As 100Kin10 launches its work on increasing the range of quality and relevant STEM courses in high school, we invite partners to join our brain trust on this topic. The formation of a brain trust is the first step in our collective work in this area, and is designed to deepen the base of knowledge that will guide our efforts in the coming year and beyond. Participation is open to anyone interested in learning and/or contributing to progress in this area.

We launched the 100Kin10 Teacher Forum to hear directly from STEM teachers about what’s happening “on the ground” in classrooms and schools across the country. Members point us to real-time insights by bringing to the surface the ideas, observations, and insights that STEM teachers are experiencing daily.

We are looking for leading STEM teachers to join the 2020 Teacher Forum. In particular, we are seeking a racially diverse cohort. What we learn through the Teacher Forum informs how we address the Grand Challenges, and it’s important that we’re hearing regularly from a greater diversity of perspectives and lived experiences.

Learn more about the nuts and bolts of the Teacher Forum and nominate up to three teachers by December 13th.

Questions? Email Pomai Verzon at pomai@100Kin10.org.

We are thrilled to open the call for the next cycle of Project Teams! Entirely led by partners, Project Teams are small, cross-organizational groups who work together for six months on a project that addresses a Grand Challenge related to each organization’s core work in ways that the rest of the network can learn from and build on. 100Kin10 supports teams with logistical support, leadership coaching, data collection and analysis, travel stipends, and more.

If you have a challenge you’re passionate about that can’t be solved alone, please complete our form by Friday 10/4.

STEM teachers leave their positions at a higher rate than other teachers, especially in schools with the highest concentrations of students of color and poverty. During this webinar, 100Kin10’s Measuring Positive Work Environment and Culture in Schools Project Team will share their work to begin to examine this STEM equity issue by better understanding how the field currently measures teachers’ perceptions of the work environment.

They will share the extent to which available measurement tools examine the six conditions for promoting equity: policies, practices, resource flows, relationships and connections, power dynamics, and mental models. Additionally, they will share how researchers and district and school leaders can continue to take concrete steps to further promote and support STEM teaching and learning.

Our biggest challenges can’t be solved by individual organizations working alone. Yet much of funding flows this way and, while well-intentioned, often incentivizes the wrong behaviors: working in silos to address symptom-level problems. 

Recognizing this reality, we supplemented all that we’ve learned from mobilizing the network and from 100Kin10 partners’ many accomplishments with an analysis of successful change efforts. From it, we identified a few elements that leaders in philanthropy and other sectors can use to fuel coordinated and sustainable change. Now, we want to enable others to apply the actionable takeaways we uncovered by sharing them during a session at SXSW EDU 2020. Help us get there by voting for the session and spreading the word with your networks!  

This year, a 100Kin10 Project Team developed a tool to help capacity-building organizations better understand the environments of the districts or schools they’ll be working with in order to create and encourage experiences that teachers can truly benefit from. If you’re planning to provide professional learning in the next school year, this Project Team, test the tool in your unique context!