Grow Your Own: Recommendations for Addressing Teacher Shortages for STEM and Other Critical Needs Areas

The United States has a well-documented teacher shortage crisis. Areas such as Science, Technology, Engineering and Mathematics (STEM) continue to experience shortages. Since teachers have the greatest impact on student achievement, the lack of highly qualified teachers potentially affects the academic and economic stability of the United States. This paper provides model recommendations for addressing teacher shortages in STEM and other critical shortage areas. These recommendations can be implemented at the local, district, state or national levels. Utilization of the models can potentially influence student achievement, human resource—talent acquisition, teacher preparation, policy development and professional development

A Theological Extension of Self-Efficacy: Academic Implications

Research indicates a positive correlation between self-efficacy and increased student achievement. Self-efficacy is an individual’s belief that they can exercise control over their functioning. Mastery Experiences, Vicarious Experiences, Social Persuasion and the Physiological well-being of an individual, are components of self-efficacy. This paper extends the traditional view of self-efficacy by introducing another component that effects the motivating factors within an individual. Through theological experiences, individuals in a Christian context utilize faith-based principles to access mastery, vicarious experiences, social support and physiological well-being. Through theological experiences, mastery experiences are acquired with God’s help; vicarious experiences are extended to a global Christian context, Social persuasion occurs through scriptures and testimonies, and physiological well-being is taught and supported via God and His Word (scripture). This theological extension has implications in academia, mental health, leadership and policy articulation

Developing a Mathematics Common Assessment System: Using Data to Drive Instruction

There is an ongoing demand for school and district based educators to connect curriculum, instruction and assessment practices to monitor and increase student achievement. This paper describes the development of a Common Assessment system that connects curriculum, instruction and assessment. It can be implemented from a school based (teacher) or district based perspective. This model addresses the role of curriculum guides, instructional pacing, assessment system selection, test types, professional development and issues related to data disaggregation and dissemination. This model has implications for curriculum development, professional development, instruction and policy articulation

Utilizing Parent and Educator Self Efficacy and Grit Training to Encourage the Pursuit of STEM Careers for Elementary Students from Traditionally Underrepresented Groups

In the United States, there is an increased demand for professionals in science, technology, engineering and math (STEM). Research indicates that individuals with higher levels of self-efficacy and grit have higher levels of academic achievement. Traditional research has focused on the self-efficacy and grit of students. Realizing the impact that parents and educators have in the lives of students, the purpose of this model is to determine the effect that parent and educator self-efficacy and grit training has on the pursuit of STEM careers for elementary students from traditionally underrepresented groups. The data gathered, will examine the impact that professional development has on student career choice. This model has implications for curriculum development, professional development, instruction and policy articulation

Increasing STEM Grit among Underrepresented Groups: Lessons from Our Fathers

Research indicates that students with a high level of Grit and self-efficacy have higher levels of academic achievement. Grit is comprised of passion (consistency of interest) and perseverance of effort, for long-term goals. The purpose of this model is to increase Grit among underrepresented groups. It utilizes one aspect of self-efficacy, “vicarious experiences”, to increase STEM (Science, Technology, Engineering and Mathematics) Grit among underrepresented groups. Historical contributions from individuals from underrepresented groups in STEM fields are used vicariously to promote student Grit by showing examples of perseverance resulting in academic excellence. This model has implications for curriculum, instruction, assessment, professional development, and public policy articulation

Transforming the Instructional Leadership Professional Development Landscape Utilizing National Board for Professional Teaching Standards (NBPTS) Resources

Increasing measurable student achievement is a primary goal for K-12 institutions worldwide. To this end, Instructional Leaders must be knowledgeable concerning instructional best practices, technology, and current research in education. This paper examines professional development for Instructional Leaders utilizing an accomplished teaching model that employs National Board for Professional Teaching Standards resources as the basis for instruction. Within the context of this paper, Instructional Leaders are defined as administrators that spend 50% or more of their time in direct delivery of instructional services to the following: teachers, principals, and/or other educators in administrative or supervisory positions

Early Exposure/Long-Term Gains: Encouraging Underrepresented Middle School Students to Pursue STEM Careers

Preparing middle school students in STEM for their transition to high school and ultimately for post-secondary endeavors requires early exposure to STEM subjects. This early exposure not only builds a foundation for the ever-changing skills that are needed for the workforce, but also boosts student achievement and test scores (STEM Education Works, 2021). The MUREP project focuses on increasing the number of underrepresented minority students interested in STEM fields. The purpose of this study is to examine underrepresented minority middle school students’ attitudes toward STEM and their expressed interest in STEM post-secondary subjects and careers after participation in the MUREP project. The study employed a quantitative survey research design. The sample of the study was comprised of 418 middle school 6th, 7th, and 8th grade students. The data of the current study were collected using the Middle and High School (6-12th) survey. The results of the study indicate over 50% of the students expressed a positive attitude and interest in the STEM subjects. Many of the students also showed interest in continuing their STEM education and pursuing post-secondary STEM careers. Fifty-eight percent (58%) of the students expressed interest in specifically identified STEM post-secondary careers and subjects