STEM achievement, access, and literacy gaps disproportionately limit low-income and minority student opportunities. STEM professionals are uniquely positioned to meaningfully utilize their talent and real-world expertise to deliver an authentic, rigorous, and relevant STEM education. EnCorps recruits, selects, develops, and supports the best and brightest STEM professionals to address the shortage of high-quality, impactful educators for under-resourced students in high-need communities.
EnCorps STEM Teachers
Biography: Katherine’s career includes more than 25 years of experience in senior management positions in privately-held and public, multi-national corporations, as well as co-founding and leading a national, computer accessories brand. With an appreciation for education, and an understanding of the importance of high standards, hard work, diversity and challenge, she sought a “life-reimagined” career as an educator by joining the EnCorps STEM Teachers Program in 2010. In 2013, Katherine became EnCorps’ Southern California Program and Recruitment Director and in 2014, she was tapped to lead EnCorps as Executive Director. She received Bachelors of Art in both Economics and International Affairs from the University of Colorado, Boulder.
The EnCorps STEM Teachers Program recruits, transitions, and supports experienced professionals and military veterans in the STEM fields to enter classrooms as teachers and tutors, addressing the unmet demand for highly qualified teachers to deliver an excellent STEM education to all children in disadvantaged communities. This program utilizes the strategies relevant to second career professionals to develop the pipeline of outstanding teachers who will inspire the next generation of innovators and problem solvers. EnCorps Educators represent our nation’s top STEM experts; they have been employed an average of 17 years as a STEM professional, and 80 percent have earned either a master’s or PhD in a STEM subject.
• comprehensive professional development to prepare participants for urban classrooms
• early teaching experiences as tutors and guest teachers in high-need public schools
• support from EnCorps staff in navigating the transition to teaching
• partnerships offering accelerated teaching certification with statewide IHEs, county offices of education , and charter management organizations
EnCorps STEM Teachers Program Pathways:
EnCorps offers two pathways to full-time teaching. The Single Subject Credential Pathway is EnCorps STEM Teachers Program’s original pathway, typically requires 12-18 months to complete, and continues to lead to a credential in biology, chemistry, physics, foundational science, geosciences, math, or foundational math. The CTE Credential Pathway is EnCorps’ newest, in which school districts and county offices of education provide online instruction for 15 weeks, crediting industry professional experience and adding STEM pedagogy instruction. EnCorps requires the bachelor’s degree and supports professionals from the following industry sectors: Arts/Media, Energy/Utilities, Engineering/Design, Finance/Business, Health Science/Medical Technology, Information Technology, Manufacturing/Product Development, and Transportation. EnCorps STEMx Tutors Pathway facilitates the means for STEM professionals to stimulate students’ curiosity and to envision new futures for themselves, offers a powerful reward for a limited investment of time, and may inspire some Tutors to consider teaching full-time. EnCorps’ STEM Military Pathway seeks military veterans with technical expertise, who are becoming increasingly available because of the reduction of force from all branches of the military. EnCorps’ Cohort Model begins annually with the Summer Residential Institute. All STEM experts recruited by EnCorps, regardless of pathway, begin their experience by tutoring in a partner organization or school serving high-need students.
EnCorps will share its Theory of Change and share its answers to:
* Where do you find these Unicorns?
* How can you convince them to transition to public service through teaching?
* What should you consider when interviewing and selecting candidates?
* What can or do you do to train and support career changers in a transition to teaching in a high-need community?
* How do we retain these teachers?
Career and technical education and workforce development professionals, business representatives, administrators. I expect that the audience will have a high level of understanding about the need for improved applied math and science teaching in under-resourced communities.