Martinez & Plovsky, 2005; Leithwood, Seashore-Louis, Anderson & Wahlstrom, 2004; Marsh, 2002). School districts implement a variety of PD for teachers that costs districts billions of dollars annually (Birman et al., 2007; Pianta, 2011). These district leaders shape the support a district provides by selecting and implementing the specific PD programs chosen for teachers to attend (Ogawa & Bossert, 1995; Whitworth, Maeng, Wheeler & Chiu, 2017). However, these roles are often siloed and isolating, as individuals often serve in a unique position for a district. Furthermore, the majority of those entering this position tend to have minimal training beyond being a teacher and their own education. Thus, district leaders report the need and desire for more specific PD to support their work with teachers and to build networks with others in the same position (Whitworth, Maeng, Wheeler, & Chiu, 2017).
Supporting the PD needs of district leaders and developing a common vision is crucial to facilitating teacher change and student learning, especially as states face implementing new reforms and standards (Domina, Lewis, Agarwal, & Hanselman, 2015). Arizona is beginning the process of adopting new state standards. It is likely these new standards will call for a fundamental shift in instruction and assessment approaches as the previous standards were adopted in 2004. As the state of Arizona looks to support teacher change to achieve the goals of new standards, it is critical to support the district leaders who are responsible for teacher PD. It is also imperative for the state of Arizona to work toward developing a common vision of what high quality STEM teaching looks like and for leaders to be able to transfer this vision to their contexts and work with teachers. Districts and District leaders (i.e. staff developers, science coordinators, math coordinators, testing coordinators, STEM specialists, etc.) are closely tied to a district’s effectiveness in improving teaching and learning (Firestone, Mangin, Martinez & Plovsky, 2005; Leithwood, Seashore-Louis, Anderson & Wahlstrom, 2004; Marsh, 2002). Improving the capacity of district leaders has the potential to increase the capacity of teachers and ultimately increase student achievement in STEM education. Given Arizona is currently ranked 45th in the nation for K-12 public education, it is critical we begin to work toward building an infrastructure that can support and sustain K-12 STEM education if we want to see changes in student achievement and meet the needs of all students. If we increase the capacity and sustainability of those who lead and deliver PD to teachers and see changes in teacher practices and student achievement, we may find a more cost effective and efficient way to ultimately improve student achievement.
Districts and District leaders (i.e. staff developers, science coordinators, math coordinators, testing coordinators, STEM specialists, site professional development coordinators, etc.) are closely tied to a district’s effectiveness in improving teaching and learning (Firestone, Mangin, Martinez & Plovsky, 2005; Leithwood, Seashore-Louis, Anderson & Wahlstrom, 2004; Marsh, 2002). School districts implement a variety of PD for teachers that costs districts billions of dollars annually (Birman et al., 2007; Pianta, 2011). These district leaders shape the support a district provides by selecting and implementing the specific PD programs chosen for teachers to attend (Ogawa & Bossert, 1995; Whitworth, Maeng, Wheeler & Chiu, 2017). However, these roles are often siloed and isolating, as individuals often serve in a unique position for a district. Furthermore, the majority of those entering this position tend to have minimal training beyond being a teacher and their own education. Thus, district leaders report the need and desire for more specific PD to support their work with teachers and to build networks with others in the same position (Whitworth, Maeng, Wheeler, & Chiu, 2017).
Supporting the PD needs of district leaders and developing a common vision is crucial to facilitating teacher change and student learning, especially as states face implementing new reforms and standards (Domina, Lewis, Agarwal, & Hanselman, 2015). Arizona is beginning the process of adopting new state standards. It is likely these new standards will call for a fundamental shift in instruction and assessment approaches as the previous standards were adopted in 2004. As the state of Arizona looks to support teacher change to achieve the goals of new standards, it is critical to support the district leaders who are responsible for teacher PD. It is also imperative for the state of Arizona to work toward developing a common vision of what high quality STEM teaching looks like and for leaders to be able to transfer this vision to their contexts and work with teachers. Districts and District leaders (i.e. staff developers, science coordinators, math coordinators, testing coordinators, STEM specialists, etc.) are closely tied to a district’s effectiveness in improving teaching and learning (Firestone, Mangin, Martinez & Plovsky, 2005; Leithwood, Seashore-Louis, Anderson & Wahlstrom, 2004; Marsh, 2002). Improving the capacity of district leaders has the potential to increase the capacity of teachers and ultimately increase student achievement in STEM education. Given Arizona is currently ranked 45th in the nation for K-12 public education, it is critical we begin to work toward building an infrastructure that can support and sustain K-12 STEM education if we want to see changes in student achievement and meet the needs of all students. If we increase the capacity and sustainability of those who lead and deliver PD to teachers and see changes in teacher practices and student achievement, we may find a more cost effective and efficient way to ultimately improve student achievement.