as an integration of S, T, E , and M. more as a mindset or problem-solving method important as a lens that can be applied across all disciplines. 2) Collaborative culture and structure within departments have time to collaborate and do so. across STEM subjects have regular, structured, effective collaboration time. Administrators sometimes join in on that collaboration. a culture of sharing teaching practice and materials. across STEM subjects have regular, structured, effective collaboration time, with open sharing. As needed, it includes administrators, community members, and teachers from other disciplines to discuss student learning and progress of the program. making is done collaboratively. 3) Reflective practice and professional learning individually reflect on effectiveness of lessons/units based on student work. development opportunities are provided to staff. collaboratively reflect on the effectiveness of their lessons and units. members have a role in determining their professional learning efforts in and out of the school based on their needs. have received training on how to effectively integrate the STEM subjects. leaders systematically reflect on progress toward personal and vision and goals. That reflection guides professional learning. learning includes integrating STEM subjects, and applying a STEM lens in other content areas. It involves regularly observing each other’s classes, and reviewing student work and assessment samples together. 4) Trust and respect generally assume an adequate level of trust and respect among staff and students. are in place to support student interests. done to build trust and respect among staff and students. are in place to support student interest and a sense of belonging and community building. planning support provided to students. work done to evaluate and improve trust and respect among all staff, students, and community. extracurriculars and transition programs are in with a school focus on building a strong learning culture responsive to student and staff needs. Other locally determined element(s) Elements of College and Career Readiness Initial Developing Systemic Observations/Evidence/Analysis 5) Partnerships with organizations and higher education such as business and local higher education officials advise STEM programming. support the work of STEM through efforts such as staff and student mentoring, presentations, field trips, internships, judging, and creating lessons. serve on a STEM leadership team that meets regularly to discuss research, best practices, successes, and opportunities for improvement toward goals.
is cognitively demanding, linked to highest levels of content and practice standards at that grade. instruction real-world (i.e., linked to current community and global needs). 10) Integrated STEM and broader connections include linkages to each of the STEM subjects. have multiple options for college and career aligned STEM courses. require content and practice skills in science, mathematics, engineering and technology. have options for college and career aligned STEM courses that meet their needs and interests. Through integrated STEM learning, students develop a mindset and skills that they apply to scientific and technological contexts as well as other disciplinary contexts. All students engage in college and courses which result in base-level , regardless of their post-secondary plans. 11) Personalization have some choice in project direction and topic. understand the individual needs of their students and guide them within learning opportunities based on those needs. have choice in their grade learning pathways based on their needs and interests. Teachers’ customize instruction based on ability and learning styles, connecting students’ lives and interests to work. Curriculum is either staff- developed or tailored to meet the needs of their students and community. Students have choices in course and learning pathways and in how they demonstrate their learning. 12) Effective Assessment use assessments and reflect on how to improve practice based on them. and decisions are based on assessment data. and meaningful assessments inform school and student-level decisions, as well as student-reflection on their learning. reviews of student assessments informs how teacher teams plan and provide instruction. school, and student-level decisions are based on the use of an authentic system of assessments (e.g. projects, presentations, portfolios, surveys). STEM leadership teams and students strategically use this system to reflect on progress toward program and learning goals. review of student assessments informs how teacher teams plan and provide instruction, and communicate with parents and students. locally determined element(s) Analysis It is critical for schools and districts to conduct this evaluation thoroughly and collaboratively as part of an ongoing improvement process. It’s not a one-time event. Notably, all characteristics may not be equally weighted in your analysis. Teams will have to determine which characteristics and evidence are most important based on their context and needs. It is also expected that this review will take more than this one page. Overall about the strength of the STEM program: