- Year 2019
- NSF Noyce Award # 1339981
- First Name Serigne
- Last Name Gningue
- Institution Lehman College, CUNY
- Role/Position Principal Investigator
- Workshop Category Track 1: Scholarships and Stipends
- Workshop Disciplines Audience Biological
- Target Audience Evaluators/Education Researchers, Higher Education Institution Administrators, Noyce Master Teachers, Noyce Teaching Fellows, Project PIs / Co-PIs / Other Faculty/Staff, School and District Administrators
- Topics Effectiveness of Program Graduates
- Session Length 30 minutes
- Additional Presenter(s)
Gillian Bayne, gillian.bayne@lehman.cuny.edu>, Lehman College, CUNY, Co-PI;
Sunyata Smith, sunyata.smith@lehman.cuny.edu, Lehman College, CUNY, Co-PI;
Nicolette Georgiades, ngeorgiades514@gmail.com, New World High School, Noyce Teacher;
Hillary Lantigua, hillary.lantigua@lc.cuny.edu, New World High School, Noyce Teacher
Goals
The Science, Technology, Engineering, and Mathematics for English Language Learners (STEMELL) program, an innovative school-centered and needs-based model that consists of reform based efforts that provide induction and epistemological growth supports which produce demonstrated positive impacts on teacher competency, teacher retention, and the science and mathematics achievement of high-need, low-performing urban students in grades 7 through 12. Our overarching goal has been to strengthen our understanding and implementation of critical elements inherent to carefully crafting and enacting pedagogical practices that are aligned to meet the teaching and learning needs of this special population of students. In this presentation, we will describe and analyze the teaching effectiveness of graduates from the Noyce STEMELL program, by highlighting the successful experiences and trajectories of Scholars into and along the teaching pipeline, as they have successfully secured teaching positions in underresourced New York City Schools with large populations of English Language Learners (ELLs).
Evidence
The focus of this presentation will be to provide evidence of the program’s success by sharing descriptive statistics of the observations of 16 Noyce Teachers using the Lehman College Observation System (LCOS) augmented with the Sheltered Instruction Observation Protocol (SIOP). The LCOS was adapted from Lawrenz et al. (2002) Classroom Observation Protocol (COP) used to observe mathematics and science lessons. We will: (a) present the LCOS as a tool for measuring teacher effectiveness; (b) do a comparative analysis of the effectiveness of teacher-centered and student centered instruction and detail the levels of engagement had by ELL students as a result of being immersed in STEMELL pedagogical practices, and (c) explain the effectiveness of the Noyce Scholars’ preparation and enactment of carefully crafted lessons for students whose native language was one other than English.
Proposal
According to observations using Sheltered Instruction Observation Protocol (SIOP) evaluation tool, Noyce Scholars are performing best in delivering effective pedagogy to ELLs [the program’s most important goal] as well as using inquiry based instructional activities and effective time-management. Additionally, Scholars have reported being highly confident in their ability to meet the needs of ELLs in science and mathematics, and in so doing address many of their students’ English proficiency needs. Our research have evidenced that STEMELL scholars strongly outpace other math and science education department students at the College in their completion of course credits across similar time periods. We have found that Scholars have risen to the level of competence in their pedagogical enactments to the level of teachers who have worked productively in the field for up to four years. Consequently, through their participation in STEMELL, Noyce Scholars have completed the program with a clear advantage over traditional math and science teachers who are going into the field directly after being immersed in traditional education programs. Scholars have reported that the internship and fieldwork experiences embedded within the STEMELL program continue to provide them with the most knowledge and high quality capacity-building in working with ELLs in urban high need middle and high school mainstream science and mathematics classrooms.
