Description

This stack is designed to provide school leaders with the ability to develop and recognize their skill sets in conducting STEM learning walks and facilitating/supporting integrative STEM instruction aligned with the SCTS 4.0 rubric.

What You'll Demonstrate

You will demonstrate effective strategies to support integrative STEM education and will develop the skill set to observe, analyze, and make data-informed decisions about STEM education at your school.

Who Should Apply

School-based leaders (principals, assistant principals, curriculum specialists, coaches, etc.).

Micro-credentials


Advocating Integrative STEM Lessons

The administrator uses data-informed decision-making of integrative STEM lessons to determine the educators' needs and advocates for the support of STEM professional learning at their school.

Analyzing Integrative STEM Lessons

The administrator analyzes the integrative STEM lessons and uses data-informed decision-making to determine the baseline of integrative STEM lessons at their school after completing the STEM learning walk.

Applying Effective Questioning

The administrator applies the 4.0 rubric questioning to an educator's observation in their school.

Observing STEM Lessons

The administrator samples and observes STEM lessons (a learning walk) in various classrooms and creates a chart of the data from the observation.

Understanding Effective Questioning

The administrator analyzes the provided scenarios in which educators engage in questioning students in STEM instruction and evaluates the questioning as outlined by the SCTS 4.0 rubric.

Collecting and Analyzing Assessment Data

The teacher demonstrates effective use of formative and summative assessment practices to uncover and make sense of students' mathematical understanding of a specific mathematics concept.

Collecting and Analyzing Assessment Data

The teacher demonstrates effective use of formative and summative assessment practices to uncover and make sense of students' mathematical understanding of a specific mathematics concept.

Using Funds of Knowledge in Mathematics Instruction

The teacher selects from a menu of ideas for bringing in individual students’ experiences and practices outside of school to design mathematical learning opportunities.

Diagnostic Interviews in the Mathematics Classroom

The teacher demonstrates effective use of diagnostic interview techniques to elicit student thinking and appropriately analyzes the collected data.