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National Alliance for Partnerships in Equity Education Foundation
P.O. Box 369, Cochranville, PA 19330
Phone: 610-593-8038 Fax: 610-593-7283
Email: NAPE@napequity.org
Funded by the National Science
Foundation HRD-0734056 and HRD-1203121

Professional Development

The STEM Equity Pipeline will provide professional development using national experts on gender equity in Science, Technology, Engineering and Math (STEM) education through webinars, webcasts and online courses. The calendar of professional development events will be determined from the input of STEM Equity Pipeline Network members nationwide. To provide your input please complete the Professional Development Needs Assessment.

The STEM Equity Pipeline Project has also chosen the following two areas of intellectual specialization that will be highlighted throughout the training provided to the State Teams as well as through the national professional development events offered.

Accountability – Using Data to Drive Program Improvement:

Data-driven decision-making is the process of analyzing student data - academic performance, attendance, demographics, etc. - in such a way that administrators, teachers and parents can accurately assess student learning. Decisions are then based on the data to improve administrative and instructional systems to continually promote student achievement. Not to be confused with the research process, using accountability systems and the data they hold to help inform the institutional decision process has proven to be extremely effective. It is the intent of this project to include activities that will assist State Teams in using the educational data available to them about student participation, completion and achievement in STEM Career Cluster programs as a tool when providing extension services to local educators when making decisions about the selection of strategies to implement to increase the participation of females in STEM Career Cluster programs.

Professional Development – Implementing Effective Extension Services in the Formal Education Community:

Based on the synthesis of the research by the Mid-continent Research for Education and Learning in its Professional Development Analysis, professional development that is most likely to positively affect teacher instruction is a) of considerable duration, b) focused on specific content and/or instructional strategies rather than general, c) characterized by collective participation of educators in the form of teams, d) coherent, and e) infused with active learning rather than a stand-and-deliver model. The project will implement research-based professional development activities, model these with State teams and conduct training in how to use implement professional development strategies with teachers in the formal education setting.

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Disclaimer: Any opinions, findings, and conclusions, or recommendations expressed in the material contained in the resources sections on this website are those of the author(s) and do not necessarily reflect the views of the NAPE Education Foundation or projects. Furthermore, inclusion of a product, program, or practice in the NAPE website does not imply its endorsement by the NAPE Education Foundation.