Thank you all for checking out our innovative PD program in the Brentwood Union Free School District, Brentwood, NY.   We are working closely with scientists and educators to bridge the gap between the university and high school!  

I can't wait to show this video to my students.  I've been referring to our class since it started, and they will be so excited to see their teacher in the video!!!

This was an awesome course.  I teach 6th grade and am always looking for innovative ways to guide my students.  It was great working with my Science colleagues from my building and district.  It was interesting also working with University professors and scientists in the field.  We were able to fine tune our own skills in the classroom with something as simple as developing models.

As a one of participants, it was a great opportunity to introduce the basic science to lots of excellent teachers. We hope to expand this model and strategy to elementary and middle school continuously. One of goals of this program is how can young students get a motivation in science and engineering field with simple examples.  

Thanks for sharing your project! I was particularly interested in how teachers are using the data they collect in the field to build models to explain phenomena. Could you say more about that process and whether you are observing similar processes in the classrooms of your participants?

Thanks for your comments Molly.  The teachers are phenomenal, the are taking the PD content from our MSP and using it in their classrooms.  The data they collected is being used to illustrate data collection methods and analysis techniques.  What is incredible is that the teachers are already planning to do what we did with them in their classrooms! 

Hi Rebecca, 

This seems like a neat partnership between teachers and university faculty. Tell me a little bit about the research and evaluation on the project. What are you learning about teacher PD and what kind of evidence do you have related to the impact of the PD you have been delivering?

Also, what impact does working with the teachers appear to have on university faculty?

Hello Daniel- 

Thanks for your comments and questions. We have used a pre-assessment test (ATLAST) and used that to scaffold our PD. The pre-assessment allowed us to hone in on teacher needs. We then rolled out PD and examined how to implement NGSS and NYSLSS. Involving teachers in every aspect of the PD has been crucial to the success. Our cohort of teachers were incredible, they wanted to be with us and they wanted to work with the scientists. We have geocentric them a role, and we have built a long-term partnership for them to depend on. 

Hi Daniel,

We developed a new assessment of knowledge of science practices as well as a domain-specific assessment (AT-LAST) that aligned with NYS ideas (in particular, matter and energy transformation in organisms and ecosystems). Thus, we assessed both science practices and DCIs. Our post assessment will be completed in about three weeks.

What a great video! Can you say a bit more about how you hope to expand this model into MS and HS?

This looks like a great PD!

Do teachers then take students out into the field as well? 

Awesome course for us!  My building had eight middle school teachers participate in this course.   Our plan at my Middle School is to take one class and the teachers who participated go and do all the field work with them, perhaps 4-5 students with one teacher.  We would have step by step directions in collecting soil samples, measuring and counting ‘spartina’, mussels (if any), etc.   Each group could be recording data via pen/paper, photography and video.  Our intent is then to take other classes and the original class could have student leaders guide the other students.  The fun thing is to have the students come up with models of what they observed and compare conclusions of other groups.  When we did this with our teachers one question as simple as “why were the spartina growth taller or shorter in different areas”, you would be surprised at our different conclusions...definitely led to some lively conversation!

This project is an exemplar of what teacher professional development should be.  it blends university professionals with educational practitioners and gives them the opportunity to apply their learning in the classroom and in the field.  I am so excited about how students will grow as a result of this collaboration.  

Congratulations to all!  Once again, Brentwood proves it is a district comprised of innovative and dedicated professionals.  Students are sure to benefit from their efforts.   

This project looks like a fantastic initiative for teacher professional development! Congratulations!

What a great way to introduce phenomena to teachers who have been taught their entire lives in the discussion first modality.  

Our teachers are in the beginning stages of creating phenomena related activities for their students.  

Is the curriculum the teachers used available for use outside of the project?  

How were the teachers selected to participate?

I really enjoyed working with you and the teachers. This course will enable them to effectively communicate their passion for discovery to their students. You are a great role model for them. You have shown them how to advance one of the largest and  poorest school districts in the country into an incubator for future scientists. 

Excellent opportunity, I am a big believer in real world experiences for learning it really helps make the connection and embraces the importance of Science in our daily living.  Would love to see how this program could branch out to other areas in science. (eg. Forensics). It's great that Stonybrook University is working with Brentwood Teachers, I would be interested in participating in any future programs like this one that may come out. 

Thanks for your comment!  We will most definitely keep you informed of our next steps.   The STEPD-UP program has been a great success and we look forward to continuing this project in the district and expanding beyond Brentwood.  

I am delighted to hear about this project. 

I am wondering if any of the teachers have been motivated to continue doing some research on their own?

I am also curious about what kinds of negotiations have to take place as teachers and scientists learn to communicate together? What do the scientists need to learn about this?  And is there any talk about pedagogy (including pedagogy that the scientsts might learn from the teachers)??

  PS you might be interested in an artcle that Joni Falk and I wrote long ago on such partnerships here

Hello Brian,  thank you for taking the time to check out our project.   We are excited to inform you that teachers have inquired about RET positions with University faculty.  Additionally, teachers are now equipped to ask their own questions in the salt marsh.   I am pleased to say that the relationship with our Higher Education partner was wonderful, we did some NGSS pedagogy training and that was ver well needed and received.  Thank you for sharing a link to your research!