Our Impact
IMPROVED PREPARATION
IMPROVED PREPARATION
More STEM teacher candidates have access to evidence-based STEM preparation via 100Kin10 partners
More STEM teacher candidates have access to evidence-based STEM preparation via 100Kin10 partners
"Preparation program partners reported that participating in the 100Kin10 network and collaborating with one another allowed them to expand the reach of existing high quality programs and develop new approaches to teacher preparation, which positioned them to have more impact on teaching and learning than they would have had on their own.
"- Bellwether Education Partners
Fueling Innovation in Teacher Prep
Rider University’s post-baccalaureate full-time residency certification program provides an illustrative example of how 100Kin10 facilitated the expansion of evidence-based STEM preparation programs. The program launched in 2014 with the aid of a grant offered through a 100Kin10 Funding Competition seeking innovations in teacher preparation and awarded by Carnegie Corporation of New York and the S.D. Bechtel, Jr. Foundation. The program’s development was further bolstered through the 100Kin10 network with the opportunity to collaborate with two strong residency programs – Mary Lou Fulton Teachers College at Arizona State University and Denver Teacher Residency – at the 100Kin10 Summit and through a 100Kin10 Collaboration Grant.
Rider’s residency program integrates coursework and student-teaching experiences, providing career-changing teacher candidates with the kind of real-world practice and coaching that research shows is most effective for preparing excellent STEM teachers. According to Professor and Dean Emerita Sharon Sherman, the program “was 100% enabled by 100Kin10. We would not have had that opportunity if it wasn’t for 100Kin10.”
Raising the Profile of Effective Practices
John Keller, formerly Executive Director for the STEM Teacher and Researcher (STAR) Program at California Polytechnic State University and currently Director of the Fiske Planetarium at University of Colorado, Boulder, shared how 100Kin10 was very influential in the growth and sustainability of the STAR program: “100Kin10 provided a space which validated [the STAR] work and built momentum among both teacher preparers and funders. It led to a rise in visibility [for research experience for teachers] as an approach for teacher preparation.”
Keller also credits 100Kin10 with furthering the field’s understanding of the benefit of integrating research opportunities into STEM teacher candidates’ preparation experience.
"We published a literature review on teacher research experiences in the 2019-20 time span that wouldn't have happened without a 100Kin10 Collaboration Grant. This, in part, contributed to a recent national shift towards research experience being a powerful and productive approach. 100Kin10 helped us get there.
"- John Keller, former Executive Director at the STAR Program and Director at the Fiske Planetarium
Reaching More Teaches with Excellent Prep
The EnCorps STEM Teachers Program uses research-based methods to prepare STEM professionals to become STEM teachers, placing them in high-poverty schools in cities like Los Angeles, San Francisco, and Denver. In the summer of 2021, the program expanded to New York City, a cross-country move that EnCorps Executive Director Katherine Wilcox credits to connections made by 100Kin10: “The New York Academy of Sciences runs a fantastic program called Scientist in Residence. We talked about how our programs sounded very similar. We received a Collaboration Grant [from 100Kin10], the Academy came to one of our summer residential institutes, and I flew to New York. Fast forward, NYAS and EnCorps received funding this year from the Peter and Carmen Lucia Buck Foundation [also a 100Kin10 partner], and here we are, we launched.”
"That was made possible by 100Kin10, and we had partners across the nation that helped us to really dive deep into how to make those programs more meaningful, particularly for teachers who may not have a lot of education training in how to teach STEM.
"- Earl Legleiter, Director of the Science & Math Education Institute at Fort Hays State University
Increasing Teacher-Prep Effectiveness through Collaborative Learning
Earl Legleiter, Director of the Science & Math Education Institute at Fort Hays State University, in Kansas, explained how his Project Team entitled “Filling Vacancies Quickly, With Quality” impacted the design of their alternative certification program: “We examined other alternative certification programs around the country and looked at how can we improve our program at Fort Hays State University. Of course, that was made possible by 100Kin10, and we had partners across the nation that helped us to really dive deep into how to make those programs more meaningful, particularly for teachers who may not have a lot of education training in how to teach STEM.”
