NC STEM Education
Collaborative Conference for Student
Achievement
April 1, 2015
Tina Marcus
NC DPI, STEM Education
tina.marcus@dpi.nc.gov
NC STEM Recognition
NC DPI Acknowledges
NC STEM Learning Network in collaboration with
The NC Science, Mathematics and Technology Education Center
and
The Friday Institute at North Carolina State University for their collaboration and the
development of this rubric. Recommended citation for this rubric: Friday Institute for
Educational Innovation (2013). Middle School STEM Implementation Rubric. Raleigh, NC:
Author
STEM Initiative
•
•
•
•
Defined STEM Education
Outlined 11essential Attributes
Developed STEM Implementation Rubrics
Implemented Anchor and Affinity Network
Themed Schools
• Developed NC STEM Recognition
Program
• Established NCSTEM Center Portal
• Developed STEM instructional materials
What is STEM Education
 strategy to prepare & engage students in a way of thinking,
reasoning, collaborative teamwork, investigative and creative skills
that are real-world and relevant to today’s society
 integrates S, T, E, M enabling students to understand complex
societal problems through problem/project- based leading &
learning to prepare our next generation of innovators
 aligns with the SCoS and is a critical complement to courses in the
Arts, Career and Technical Education, English Language,
Healthful Living, Music, Social Studies, and World Languages, and
Out-of-School programs
 sustainability through developing effective community relationships
that foster relevant instruction and applied learning opportunities
STEM
 Organized around the Engineering Design Process/Engineering
Connections
 Anchors to content in the areas of science, technology, and
mathematics
 complements courses in the Arts, Career and Technical
Education, English Language Arts, Healthful Living, Music,
Social Studies, and World Languages
STEM… L & L is applied in an integrated manner, interwoven
throughout and advance all content areas with assessment
and exhibition of STEM skills
Quality STEM Education
21st Century Skills
Language
Arts
Responsibility
Music
Problem
solving
Social
Studies
S
E
World
Languages
Technology use
Professionalism
Healthful
Living
CTE
Collaboration/
teamwork
Entrepreneurial
spirit
T
M
Adaptability
Ethics
Critical
thinking
Art
Oral/written
communications
Creativity
Graphic created by Tina Marcus,
NC DPI, STEM education
Common Threads
Student Achievement
…to graduate every student ready for post-secondary education
and work, prepared to be a globally engaged and productive
citizen.
• Every student in the NC Public School System graduates from
high school prepared for work, further education and citizenship
• Every student has a personalized education
• Every student, every day has excellent educators
• Every school district has up-to-date financial, business, and
technology systems to serve its students, parents and educators
• Every student is healthy, safe, and responsible
Attributes: Vision of STEM School
Integrated Science, Technology, Engineering and Mathematics (STEM) curriculum, aligned with state, national, international and industry standards
1) Project-based learning with integrated content across STEM subjects
2) Connections to effective in-and out-of-school STEM programs
3) Integration of technology and virtual learning
4) Authentic assessment and exhibition of STEM skills
5) Professional development on integrated STEM curriculum, community/industry partnerships and postsecondary education connections
6) Outreach, support and focus on underserved, especially females, minorities, and economically disadvantaged
On-going community and industry engagement
7) A communicated STEM plan is adopted across education, communities and businesses
8) STEM work-based learning experiences, to increase interest and abilities in fields requiring STEM skills, for each student and teacher
9) Business and community partnerships for mentorship, internship and other STEM opportunities that extend the classroom walls
Connections with postsecondary education
10) Alignment of student’s career pathway with post-secondary STEM program(s)
11) Credit completion at community colleges, colleges and/or universities
*
Attributes define essential components central to 21st Century Skills
*
Not required for Elementary or Middle Schools - For High Schools Only
Co-equally Connected
…with strategies that provide robust
educational opportunities to prepare our
future workforce, leaders, and next
generation of innovators
…globally competitive workforce K-12 and beyond
GPS
PREPARE & ENGAGE students in a way of
creative thinking, problem solving to seek
solutions, collaborative teamwork,
investigative and creative skills that students
can use in all aspects of their everyday lives
--real-world and relevant to today
STEM Rubric Components
North Carolina Schools
Principle
Integrated STEM Curriculum, Aligned with State, National, and Industry Standards (Principle)
Attribute
Early
Developing
Model
Program has documented
partnerships with other schools,
communities, postsecondary
institutions, and businesses to
identify solutions for executing a
quality STEM program
Program has multiple partnerships
with other schools, communities,
postsecondary institutions, and
businesses to identify solutions for
executing a quality STEM program;
partnerships are purposeful, mutually
beneficial, monitored, and evaluated
2.2 Students
and STEM
Professionals
Program is seeking to establish
Program engages with other schools,
partnerships with other schools,
communities, postsecondary
communities, postsecondary
institutions, and businesses to identify
institutions, and businesses to identify
solutions for executing a quality STEM
solutions for building a quality STEM
program
program
Levels of
Achievement
Prepared
Leaders are creating plans to provide
opportunities for students to meet
STEM professionals and to participate
in STEM learning environments
outside school
Direct experiences with STEM
professionals and STEM learning
environments during and/or outside
school2 are available to students 2
times throughout the year
Direct experiences with STEM
professionals and STEM learning
environments during and/or outside
school2 are available to students
monthly, and are directly connected
to in-class learning
Direct experiences with STEM
professionals and STEM learning
environments during and/or outside
school2 are available to students
weekly, and are directly connected to
in-class learning
2.3 Research
&
Development
Key
Elements
2.1 STEM Network
KEY
ELEMENT
(2) Curriculum: Connections to effective in- and out-of-school programs
On an annual basis, program leaders
and participating STEM teachers
share with each other research and
information on best practices related
to their STEM program goals
On a biannual basis, program
leaders and participating STEM
teachers share with each other
research and information on best
practices related to their STEM
program goals
On a quarterly basis, program
leaders and participating STEM
teachers frequently share with each
other research and best practices
related to their STEM program goals
On a monthly basis, program leaders
and participating STEM teachers
regularly share with each other
research and best practices related
to their STEM program goals
Quality
Indicators
Detail page of the NC STEM Attribute Implementation Rubric
NC DPI acknowledges and appreciates The Friday Institute at North Carolina State University for their collaboration
and the development of this rubric. Recommended citation for this rubric: Friday Institute for Educational
Innovation (2013). Middle School STEM Implementation Rubric. Raleigh, NC: Author
KEY
ELEMENT
(1) Curriculum: Project-based learning (PBL) with integrated content across STEM subjects
Early
Model
Prepared
Developing
1
1.2
Frequency of
STEM
Integration
Project-based learning is used
Project-based learning is regularly
monthly throughout all subject areas,
used throughout all subject areas,
which includes all STEM content areas which includes all STEM content areas
as well as additional subjects
as well as additional subjects
Up to 25% of STEM core and elective
teachers regularly make explicit efforts
to integrate science, technology,
engineering and math, requiring
students to organize knowledge across
disciplines
25-50% of STEM core and elective
teachers regularly make explicit
efforts to integrate science,
technology, engineering and math,
requiring students to organize
knowledge across disciplines
50-75% of STEM core and elective
teachers regularly make explicit
efforts to integrate science,
technology, engineering and math,
requiring students to organize
knowledge across disciplines
Over 75% of STEM core and elective
teachers regularly make explicit
efforts to integrate science,
technology, engineering and math,
requiring students to organize
knowledge across disciplines
1.3
Collaborati
ve PLCs
1
Project-based learning is used
monthly in all STEM content areas
Semiannually, STEM teachers share
STEM activities or ideas and plan
learning outcomes through
professional learning community
meetings and common planning time
Quarterly, STEM teachers share
STEM activities or ideas and plan
learning outcomes through
professional learning community
meetings and common planning time
Monthly, STEM teachers share STEM
activities or ideas and plan learning
outcomes through professional
learning community meetings and
common planning time
Weekly, STEM teachers share or cocreate STEM activities or ideas and
plan learning outcomes through
professional learning community
meetings and common planning time
1.4
Physical
Space
1.1
Frequen
cy of
PBL
1
1
Project-based learning is used rarely
in all STEM content areas
On special occasions computer labs or
classrooms are transformed into
collaborative spaces and project work
areas for face-to-face and/or virtual
collaboration among students and
teachers, or to be used as exhibition
spaces
Occasionally computer labs or
classrooms are transformed into
collaborative spaces and project work
areas for face-to-face and/or virtual
collaboration among students and
teachers, or to be used as exhibition
spaces
Frequently computer labs or
classrooms are transformed into
collaborative spaces and project work
areas for face-to-face and/or virtual
collaboration among students and
teachers, or to be used as exhibition
spaces; may include a STEM lab
One or more facilities or spaces are
available specifically for students to
collaborate and do project work; the
spaces can be used for face-to-face
and/or virtual collaboration among
students and teachers; they can also
be used as exhibition spaces; may
include a STEM lab
1
Project-based learning (PBL) activities have students working in small, collaborative groups; the groups go through a process of inquiry and eventually produce high-quality products/presentations; projects can mirror the real
work of professionals and move beyond classroom in purpose or audience
http://www.ncpublicschools.org/docs/stem/schools/rubrics/high-school.pdf
STEM Attribute Implementation Rubric – High School
programs and project work at schools
can be synthesized into a comprehensive
STEM plan for STEM Recognition
Guidance
•
•
•
•
Plan at minimum a year in advance
Involve partnerships early for collaboration
Build cross-curricular teams
Illustrate strategies that demonstrate
evidence of intentionality
• Include data (how many/long/frequently?)
• Share your story –”how” strategies impact
teaching/learning/community
• Provide descriptive outcomes
•
2014-2015 STEM Recognition
Program Application Time line
• January 2015: Release STEM Recognition
Application
• April 1, 2015: Application deadline
• May 2015: school site visits to qualifying
candidates
• June 2015: SBE STEM Recognition
• Next STEM Application cycle 2015-2016 starts
in September/October 2015
DRAFT 2015-2016
Application Time line
• September/October 2015: Release STEM
Recognition Application
• March1, 2016: Application deadline
• March 2016: Review Process
• April 2016: site visits to qualifying candidates
• May/June 2016: SBE STEM Recognition
Resources
Do-it-Yourself Guide to
STEM Community Engagement
…step-by-step guide is a method for engaging all sectors of the
community in visualizing, planning, and building, and implementing
innovative changes in education efforts in how we teach and learn
http://www.ncpublicschools.org/docs/stem/resources/diy-guide.pdf
STEM Courses
•
Aerospace, Security,
Advanced Manufacturing
•
•
•
•
•
•
Biomedical Systems I
Biomedical Systems II
Biomaterials, Statics, &
Strengths of Materials
Neuroscience
Agri-science and
Biotechnology
•
•
•
•
Fundamentals of Flight
Material Science and Electrical
Applications
Automation
Security
Health and Life Sciences
•
•
•
•
•
Agricultural Ecology
Agricultural Genetics
Agricultural Biotechnology
Agricultural Solutions
Energy and Sustainability
•
•
•
•
Foundations
Planetary Boundaries
Human Impacts
Paths to Global Solutions
Aligns & complements our economic drivers, course coded to CTE
Engineering Connections
NC DPI acknowledges colleagues at NCSU, College of Engineering, and Duke University,
Pratt School of Engineering, for their collaboration and the development of this rubric.
http://www.ncpublicschools.org/docs/stem/resources/engineering-connections/gradesk-12.pdf
Why STEM Implementation?
 Means to define and assess the scope of
development and implementation
 Measures successes and avenues for
improvement
 Enables growth
 Enables grant opportunities
NC STEM RECOGNITION
Tina Marcus
Project Management, STEM Education and
Leadership
tina.marcus@dpi.nc.gov
www.ncpublicschools.org/stem