STEMflex Initiative
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Staffing flexibility is required in the solutions to at least four of the educational issues facing California classrooms:

  1.  Adopting a ninth grade Physics curriculum as standard.

  2.  Helping Earth/Integrated Science instructors become NCLB qualified to teach Physics.

  3.  Increasing the number of Single Subject Math teachers.

  4.  Enhancing Elementary Math instruction.

Creating the needed flexibility requires that teachers be rewarded and motivated to earn as many STEM credentials as possible so that demand for Math, Physics, Chemistry, Geosciences, and Biology instruction at different grade levels can be met as demand fluctuates.  In particular, more Physics teachers are needed for a Physics First effort, and more Math teachers are needed for Algebra, Geometry, and third year Math classes.  Three years of science and three years of math serve as district goals for every student.

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Teachers are everyday people.  No one wants a five period schedule of Geometry, Chemistry, Biology, Earth Science, and Physics which would require five preps per day!  In other words, it's in the best interest of teachers not to increase the number of credentials that they hold because in the future, whether through need or whim, administrators can unreasonably increase the workload on a teacher.

One solution could recognize that work outside of the original credential would be rewarded monetarily through district/union negotiation as an annual supplement.  Teachers earning additional credentials would be rewarded on the salary schedule.  Teachers wanting to cut back on class variety or believing that the supplemental pay was inappropriate, could reduce the number of "available credentials" and accept a smaller annual supplement.

A Memorandum of Understanding between the district and the union needs to be issued stating that only the initial full credential held by a teacher can be used for arbitrary assignments by administrators; unless the teacher agrees annually to accept other postings.  For example, this MOU would allow Math teachers who earn Physics credentials to try Physics teaching, but not force them to keep teaching it.  As a result, teachers will be more willing to earn a Physics credential.

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Teachers need to pass some of the following at $72 each:

  CSET 110  Algebra, Number Theory

  CSET 111  Geometry, Probability and Statistics

          (110 & 111 are required for Foundational Math)

  CSET 112  Calculus, History of Mathematics

          (110, 111, & 112 are required for Math)

  CSET 118  General Science:

                  Astronomy, Earth Processes/Resources,                            Waves, Forces/Motion, Electricity/Magnetism

  CSET 119  General Science:

                  Ecology, Genetics & Evolution, Molecular                            Biology & Biochemistry, Cell & Organismal                            Biology, Heat Transfer & Thermodynamics,

                  Structure and Properties of Matter

  CSET 120  Biology/Life Science

  CSET 121  Chemistry

  CSET 122  Earth and Planetary Science

  CSET 123  Physics

          (118 & 119 combined with either 120, 121, 122, or                123 earn teachers a credential in the subject and                gives them the right to teach middle school and                  integrated science.)

  CSET 124  Biology/Life Science

  CSET 125  Chemistry

  CSET 126  Earth and Planetary Science

  CSET 127  Physics

          (Passing two 120 series tests in the same subject                qualifies for a credential in that one subject.)

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Multiple Subject teachers wishing to teach higher level math or science will need to complete a Single Subject Methods class to earn a Single Subject credential.  The cost of these classes vary.  A standard $500 subsidy after completion of the course and necessary CSET's should provide help motivate teachers.

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In addition to OCDE math and science CSET classes, online support for mathematics instruction that adapts to the backgrounds of individual teachers can be found at aleks.com.  Annual licenses that can be reset (assume two teachers per license) can be purchased for $35 each.  A teacher, (eg Dennis Ashendorf) can manage the site for the district to maintain privacy for the individual teachers and help remind them to complete the online courses.

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Selling the STEMFlex Initiative is necessary.  Dennis Ashendorf, who has earned five credentials, is available to speak with individual teachers and make presentations to departments.

Sample reimbursement forms and a link from the employment page of the district site to a STEMflex Initiative webpage are needed.

A classroom plaque for each teacher, awarded after obtaining a second credential, that lists earned credentials will also help prompt teachers to participate.

It will be demotivating to identify regular Math vs Foundational Math credentials in awards.  The current two-tier math credential is already identified internally.

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New teachers, especially during their first two years, should be strongly encouraged to earn additional credentials for two reasons.  First, for example, new Biology teachers should be able to pass Chemistry and Math tests and Math teachers often have an affinity for Physics problems. 

Second, new teachers may believe that they may be retained more readily if they have earned additional credentials.  This shouldn't be an issue for STEM teachers, who are in short supply, but multiple subject teachers may feel pressured to meet the requirements of the Foundational Math credential.  In general, this would be a beneficial stress.

The greatest problem is helping Earth/Integrated Science teachers become Physics teachers by passing the CSET.  Monitoring the success or failure of these tenured teachers is vital for the quick utility of STEMflex.

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Comparing STAR Physics results with contemporary Earth/Integrated Science results must be done.  If Physics scores pale, it is possible that waivers or adjustments can be made by the state.  Stressing the pedagogical and civil rights aspects of switching to Physics First has a reasonable chance of motivating bureaucrats.

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While expensive federal and state programs are trying to increase the number of STEM teachers, the low cost STEMflex initiative works both to improve the qualifications of current teachers and encourage non-STEM teachers to earn the Foundational Math credential.  With shortages of science and math teachers, this approach may work quickly and also serve the adoption of a Physics First curriculum and the goals of three years of science and math.

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Number of non-STEM teachers introduced to STEMflex

Number of STEM teachers introduced to STEMflex

Number of non-STEM teachers taking CSET

Number of STEM teachers taking CSET

Number of non-STEM teachers obtaining math credential

Number of STEM teachers earning science credentials