Educator Effectiveness AcademyDay 1

Principals will:review goals for STEM education in high school.receive an overview of high school STEM EEA content sessions. develop an understanding of how STEM education connects to the Common Core and other content standards. receive strategies on how to implement STEM education in their schools.

STEM Educator Effectiveness Academy Outcomes:Develop knowledge of the Maryland STEM Standards of Practice and Frameworks.Develop knowledge of STEM unit components and resources.

High School STEM 3 Day Educator Effectiveness Academy Overview

SummaryTake AwaysDay 1: Maryland State STEM Standards of Practice and FrameworksSTEM participants will engage in activities that will allow them to take a deep dive into the STEM Standards of Practice and the Grades 9-12 Framework Instructional Guide. Participants will analyze the Framework Instructional Guide structure and content. Additionally, they will develop an understanding of how to use the STEM Standards of Practice in any content area. Maryland State STEM Standards of PracticeMaryland State STEM Standards of Practice Framework Instructional Guide Grades 9-12Day 2: STEM Centric Units and LessonsSTEM participants will develop an understanding of how to create STEM centric lessons for any content area. A STEM centric lesson is one that incorporates the STEM Standards of Practice and reflects the definition of STEM education. Participants will analyze STEM centric lesson seeds using the STEM centric unit and lesson checklist. They will be given resources to develop STEM centric lessons for their content area. Participants will go offsite to review resources on the STEM section of the curriculum management system and begin to plan a STEM centric lesson.Maryland STEM Unit ComponentsSTEM Centric Lesson Guide5E Model for Integrated STEM InstructionSTEM Centric Lesson and Unit ChecklistBiology, Government, and Foundation of Technology Integrated Lesson SeedsSTEM Centric Lesson Seed TemplateDay 3: STEM Learning EnvironmentSTEM participants will analyze the attributes of a STEM centric learning environment. They will review the pedagogy and curriculum associated with STEM education and analyze the roles of teachers and students engaged in STEM centric activities. Participants will develop a professional development plan to share STEM information with their schoolsAttributes of a STEM Centric Learning EnvironmentSTEM Professional Development School Plan

Common Core State Standards English Language ArtsCommon Core State Standards Algebra ICommon Core State Standards GeometryCommon Core State Standards Algebra IINext Generation Science StandardsNew Social Studies StandardsPARCC Assessments

Provides coherence to educational reforms1.Supports the development of core academic competencies2.Prepares students for post-secondary study and the 21st century workforce.

1Building a Science, Technology, Engineering, and Math Education Agenda. National Governors Association, December 20112 Using Technology to Support Science, Technology, Engineering, Mathematics (STEM for All). Dr. James Basham, Dr. Maya Isreal, et. al. May 2011

Content MasterySTEM Education Develops Skills That Allow for a Deeper Understanding of Content

Implementing STEM education should not disrupt, displace, or add on to curricular pacing.STEM education complements the continuum of content instruction that would occur during the day.Two approaches to implementation:Content Based InfusionProjects/Themes that Span Multiple Disciplines

Content specific teachers incorporate the STEM Standards of Practice and Frameworks in their classroom.Content teachers develop STEM centric lessons.

Teachers from multiple disciplines come together to plan and implement STEM centric lessons.

Identify faculty who could take the lead on STEM implementation.Identify planning time to allow selected faculty members to develop a STEM centric lesson. Identify a time during the school year for selected faculty to engage students in STEM centric lessons.

Attributes of a STEM Centric Learning Environment

Pedagogy and CurriculumTeachersStudentsis project / problem - basedorinquiry - basedcollaborate with educators in other disciplines to develop integrated lessons.understand and can describe the relationship between content topics, the real world connection, and the work performed by STEM professionals.is transdisciplinaryfacilitate student engagement and questioning this includes asking question that promote higher order thinking and guiding students through the problem solving process.are actively engaged in questioning, problem solving, and hands-on activities.incorporates content standards and the STEM Standards of Practice.involve students in the real world application of content.collaborate and function as subject matter experts to address the real world connection.incorporates content standards from multiple disciplines to address the real world connection.provide opportunities for students to design and conduct investigations to address the real world connection.design and conduct investigations to address the real world connection.focuses teaching and learning on developing content mastery and STEM proficiency.facilitate activities that allow students to apply the STEM Standards of Practice, Standards for Mathematical Practices, Scientific and Engineering Practices, and/or the Engineering Design Process.are able to employ systematic approaches (e.g.: engineering design process) to address the real world connection.incorporates Universal Design for Learning, WIDA Performance Definitions and CAN DO Descriptors, and accelerations or enhancements to accommodate diverse learners.provide support to students in their use of technology for exploration of the real world connection.are able to use the necessary and available technology required to address the real world connection.conduct ongoing assessments of students performance, both formally and informally, to guide instruction and raise the quality of teaching.effectively communicate ideas, data, design products, conclusions, results, etc. to diverse audiences.

First and foremost, STEM education in Maryland is about content. Maryland believes that a deep and profound knowledge of content is critical to a meaningful STEM education. How teachers should deal with that content is found in the Maryland State STEM Standards of Practice and Frameworks.

There are two goals for STEM education in high school. The first goal is the development of STEM proficient students. This goal is for all students and can be incorporated into all courses. STEM proficient students graduate with the basic skills and knowledge required to pursue post-secondary study or work in any field.

The second goal is on the advanced preparation of students for post secondary study and careers in the STEM fields. This goal is for students who are interested in the STEM disciplines. High school provides a unique opportunity for students to explore different career paths and college majors through advanced coursework, career academies, magnet programs, STEM academies, specialized STEM programs, internships, and dual enrollment opportunities. Specific programs to address the needs for advanced preparation of students shall be determine by individual schools systems.

The focus of the high school STEM content sessions of the EEA is on the development of STEM proficient students. STEM participants will analyze the STEM Standards of Practice and Frameworks, receive resources to develop STEM centric units and lessons in any content area, and learn the attributes of a STEM centric learning environment.

We are in the midst of change. To meet the demands of post-secondary study and the 21st century workforce, the Maryland State Department of Education is implementing new, more rigorous standards and assessments. This change can understandably cause stress for administrations.

STEM education provides coherence to these educational reforms. STEM education incorporates skills that transfer across all disciplines and into the workforce. The foundation of STEM education is in content as such it supports the development of core academic competencies.

The STEM Standards of Practices identify learning skills, communication skills, inquiry skills, critical thinking, problem solving skills, collaboration skills, and technology skills that are applicable to any discipline.

STEM education should not be viewed as additional work for teachers to do. Rather, it should be viewed as the process of how teachers should deal with content in their area

Year one was about bringing awareness of the need for STEM education. Professional development activities from last years EEA focused on that. Last year, faculty at your school should have been made aware of STEM education.

Year two focuses on using the STEM Standards of Practice and Frameworks to create STEM centric lessons. STEM teachers at this years Academy will learn strategies and receive resources for incorporating the STEM Standards of Practice into instruction. A STEM centric unit or lesson incorporates the STEM Standards of Practice and reflects the definition of STEM education. STEM centric units or lessons can be done in any content area.

It is important to note that implementing STEM education should not disrupt curricular pacing; rather, it should complement content instruction.Two suggested approaches to implementing STEM education is content-based infusion and/or project or themes that span multiple disciplines.

In content-based infusion a teacher would develop a STEM centric lesson which incorporates the STEM Standards of Practice. The teacher would be solely responsible for developing and executing the lesson or unit.In project/themes that span multiple disciplines, teams of teachers that represent different disciplines would come together to plan a unit or lesson that addresses the content standards of each discipline. These teachers do not have to teach the same students because the idea is that over the course of a students high school career, he/she would have the opportunity to practice all of the STEM Standards of Practice in multiple content areas. This is just an example of how STEM may be incorporated in your school this year. Ultimately, school leaders will determine the best strategy for incorporating STEM in your school.

The foundation of STEM education is in content. The required content for STEM education is found in content standards. How teachers should deal with that content in the learning environment is found in the Maryland State STEM Standards of Practice. The ultimate goal of STEM education is to develop STEM proficient students who are ready for post-secondary study and the 21st century workforce.