Kid Talk & Teacher Talk in Elementary Science (KT3) Cohort 2 Application Form
Thank you for your interest in joining STEMteachersNYC's project on improving elementary science learning!

Kid Talk,Teacher Talk (shortened to KT3) is a professional development program funded by a 100Kin10 grant. The project is designed to engage teachers across the New York Metropolitan area in the pursuit of excellent science teaching and learning. During the KT3 Workshop and meetings time is devoted to designing and implementing lessons that engage and motivate students to explain natural phenomena and to solve engineering problems. Teachers engage specific facilitation strategies that improve a student's ability to communicate their thinking, cite evidence, and build ideas through discussions. The KT3 2017 Cohort 1 of 26 teachers is currently collaborating and implementing lessons learned to improve science instruction in their classrooms. We’re now seeking 26 additional teachers to join the KT3 2018 Cohort 2.

Participation in KT3 begins with an invite to an orientation workshop on April 28, 2018 at Teacher’s College and continues with a commitment to a full time, 10 day summer institute in New York City from July 23-August 3, 2018. Last year the workshop was held at P.S. 125 The Ralph Bunche School located at 425 W 123rd St, New York, NY and we anticipate conducting the 10 day summer institute there again in 2018. The summer institute includes professional learning time as well as a lab school component where you can practice what you are learning with students for a few hours each day of week 2. During the 2018-19 school year, the project team will continue to support you in implementing what you learned through virtual and in person workshops. Teachers will be paid a $1600 stipend (in multiple installments) for their full participation. Full participation includes attendance at the summer institute and follow up workshops in the 2018-19 school year, completion of surveys, a commitment to implement what you’ve learned as evidenced by videotaping or observations in your own classroom, and a willingness to reflect on your learning. New York State KT3 Cohort members will also receive CTLE credits.

Individual teachers will be considered; however, preference will be given to members of a school-based team of two or more K-3 teachers willing to collaborate. Ideal KT3 Cohort 2018 participants are teachers from public district, public charter, parochial, or independent schools in the New York Metropolitan Area who have the following characteristics:

* Currently employed teaching in any grade K-3, with the expectation of similar employment in the 2018-19 school year.
Grade level generalists (e.g. 1st grade, all subjects) and science/STEM specialists are equally encouraged to apply.
* Commitment to a teaching approach that fosters students' capacity to think for themselves and to work collaboratively.
* Interest in teaching science as a process of observing, experimenting, analyzing, interpreting, modeling,
communicating, and evaluating (No particular level of expertise or experience in science teaching is required.)
* Willingness to do hands-on investigations with everyday materials, including getting one’s hands dirty, and comfort
with encouraging children to do the same.
* Desire to implement science pedagogy with interdisciplinary coherence (i.e. compliments humanities & math).
* Willingness to participate in and contribute to action research that includes completing quantitative surveys,
qualitative interviews, and observations of science instruction in your classroom with your students.

Should you have any questions about the application process, please reach out to Chris Kennedy, Program Director at STEMteachersNYC at

Application (Deadline for applications is Friday, March 16, 2018)
Please complete the following questions to help us understand your teaching background and interest in this program.
Personal Information
Last Name- *
Your answer
First Name- *
Your answer
Email Address- *
Your answer
Home Mailing Address *
Your answer
Education (please list undergraduate and graduate degrees and major, year earned, and institution) *
Your answer
Cell Phone- *
Your answer
Years of Teaching Experience *
Describe your current work setting *
Name of school where you teach (N/A if pre-service or not currently teaching). *
Your answer
Address of school where you teach (N/A if pre-service or not currently teaching). *
Your answer
Is your school located in New York City? *
Is your school a "high-needs" school? (This is typically determined based upon one or more of the following factors: (1) high percentage of student families living in poverty, (2) high percentage of secondary teachers not teaching in their content area of expertise, (3) high teacher turnover rate.) Please state YES or NO, and include additional information describing the challenges faced by your school, if applicable. *
Your answer
What grade level(s) do you currently teach? (You may select as many as apply)
Which teaching role best describes you? *
Have you ever attended a workshop organized by STEMteachersNYC? *
How much classtime per week do you currently have for science instruction? *
Are you applying as part of a team of two or more teachers from your school? *
If you answered Yes or Maybe to the previous question, please provide the name(s) of the other(s) applicant(s). If you are not applying as part of a team, please enter "N/A" and continue to the next question. (Teachers applying as part of a team will receive preference in the selection process.) *
Your answer
Please feel free to add any other information about you that you believe might be relevant to the selection committee.
Your answer
Beliefs About Teaching Science
Your honest response to each statement below will allow us to support your growth as a teacher of science. There are no "right" answers to these prompts. We will use this data to help design the KT3 2018 workshop. The data will only be used internally and will not be shared outside the KT3 Leadership Team.
Please indicate the degree to which you agree or disagree with each statement. *
Strongly Agree
Strongly Disagree
When a student does better than usual in science, it is often because the teacher exerted a little extra effort.
I am continually finding better ways to teach science.
Even when I try very hard, I don't teach science as well as I do most subjects.
When the science grades of students improve, it is most often due to their teacher having found a more effective teaching approach.
I know the steps necessary to teach science concepts effectively.
I am not effective in monitoring science experiments.
If students are underachieving in science, it is most likely due to ineffective science teaching.
I generally teach science ineffectively.
The inadequacy of a student's science background can be overcome by good teaching.
The low science achievement of some students can not generally be blamed on their teachers.
When a low achieving child progresses in science, it is usually due to extra attention given by the teacher.
I understand science concepts well enough to be effective in teaching elementary science.
Increased effort in science teaching produces little change in some student's science achievment.
The teacher is generally responsible for the achievement of students in science.
Students' achievement in science is directly related to their teacher's effectiveness in science teaching.
If parents comment that their child is showing more interest in science at school, it is probably due to the performance of the child's teacher.
I find it difficult to explain to students why science experiments work.
I am typically able to answer students' science questions.
I wonder if I have the necessary skills to teach science.
Effectiveness in teaching has very little influence on the achievment of students with low motivation.
Given a choice, I would not invite the principal to evaluate my science teaching.
When a student has trouble understanding a science concept, I am usually at a loss as to how to help the student understand better.
When teaching science, I usually welcome student questions.
I don't know what to do to turn students on to science.
Even teachers with good science teaching abilities can not help some kids learn science.
Are there things about your current teaching environment or situation with which you are experiencing discontentment—that prevent you from teaching effectively? If so, explain.
Your answer
Read each statement below and indicate your level of discontentment in terms of your own science teaching. In other words, how discontent are you currently with these aspects of your daily science teaching? *
No discontentment
Slight discontentment
Moderate discontentment
Significant discontentment
Very high discontentment
Teaching science to students of lower ability levels
Balancing personal science teaching goals with those of state and national standards.
Monitoring student understanding through alternative forms of assessment.
Orchestrating a balance between the needs of both high and low ability-level students.
Preparing students to assume new roles as learners within inquiry-based learning.
Using inquiry based teaching within all content areas.
Assessing students' understandings from inquiry based learning.
Assessing students' nature of science understandings.
Including all ability levels during inquiry based teaching and learning.
Teaching science to students from economically disadvantaged backgrounds.
Planning and using alternative methods of assessment.
Having sufficient science content knowledge to generate lessons.
Teaching science to students of higher ability levels.
Teaching science subject matter that is unfamiliar to me.
Integrating nature of science throughout the curriculum.
Having sufficient science content knowledge to facilitate classroom discussions.
Using assessment practices to modify science teaching.
Developing strategies to develop nature of science.
Ability to plan successful inquiry- based activity/learning.
Balancing personal science teaching goals with state/national testing requirements.
Balancing the depth versus breadth of science content being taught.
Additional references
Please feel free to submit recommendations from administrators, supervisors, or colleagues that demonstrate support for your participation in the program. While no formal recommendation is required, we understand the value of a supportive context and wish to bring stakeholders from your school into the process as much as possible. Our goal is to make the KT3 program successful and to make your time and commitment to the work as professionally valuable and transformative as possible.

Please have the author send their letter of support to the KT3 Selection Committee via email at with “KT3 Reference” and your last name in the Subject Line.

By submitting this application, you acknowledge the project expectations as follows:

* Participation in the 10 day summer institute in New York City weekdays July 23rd through August 3rd 2018. The summer institute includes professional learning time each day as well as a lab school component where you will practice what you are learning with students for a few hours each day during week 2.

* Participation in virtual and in person meetings to be scheduled with your input between September 2018 and June 2019.

* Agreement to record video yourself and/or invite KT3 project staff to record video in your classroom to support the implementation of your summer learning with your own students.

* Completion of surveys, reflections, and forms required for grant evaluation.

In return you will be paid a stipend of $1,600 total in multiple installments across your year of involvement.

All project expectations will be fully explained at the April 28th orientation meeting and you will have time to ask any questions you have.

Thank you for your application! We will send acceptance and wait list e-mails on or about April 1, 2018.

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