Description

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

What You’ll Learn

Educators will learn about effective strategies to support integrative STEM education and develop the skillset 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


STEM Learning Walk

School leaders sample and observe STEM lessons in various classrooms to create a chart of the data from the observation.

Analyzing Integrative STEM Lessons

After completing STEM learning walks, school leaders analyze integrative STEM lessons in various classrooms to ascertain the quality and quantity of integrative lessons. The school leaders use data-informed decision-making of integrative STEM lessons to determine the baseline of STEM integrative lessons at your school.

Advocating Integrative STEM Lessons

After completing STEM learning walks & Analyzing integrative STEM lessons, school leaders use data-informed decision-making of integrative STEM lessons to determine the teachers’ needs and the support of STEM professional learning at your school.

Understanding Effective Questioning in STEM Education

School leaders analyze provided scenarios in which teachers engage in questioning students in STEM instruction and evaluate the questioning in line with the 4.0 rubric.

Applying Effective Questioning in STEM Education

School leaders apply the 4.0 rubric questioning to a teacher’s observation in the school.

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.