PROJECT TEAMS 2020�OVERVIEW +TEAMS
INTRODUCING: 24 PROJECT TEAMS
Foundational Math
Work Environment
All other Grand Challenges
Clicking the name of a Project Team below will take you to the team’s initial description of their work together. For the latest on what these, and others in the network have been up to, check out the Progress page of our Grand Challenges site.
DEVELOPING AND SUPPORTING STEM MINDSETS IN ELEMENTARY TEACHERS
PROJECT DETAILS & POTENTIAL APPROACH�
“All students deserve access to excellent and equitable STEM teaching and learning so they reach their highest potential” (NMSI STEM Framework for Success). Studies show, however, that typical teacher preparation and STEM education for most teacher certification programs is low (Fulp, 2002). This leads to a lack of elementary teacher confidence and efficacy in teaching STEM content and curricula (Bleicher, 2006). According to the 2012 National Survey of Science and Mathematics Education ( almost 900 elementary school teachers), 46 percent felt well prepared to teach early algebra (Malzahn, 2013), 40 percent felt very well prepared to teach science, and 4 percent felt very well prepared to teach engineering (Trygstad, 2013).
This project team will research and report on proven best practices and instructional strategies to support PreK-5 teachers in confidently and effectively implementing STEM curricula. The final product will be a research-based guide for both formal and informal education institutions that summarizes effective elementary STEM professional development resources and pedagogies.
PROPOSED BY: SARA LEIKIN & SADIE NORWICK�National Math and Science Initiative
MEMBERS FROM
PROJECT OVERVIEW
This project will address the challenge of developing and supporting a STEM mindset in elementary teachers.
foundational math focus
ELEMENTARY TEACHER PREPARATION WITH A STEM FOCUS
PROJECT DETAILS & POTENTIAL APPROACH�
The training of elementary teachers traditionally focuses on reading and literacy skills. While teaching reading is a critical skill at the elementary level, research shows that early mathematics and science skills are a greater predictor of future school success. According to the report “Doing the Math” (2019), “too few elementary teachers receive the training and support they need to deliver joyful and authentic instruction to their students.”
This project would explore the changes an elementary teacher preparation program would need to make in order to prepare elementary teachers who have STEM content knowledge and pedagogical knowledge. The outcome of this project is to determine the STEM courses needed to fit into an existing elementary program of study. This project will determine the curriculum needed for an elementary program with a STEM focus.
PROPOSED BY: JANET STRAMEL�Fort Hays State University
MEMBERS FROM
PROJECT OVERVIEW
Shifting elementary teacher preparation programs to include a STEM focus so that elementary teachers would be competent in teaching STEM.
foundational math focus
STANDARDS FOR CULTURALLY RELEVANT MATHEMATICAL PRACTICE AND INQUIRY
PROJECT DETAILS & POTENTIAL APPROACH�
The Common Core State Standards (CCSS) of Mathematical Practice describe a set of “process and proficiencies” which represent expectations for the ways in which students practice mathematics. At Urban Teachers we have developed four beliefs about mathematics practices based on a vision of culturally relevant teaching and social justice mathematics and have utilized Matthews et al (2013) framework for Culturally Relevant Cognitively Demanding Mathematics Tasks. Of importance for promoting just and equitable learning experiences are Teaching Tolerance (2017) social justice standards released by the Southern Poverty Law Center. The Project Team will utilize these perspectives to create Standards for Culturally Relevant Mathematical Practice and Inquiry.
PROPOSED BY: LOU MATTHEWS�Urban Teachers
MEMBERS FROM
PROJECT OVERVIEW
Develop and disseminate culturally relevant mathematics practices adapted from Common Core Mathematical Practices, CRP, and social justice standards that can guide teacher prep programs who prepare STEM teachers.
foundational math focus
UNIVERSAL DESIGN TO IMPROVE MATH INSTRUCTION FOR ALL LEARNERS
PROJECT DETAILS & POTENTIAL APPROACH�
Universal Design for Learning (UDL) is a framework that uses brain science to improve and optimize teaching and learning for all learners (CAST UDL Guidelines).
UDL has proven to be especially useful for students who have been identified as having learning challenges. The goal of instruction with UDL is that learners develop expertise, not only in the subject matter, but more importantly in understanding how they learn. Eschewing the notion of a typical learner, UDL pushes educators and learners to practice multiples means of engagement with, and communication of, expertise content. This project will connect elementary school educators (math generalists) and secondary math educators (math specialists) to create professional development guidelines focused on using UDL to support students in becoming “mathematical thinkers,” and improve math instruction at the elementary and secondary levels.
PROPOSED BY: TRACEY REED ARMANT�The Grable Foundation
MEMBERS FROM
PROJECT OVERVIEW
Elementary educators will work alongside secondary math educators, using Universal Design principles to improve math instruction for all learners (especially those with learning challenges).
foundational math focus
DEVELOPING A PD TOOL-KIT FOR STEM MENTORING
PROJECT DETAILS & POTENTIAL APPROACH�
We are proposing a continuation of a project, Supporting and Developing Mentor Teachers, that we began three years ago. In this last year we developed PD modules that can be used to train Mentor teachers. We would like to continue that work and develop PD for mentees and a tool-kit that can be used by districts that are interested in adapting and developing their own STEM mentoring program. The tool-kit would be a how-to with tangible resources.
Prior team members:
Co-leader Dr. Jeff Thomas, University of Southern Indiana
Melanie Narish
Becky McDowell
Dr. Paul Parkison
Dr. Kathy Hill
Rachele Roberts
PROPOSED BY: JENNIFER HICKS�Purdue University
PROPOSED BY: DR. JEFF THOMAS�University of Southern Indiana
MEMBERS FROM
PROJECT OVERVIEW
Develop a professional development tool-kit for STEM mentors and mentees
work environment focus
JOB-EMBEDDED PROFESSIONAL DEVELOPMENT PROGRAMS FOR RURAL SCHOOLS
PROJECT DETAILS & POTENTIAL APPROACH
�Job-embedded professional development capitalizes on teachers’ opportunity to learn in schools situated in the context of practice. This form of professional development is more challenging in rural schools because of limited personnel, budgetary constraints, and geographic isolation. The lack of opportunities to connect with and learn from peers takes away one of the greatest professional learning opportunities teachers have—each other. This team will examine successes and challenges in implementing programs, and identify strategies for sustaining partnerships with school districts by implementing a rural JEPD program led by a university or other PD provider in our communities.
PROPOSED BY: EARL LEGLEITER�Fort Hays State University
MEMBERS FROM
PROJECT OVERVIEW
Overcoming barriers to establishing Job-embedded professional development opportunities in rural schools.
work environment focus
JOB-EMBEDDED PROFESSIONAL GROWTH DEVELOPERS' DESIGN TEAM
PROJECT DETAILS & POTENTIAL APPROACH�
A previous project team worked on the issue of professional growth embedded in the workday. There remains a substantial portion of practical work to complete concerning this issue. The team endeavored to create a database of job descriptions and personnel roles that could help educational leaders design and develop job-embedded professional growth opportunities (JEPGOs) and further work on this aspect is required. Additionally, the JEPGO team would like to publish a resource containing innovative scheduling options for JEPGO designers to reference.
PROPOSED BY: JASON SULLIVAN�STEMteachersNYC
MEMBERS FROM
PROJECT OVERVIEW
Mobilizing research on job-embedded professional growth opportunities into the reality of modern school learning environments.
work environment focus
SUPPORTING HOLISTIC FRAMEWORKS FOR MENTORING TEACHER LEADERS
PROJECT DETAILS & POTENTIAL APPROACH�
Last year our project team worked to create 8 tools to coach and grow teacher leaders, each centered on the Teacher Leader Model Standards. Now it's time to add resources so we can help teacher leaders take the information from their coaching conversation or self-reflection and pave a path forward. This project team will curate resources for teachers leaders, building leaders, and education leaders, in order to help direct leadership development. Happy teachers = happy students. Come and help us grow the list of resources to develop happier, healthier, stronger, and more effective teacher leaders.
PROPOSED BY: MEGAN ALLEN & KELISA WING�National Network of State Teachers of the Year (NNSTOY)
MEMBERS FROM
PROJECT OVERVIEW
Curating resources to promote education leadership development inside and outside schools
work environment focus
SUPPORTING RURAL TEACHER COLLABORATION
PROJECT DETAILS & POTENTIAL APPROACH�
Teachers in rural areas are often isolated from peers. Evolving practice in isolation is challenging on many levels. Previous project teams have explored rural contexts including the idea of bringing PLC type models in rural contexts. Big questions and challenges remain. In our own work to support teacher collaboration in rural Maine, we have some promising ideas, but also have much room to improve our work and learn from others. Through exploration of multiple models of systems being used to support teacher collaboration, this team would seek to answer the following questions: What do systems that support teacher collaboration in rural areas look like? What are essential and effective features of those systems of collaboration that others might learn from? What makes those features effective?
The output of this work would include a range of case studies and a distillation of effective features (where? why? for whom? they work).
Feel free to email christine@gmri.org if you have questions or ideas to improve this project idea.
PROPOSED BY: CHRISTINE VOYER�Gulf of Maine Research Institute
MEMBERS FROM
PROJECT OVERVIEW
Uncovering effective models and essential elements of systems that support rural teacher collaboration
work environment focus
RE-IMAGINING THE WORK ENVIRONMENT FOR TEACHERS OF COLOR
PROJECT DETAILS & POTENTIAL APPROACH�
Every minute of every day, Teachers of Color navigate the education landscape that is dominated by white culture. Having a demographically diverse school staff is only the beginning to creating an inclusive work environment. We must ALL press on the systems that perpetuate dominant culture, but this looks different depending on our unique critical identities.
At Trellis Education, we have found that strategically integrated affinity based work allows every community member to actively examine how to disrupt white supremacy given our identities and build trust in our collective commitment to social justice across affinity groups. In this team, members will gather in two racial affinity spaces - POC and White - to explore its use as a means to create a positive work environment for Teachers of Color (TOC) and ultimately improve the retention of TOC. Each affinity space will put together a summary of our learnings for an agreed upon audience who wants to create this space in their workplace.
PROPOSED BY: WENDY YAU & KARIN LITTLE�Trellis Education
MEMBERS FROM
PROJECT OVERVIEW
Protecting Space to Create Culturally Responsive Work Environments for Teachers of Color
work environment focus
STEM AFTER THE STANDARDS ERA
PROJECT DETAILS & POTENTIAL APPROACH�
Current standards and accountability systems really do not do STEM…or education as a whole…any favors. While they seem to be a given, there was a time before standards and accountability as we know them and there may well be a time after...if only we can come up with viable alternatives that serve learners and educators in more fruitful ways. What are the alternatives? I don't know and I'd love to explore with a team of grounded dreamers. Perhaps the movement toward profiles of graduates is a starting point? https://ed.sc.gov/newsroom/profile-of-the-south-carolina-graduate/
Initially the work may be about daydreaming out-loud but the hope is that we would land on some “ahas” that could form the basis of a white paper or other piece of writing.
PROPOSED BY: TOM PETERS�South Carolina's Coalition for Mathematics & Science
IDEAL MEMBERS
PROJECT OVERVIEW
Suppose we threw standards as we know them away, and redeveloped them and our accountability system to be STEM friendly?
work environment focus
THIS IS WHY WE BADGE IT!
PROJECT DETAILS & POTENTIAL APPROACH�
Problem: There is a lack of understanding around micro-credentials and digital badges; how they differ from endorsements and how they can be used to advance career opportunities for STEM educators. WGU is committed to increasing access to STEM resources for educators across all stages of their career. Researching current and future use of micro-credentials and badges will afford WGU and other partners an understanding of the use of novel approaches for upskilling, including access, acquisition, documentation, and promotion of STEM expertise.
Phase I (6 months):
Phase II (6 months or dependent on outcomes of Phase I):
PROPOSED BY: AARON POPHAM�Western Governors University
MEMBERS FROM
PROJECT OVERVIEW
Explore the ways LEAs and SEAs are using micro-credentials and badging in order to provide innovative recommendations that will highlight and increase visibility of educators’ STEM expertise.
work environment focus
WHAT DOES POSITIVE WORK ENVIRONMENT IN SCHOOLS REALLY LOOK LIKE?
PROJECT DETAILS & POTENTIAL APPROACH�
The “Teacher’s at Work” report provides an overview of best practices for supporting positive work environment in schools. Notably, it describes the responsibilities that school and district leaders have in creating such an environment. But what is really working in action, across a spectrum of schools that are finding success in this area? What strategies are working in practice? Where do the strategies come from and how are they enacted? What do administrator roles look like in schools that are successfully enacting these strategies? And finally, how different does success look across schools that vary demographically and/or geographically?
This project will explicitly use resources resulting from 2019 Project Teams “Measuring Positive Work Environment and Culture in Schools” and “Partnering with Schools to Nurture Positive Work Environment” to define and seed a repository of diverse case studies of schools finding success in building positive work environments. The result will serve as a resource for sharing strategies that are working in specific contexts, and an important consideration of this team will be how best to share this resource.
PROPOSED BY: CLEA MATSON�California Academy of Sciences
MEMBERS FROM
PROJECT OVERVIEW
Begin building a collection of case studies of schools successfully using strategies that create a positive work environment.
work environment focus
SUPPORTING STEM EDUCATION IN TRIBAL COMMUNITIES
PROJECT DETAILS & POTENTIAL APPROACH�
Tribal groups have recognized the need to integrate STEM education into formal and informal learning for Indigenous students. This team is interested in exploring and supporting this need, and in addition, centering historically underrepresented Indigenous perspectives into STEM instruction.
Some team members have begun to identify needs via a previous Project Team (Supporting STEM Education in Rural Communities) and would like to continue to build on this work by exploring how to adapt it with tribal communities. Tactical goals for this project will be determined collaboratively as a team, but the vision is to create something useful and relevant for team members working with tribal communities.
PROPOSED BY: MELINDA HIGGINS�U.S. Department of Energy
“There is such a dire need for STEM education in Indian Country. Many members of the network cover regions that include tribal communities, so together I hope we are able to work towards a solution to enhance their STEM capabilities.”
MEMBERS FROM
PROJECT OVERVIEW
Explore how to support STEM teaching and learning in tribal communities
BEST PRACTICES FOR SCIENCE SPECIALIZATION IN ELEMENTARY SCHOOL
PROJECT DETAILS & POTENTIAL APPROACH�
Science is often taught poorly, or not at all, in many elementary schools. A large part of the problem is that elementary school teachers lack the content knowledge, time, and training, to become excellent science teachers. Many successful systems have dedicated science teachers, or teachers who specialize in science, teaching in elementary school classrooms.
The team will do research on best practices in science specialization. In particular, how can we ensure that science teachers have the content knowledge AND the pedagogical content knowledge (PCK) to teach in elementary schools. How does the credentialing process in these other systems impact the availability and success of science teachers?
Deliverables will be a set of best practices, ideally with a couple of case studies if time allows.
PROPOSED BY: TZIPOR ULMAN�Science is Elementary
MEMBERS FROM
PROJECT OVERVIEW
Ensuring that science teachers have the content knowledge AND the pedagogical content knowledge (PCK) to teach in science elementary schools.
DESIGNING A CURRICULUM TO INCREASE STEM AWARENESS AND RETENTION!
PROJECT DETAILS & POTENTIAL APPROACH�
The sales pitch seems easy - We have thousands of high quality, high paying, and rewarding jobs, just get a STEM degree and all your problems will be solved! Only problem is, after we built it, they didn’t come. Maybe, it is time to stop doing old things in new ways and start creating new things. This project team will embark on a journey to develop a framework curriculum that can be scaled from a middle school to the University level. Exploring and developing the skills employers say they want, people need, and society can benefit from, all with a STEM twist.
Goals of the Curriculum:
1) Identify and teach the essential skills every STEM job (and well-adjusted human) requires.
2) A design that focuses on authentic challenges (high interest, student driven) which follow a progression of project-based instruction transitioning from teacher led, to guided, and finally independent.
3) Showcase STEM's humanity (answer the age old “why do we care.”).
PROPOSED BY: CORY GAVITT�University of Colorado, Colorado Springs
MEMBERS FROM
PROJECT OVERVIEW
Join us in developing a cornerstone curriculum to promote STEM and provide the foundational skills necessary for success and longevity in STEM fields.
DIVERSIFYING THE STEM TEACHER PIPELINE
PROJECT DETAILS & POTENTIAL APPROACH�
The STEM teacher diversity gap in K-12 classrooms has no sign of going away unless we do something different and to scale. Without this change, we are reinforcing an education structure that is not serving all students and has huge impacts on the diversity of all other sectors of our workforce, as well as not giving all students a fair chance to go after the ‘American Dream’.
This team will continue to build on foundational work that was previously completed by a prior 100Kin10 Project Team. Specifically, the team will host a series of web-based convenings where policy leaders, implementers, teachers, and potential teacher candidates can share specific strategies that been developed and consider their applicability as part of various recruitment and retention interventions.
In addition, the team will consider opportunities for inter-institutional/organizational collaboration for diversifying the STEM Teacher Pipeline.
PROPOSED BY: DEWAYNE MORGAN�University System of Maryland
MEMBERS FROM
PROJECT OVERVIEW
Our goal is to create a quality teaching corps that reflects the diversity of our nation.
FOSTERING ENGAGEMENT AND ACHIEVEMENT IN THE MIDDLE SCHOOL MATH CLASSROOM
PROJECT DETAILS & POTENTIAL APPROACH�
In many cases, statistics and research support that proficiency in mathematics decreases as adolescents enter in to the 5-8 grade levels. Why does this happen? Why does that trend exist? How can we change and sustain the trend of deficiency on a national level? As a previous mathematics educator within these grade levels, this challenge is near and dear to my heart and have an immense desire to make big change in mathematics education.
A summary of activities would include, but is not limited to:
The audience for the end product of this work would be geared toward administrators and mathematics educators, grade 5-8, and would support monumental shifts that are necessary to move the needle of mathematics achievement in the United States.
PROPOSED BY: LINDSAY M. ANDERSON�ASSET STEM Education
MEMBERS FROM
PROJECT OVERVIEW
Increasing mathematical proficiency in the middle school classroom through research-based, authentic learning experiences & high-quality training.
LINKING STATEWIDE SCIENCE PROFESSIONAL DEVELOPMENT PROVIDERS
PROJECT DETAILS & POTENTIAL APPROACH�
States have multiple existing networks (e.g. universities, school districts, regional offices of education, Extension, professional organizations such as professional science teachers’ associations) that often work independently to provide professional development to teachers. Rarely do these organizations intersect to leverage each others’ strengths and uniquenesses. This project’s goal is to identify common structures and potential nodes of intersection in order to create a larger, more coherent network of teacher professional development opportunities around K-12 science education, particularly in rural communities.
This project builds off of a previous project that surveyed more than 250 science teachers and found that there are PD opportunities in rural areas, but that they are disparate and scattered, and provided by multiple actors and organizations acting independently. This new project comes from the desire to go beyond the survey, to reach out to partners within and across states to find ways of moving forward, finding efficient means of collaboration and support.
PROPOSED BY: BARBARA HUG & SAMANTHA LINDGREN�University of Illinois Urbana-Champaign
MEMBERS FROM
PROJECT OVERVIEW
A framework will be created for leveraging nodes of intersection of existing networks to provide PD opportunities for science teachers
ISIS PARTNERING TO TRAIN STEM EDUCATORS
PROJECT DETAILS & POTENTIAL APPROACH�
Informal Science Institutions (ISIs) play a valuable role in supporting STEM educators with a unique learning environment and array of resources. However, the connection between non-profits and formal K-12 institutions is not always obvious and the benefits that support the educators are sometimes lost. This project team aims to generate an idea bank of meaningful ways ISIs are working effectively to train formal K-12 educators in STEM education. This would be achieved by reviewing current models and engagement strategies that encourage relationships between K-12 schools and ISIs. By the end of the cycle, the team will have several models to recommend to ISIs of varying sizes that support formal k-12 educators. This resource will be targeted primarily at schools and ISIs but would benefit other informal learning organizations. The work of this project team could be shared nationwide through the ASTC community and implemented on a large scale through STEM ecosystems.
PROPOSED BY:
TONI STITH, Carnegie Science Center
TARA HENDERSON, Explora
MEMBERS FROM
PROJECT OVERVIEW
Generate an idea bank of strategies that Informal Science Institutions (ISIs) can use to work meaningfully with formal k-12 STEM educators.
PRACTICES FOR STRENGTHENING 3D FEEDBACK
PROJECT DETAILS & POTENTIAL APPROACH�
The Next Generation Science Standards are intended for all students and set high expectations for teaching and learning “three-dimensionally”. Many efforts have been focused on creating experiences for students that align with NGSS but fewer have specifically addressed how to close learning gaps within NGSS expectations. Education research is conclusive on the essential role of feedback within formative assessment to increase learning and close achievement gaps. However, the 3D structure of NGSS presents unique challenges for teachers who want to leverage feedback to help all students learn science. Even as assessment tools and prompts emerge that adhere to NGSS guidelines that can measure 3D learning, there continues to be a deficit of resources to support teachers attempting to provide individualized, meaningful feedback based on those assessment tools. This can create frustration and disappointment for teachers striving for the success of all students and potentially derail NGSS instructional shifts. This project team will research and recommend best-practices for job-embedded professional development focused on strengthening science teachers’ capacity to provide meaningful three-dimensional feedback
PROPOSED BY: KYLE KAUFFMAN�Museum of Science and Industry
MEMBERS FROM
PROJECT OVERVIEW
Research and recommend best-practices for job-embedded professional development focused on strengthening science teachers’ capacity to provide meaningful three-dimensional feedback
PREPARING TEACHERS TO SUPPORT DIGITALLY LITERATE STUDENTS
PROJECT DETAILS & POTENTIAL APPROACH�
This Project Team began, aimed at understanding the digital literacy landscape within teacher preparation, by diving into current research on standards, programs, and policy. As their work progressed, they began to narrow their focus by looking at the digital literacy identity of teachers. The team is currently researching the creation of a digital literacy self-assessment tool. Their members include Public Education & Business Coalition (PEBC), the University of Indianapolis, and the Hun School of Princeton.
In the next project cycle, this team plans to continue this research, create a digital literacy proficiency scale, and build a self-assessment tool based on this proficiency scale.
PROPOSED BY: KARI COLLEY�Public Education & Business Coalition (PEBC)
MEMBERS FROM
PROJECT OVERVIEW
Identify gaps and opportunities in preparing teachers to support students in becoming digital citizens
SUPPORTING ACCESS TO LOCAL STEM RESOURCES - MID-ATLANTIC REGION
PROJECT DETAILS & POTENTIAL APPROACH�
The leaders of this team have experienced a broken marketplace in which many teachers are unaware of or unable to access:
Especially challenged by this broken marketplace are elementary teachers who don’t have a STEM background, but are teaching STEM.
Based upon previous work last year, this team aims to support these teachers by developing a website to foster a thriving community of local teachers and STEM industry—better enabling access to resources. The team has completed a wireframe of a website and received feedback from teachers from PK-12 regarding format and content. Resources have been gathered and organized to support our “who, what, where, how and $” resource categories.
We are seeking to continue this project but need support with web design and/or funding to support this work. Additional expertise in resource identification and organization would also be appreciated.
PROPOSED BY: JULIANN DUPUIS�Notre Dame of Maryland University
PROPOSED BY: ASHLEY DEMSKI�Francis Scott Key Elementary Middle, 100Kin10 Teacher Forum
MEMBERS FROM
PROJECT OVERVIEW
Explore how to support teachers’ access to local STEM resources, specifically in the Mid-Atlantic region.
SUPPORTING THE INTENTIONAL INTEGRATION OF SCIENCE AND ENGINEERING PRACTICES
PROJECT DETAILS & POTENTIAL APPROACH�
As we shift toward a student-centered approach to science education, teachers need more effective professional learning around integrating the NGSS Science and Engineering Practices (SEPs) more seamlessly into their curricula. While there exist professional learning opportunities that introduce educators to the SEPs, teachers crave more models and tools to be able to intentionally incorporate these practices in an interconnected way into their disciplines. We aim to explore, uncover, and curate online and/or self-paced professional learning opportunities that support SEP integration. By identifying any gaps in accessible professional development during this cycle, we will be able to strategically design experiences and supports to address these needs in future cycles.
PROPOSED BY: ILANA SOMASUNDERAM�KQED
MEMBERS FROM
PROJECT OVERVIEW
Build collection of online and/or self-paced professional learning opportunities geared toward supporting integration of science and engineering practices
HELPFUL INFORMATION ABOUT THIS PROGRAM
TIME BOUND & �OUTCOME DRIVEN��Project can be completed within a 6-month module (January through June) and results in documentation of learnings. In some cases, teams create a concrete deliverable
WHAT DEFINES A “PROJECT”?
CROSS-�ORGANIZATIONAL��Project Team includes 2+ 100Kin10 partner orgs
1-2 Leaders�3-6 Members
Teams can be regional �or national
CHALLENGE-�FOCUSED��Project outcome is related, in some capacity, to addressing the Grand Challenges
CONTINUOUS LEARNING ��Project teams commit to sharing 1) information about their experience with 100Kin10 staff via evaluations and interviews and 2) learnings from their work with the entire network
HOW PROJECT TEAMS COLLABORATIVELY TACKLE CHALLENGES:
Everyone plays a part in tackling our shared challenges:
Team Members
100Kin10 Staff
Team Leader(s)
100Kin10 Network
ABOUT 100Kin10’s SUPPORTING ROLE:
SCOPING & MEMBER RECRUITMENT� �100Kin10 will help leaders recruit members and define a realistic project plan based on project goals and constraints.
LOGISTICAL SUPPORT �& TRAVEL FUNDS��Project Teams can apply for funds to cover the cost of travel and meeting expenses at any time during their project cycle, and those grants will be available on a first-come-first-serve basis.
100Kin10 will provide a dedicated staff member to support teams to deliver on project plans, through coordination support (may include: scheduling meetings, capturing notes, following up on next steps, etc).
CONNECTIONS & RESEARCH SUPPORT��One value of doing this work as part of 100Kin10 is to be able to build on the knowledge extant in the network and among our allies and friends.
To that end, 100Kin10 can connects teams to people, data, research, and processes to help move work forward, as well as coordinate the deployment of surveys to specific subsets of the 100Kin10 network.
PROVEN �APPROACHES
100Kin10 has learned from the best in the business, and will offer all Project Teams access to proven methodologies for how to run collaborative projects.
SPECIAL FOCUS ON TEACHER WORK ENVIRONMENTS AND FOUNDATIONAL MATH
In the spring of 2018, we announced a focus on the catalysts that relate to nurturing positive work environment for teachers in schools, aiming to nurture schools as places where both students and teachers grow, thrive, and succeed.
Specifically, the catalysts are opportunities for teachers to collaborate during the school day, to experience relevant professional growth during the school day, and school leader responsibility for creating a positive work environment. For more information, see our report “Teachers at Work.”
In the spring of 2019, we announced a second focus area on foundational math proficiency, aiming to equip elementary teachers to enable authentic math learning for all students.
This effort will address the high-leverage catalyst at the center of this issue—the need for teaching faculty who have expertise specifically in elementary STEM education. For more information, see our report "Doing the Math.".
100Kin10 is committed to making progress on our current catalyst focus areas, including via Project Teams. In addition to being able to build on the work highlighted in the reports, Project Teams working in these focus areas will have access to paid research assistance and other additional boosts of knowledge and expertise to support them in building on what’s been tried instead of reinventing the wheel.
Projects in this deck related to each focus area are marked as such.
WHAT DOES BEING A CO-LEADER ENTAIL?
Leaders are critical to a Project Team’s success. Along with actively contributing to the work and honoring the time commitment, it requires a special set of network leadership skills.
The below competencies are based on our understanding of what it takes to productively lead cross-sector, cross-org groups toward long- and short-term impact. Over the course of the project, we’ll help you build your skills in these areas:
Is becoming a Co-leader right for me?
The call for proposing teams has now closed, �but many teams are seeking co-leaders!
WHAT DOES BEING A TEAM MEMBER ENTAIL?
Is becoming a Team Member right for me?
WANT TO BE INVOLVED BUT CAN’T COMMIT TO JOINING A TEAM?
If you don’t have time to commit to a team, you can still help move work forward! Here are some ways network partners can engage with and provide support to Project Teams:
Until the work begins, it’s hard to predict all the ways this year’s Project Teams will benefit from network support. If you’re interested in a project, let us know and we’ll keep you informed!
Help Project Teams leverage the network!
PROJECT TEAMS 2019-20 CYCLE:
| | Aug | Sept | Oct | Nov | Dec | Jan | Feb | Mar | Apr | May | Jun | BEYOND�→ |
Leader Interest Form Open (9/9-10/4) | | | | | | | | | | | | | |
Member Interest Form Open (11/4-22) | | | | | | | | | | | | | |
Teams Formed & Notified (12/13) | | | | | | | | | | | | | |
Virtual Orientation (1/14) | | | | | | | | | | | | | |
Project Team Work (1/15-6/30) | | | | | | | | | | | | | |
Share Work With Network (7/1 and beyond, per team) | | | | | | | | | | | | → |
In-Person Kick-Off�NYC
2/4
In-Person�Work Session�Pittsburgh
4/23
Final In-Person�(optional)
PROJECT FORMATION
• Prospective Leaders propose ideas for Project Teams (9/9-10/4)
• Prospective Leaders chat 1:1 with 100Kin10 to discuss proposed idea (10/15-10/31)
• 100Kin10 shares prospective teams with the network, and invites potential members to apply (11/4-11/22). 100Kin10 works with Leader to finalize roster.
• 100Kin10 notifies members of their acceptance, final teams formed (12/13)
• Project Teams get acquainted over email and aggregate and review research/ resources in advance of Kick-Off
• Teams attend Virtual Orientation (1/14) to learn about how Project Teams work
PHASE 1 / SEPTEMBER - JANUARY
PROJECT WORK
• Teams hold Kick-Off Work Session in New York (2/4 or 2/5 - date TBD) to develop a project plan.
• Teams engage in project work through Virtual Work Sessions (most teams meet every other week via video conference) to make progress against their goals. Specific activities will depend on goals and needs of each team. (2/6-6/30)
• Teams regroup for an In-Person Work Session in Pittsburgh (4/23) to work collaboratively and update their project plan
• Teams meet for an In-Person “Final Push” Work Session to help wrap up the cycle — this is optional, but many teams have held these work sessions and found it immensely useful. Teams meet at the time and place that works for its members.
PHASE 2 / JANUARY-JUNE
DETERMINE NEXT STEPS + SHARE LEARNINGS
• At the end of the cycle, each team will determine if they will continue on as a team for another 6-month module (continuing their same work, adjusting their scope and goals, adding new partners, etc).
• Either way, by the end of June, teams will summarize their learnings and, if applicable, “package” (with support available) any completed deliverables so that they can be used by others in the network and field at large. [Example deliverable: a framework that can be utilized by states to develop networks of STEM Peer Mentor Teachers]
PHASE 3 / JUNE - BEYOND
APPENDIX: FREQUENTLY ASKED QUESTIONS
Collaboration Grants
Collaboration Grants are funds to support partner-designed and led gatherings of two or more organizations with the intention of getting to know one another and learning about each other’s work, discussing ideas, and uncovering whether there is possibility for longer term collaboration.
Collaboration Grants are an excellent way of discussing a potential Project Team idea before fully committing (although they are not a prerequisite for Project Team participation).
Project Teams
In comparison to Collaboration Grants, Project Teams are longer term, with a committed set of partners, focused on an agreed upon project.
Project Teams enable partners to build on work generated via a Collaboration Grant, and provide a structured and facilitated process for doing so.
HOW ARE PROJECT TEAMS DIFFERENT THAN OTHER WAYS I’VE ENGAGED?
Fellowship, NIC, Solution Labs
The Fellowship, NIC, and Solution Lab are intensive partner offerings focus on a specific topic, chosen by 100Kin10 in response to partner needs, and directed by 100Kin10.
These are variable in length (3 months-2 years), and include highly structured trainings and processes.
Project Teams�In comparison to these offerings, Project Teams are partner-directed every step of the way. 100Kin10 will still provide structure, support, and resources as requested, but partners are in the driver’s seat and can use these tools as they see fit.
Over time, Project Teams enable the network to scale our shared problem solving.
HOW ARE PROJECT TEAMS DIFFERENT THAN OTHER WAYS I’VE ENGAGED?
Brain Trust
Brain Trust members have played a key role in shaping the foundation of knowledge around each of our catalyst focus areas: positive work environment for teachers in schools and foundational math proficiency.
A new iteration of the Brain Trust for each of the focus areas is practicing “effective knowledge exchange” with fellow members as a model for the broader network. They’ll also support the work of focus area Project Teams and others in the network by sharing research and best practices. If this sounds interesting to you, reach out to lauren@100kin10.org to get involved.
Project Teams�FYI, one can be a member of both a Brain Trust and a Project Team!
In comparison to the Brain Trust, Project Teams are more focused on a specific outcome and are a bigger and more concentrated time commitment. The Brain Trust work happens in small increments continuously over time rather than a focused 6-month effort.
HOW ARE PROJECT TEAMS DIFFERENT THAN OTHER WAYS I’VE ENGAGED?
I WANT TO PARTICIPATE IN THE FUTURE. WILL PROJECT TEAMS HAPPEN AGAIN?
Yes! We expect to roll out another cohort of Project Teams for 2021, and hope you can join!
WHO IS THE RIGHT PERSON FROM MY ORGANIZATION TO JOIN A TEAM?
Folks from 100Kin10 partner organizations (and approved network guests) who are passionate about a project idea and who have time and institutional support to work on the project are encouraged to apply to join—regardless of level within their organization.
WHAT TIME COMMITMENT IS EXPECTED FOR LEADERS AND MEMBERS?
Each project will vary in its time commitments, depending on the scale and desired outcomes. At the kick-off, the Project Team will work together to define a project plan that works for everyone.
Leaders will likely spend quite a bit more time than members, as they will be coordinating the whole project, following up with individual members, meeting with external stakeholders, liaising with 100Kin10, etc—in addition to performing tasks as an active member of the team. Last year, participants told us they spent an average of 3-4 hours per week - which fluctuates throughout the project depending on each team’s goals and workplan.
We’ve seen in our program evaluations that the more one puts into Project Teams, the more one gets out of the experience.
CAN PEOPLE AND ORGS WHO AREN’T PART OF 100Kin10 JOIN A PROJECT TEAM?
Folks from non-partner organizations who are passionate about a project idea and who have time and institutional support to work on the project may apply to join a team.
However, guests must be invited or approved by the team’s leader and are especially welcome if the leader sees a need for a problem-solving partner that is not currently in the network.
Guests are not eligible for travel support via 100Kin10, but otherwise may participate in the team normally if admitted.