Teacher Retention

Enhancing Mathematical Instruction for Emergent Bilinguals Through Collaborative Situated Professional Development

Cadre-Admin — Mon, 22 Sep 2025 15:31:37 +0000

Enhancing Mathematical Instruction for Emergent Bilinguals Through Collaborative Situated Professional Development

This study investigates the shifts in high school mathematics teachers’ instructional practices when working with emergent bilinguals (EBs) after participating in a collaborative situated professional development (CSPD) program alongside researchers. Over the course of one academic year, the teachers engaged in co-planning, co-teaching, and co-reflecting sessions with the research team while integrating research-based strategies to support EBs in learning mathematics. The CSPD also emphasized implementing cognitively demanding and contextually relevant mathematical tasks. The results reveal that the teachers’ instructional practices significantly improved after participation in the CSPD. These improvements include a stronger ability to maintain the cognitive demand of tasks throughout lessons, an increased focus on creating opportunities for students to articulate and explain their mathematical reasoning, and more effective incorporation of meaningful visual aids that enhance comprehension for EBs. These shifts highlight the potential of CSPD to positively impact mathematics instruction for linguistically diverse classrooms.

Yi, J., Sourwine, J., & Shrestha, S. (2025). Enhancing mathematical instruction for emergent bilinguals through collaborative situated professional development. The Journal of Mathematical Behavior, 80. https://doi.org/10.1016/j.jmathb.2025.101281.

Cadre-Admin Mon, 09/22/2025 - 11:31

https://www.sciencedirect.com/science/article/abs/pii/S0732312325000458

STEM Teacher Characteristics and Mobility: Longitudinal Evidence from the American Midwest, 2010 Through 2023

Cadre-Admin — Mon, 30 Jun 2025 19:32:21 +0000

STEM Teacher Characteristics and Mobility: Longitudinal Evidence from the American Midwest, 2010 Through 2023

This study examines the demographics, qualifications, and turnover of STEM teachers in Kansas and Missouri—two contiguous, predominantly rural states in the Midwestern region of the United States. The existing literature lacks detailed insights regarding U.S. STEM teachers, especially with recent economic and social changes over the COVID-19 pandemic, and there is particularly limited evidence regarding STEM teachers in the U.S. Midwest. Utilizing large-scale administrative longitudinal data, we filled part of this gap by documenting the characteristics and turnover patterns of STEM teachers in Kansas and Missouri over a 13-year period, from 2010 through 2023. Our analysis shows declining trends among young and early-career STEM teachers, STEM certification, and rising STEM teacher turnover, especially post-COVID-19. We found particularly high turnover rates in urban schools and schools with the highest shares of students of color and poverty. We also found numerous factors of STEM teacher turnover, including salary and employment in schools serving high percentages of minoritized and low-income students, as well as differential turnover patterns among school geographical circumstances. This work is the first comprehensive examination of STEM teachers in Kansas and Missouri. We offer insights into the teacher workforce of the traditionally overlooked U.S. Midwest. Our results suggest important policy implications for sustaining a diverse and qualified STEM teacher workforce in the U.S. amid post-COVID-19 social changes, thereby informing decision making at state and national levels that aim to foster equitable access to high-quality STEM education among students in diverse contexts, while contributing to the U.S.'s long-term economic growth, sustainability, and the world's advancement of STEM education.

Lam, C. B., Liu, Y., Anglum, J. C., & Nguyen, T. D. (2025). STEM teacher characteristics and mobility: Longitudinal evidence from the American Midwest, 2010 through 2023. Journal of Research in Science Teaching. https://doi.org/10.1002/tea.22024

Cadre-Admin Mon, 06/30/2025 - 15:32

https://onlinelibrary.wiley.com/doi/10.1002/tea.22024

Expanding Opportunities for STEM Teacher Leadership

Cadre-Admin — Wed, 20 Apr 2016 19:50:47 +0000

Expanding Opportunities for STEM Teacher Leadership

Learn about issues, opportunities, and models of teacher leadership to create transformative learning environments and improve education policy and decision making.

Cadre-Admin Wed, 04/20/2016 - 15:50

Date/Time

Thursday, June 2, 2016 - 14:15 - Thursday, June 2, 2016 - 15:45

Location

Jackson

Presenters

Jay Labov

Suzanne Wilson

Teacher Leadership.pdf

Effective teachers are crucial to efforts in improving student learning in K-12 STEM education. Effective teaching may be enhanced through innovative professional development that takes into account the stage of a teacher’s career continuum and opportunities for teachers to use their knowledge and wisdom of practice in various leadership capacities. This session will: 1) explore the implications for career-long STEM teacher professional learning based on recommendations from a recent consensus study of the Board on Science Education of the National Academies of Sciences, Engineering, and Medicine; 2) introduce innovative models in interdisciplinary, entrepreneurial leadership that create high-quality, innovative, and transformative learning environments both in- and outside of the formal education environment; and 3) explore opportunities for teachers to play greater leadership roles in improving education policy and decision-making.

The session will begin with a discussion about a vision of professional learning and teacher leadership. Following this conversation, the presenters will provide overviews of three Academies’ reports:

Participants will then explore ways in which professional learning and leadership, in and outside the classroom and school building, can be made more complementary.

Session Types

Concurrent Session