We believe in collaboration to develop, implement and improve STEM Learning: Standard Two. Therefore, we have implemented Professional Learning Community protocols in consistently facilitated planning sessions with grade level teams, and departmentalized teams. During these planning sessions, teachers and faculty members collaborate to plan standards based instruction using backwards design. Teams work to develop assessments and analyze assessment data to modify future instruction. Teachers willingly share ideas and resources to create engaging interdisciplinary unit plans. The evidence of our growth towards reaching these goals includes our STEM PLC agenda, lessons plans, and PBL planning documents.

The professional learning community team’s mission is to ensure students are learning. This planning requires us to address all learners and plan meaningful lessons.

SPARK believes in teachers’ professional learning and growth. We understand that teachers’ STEM knowledge will impact students’ STEM learning. Teacher professional learning is embedded in our school’s schedule during PLCs and with support from the coaches during the day. The professional learning communities work weekly. The coaches guide them in lesson plan internalization, mathematics integration, increasing student discourses, the Design Thinking Process, and integration of technology. During these planning sessions, SPARK set up times for the instructional staff to view model strategies to enhance STEM/Humanities instruction. Teachers also provide feedback about the implantation of the STEM Expeditions and provide suggestions for revisions.

Additionally, we work with district-level coordinators to get ideas and vet projects. Many of our staff is currently getting endorsed in gifted. During this process, they create and implement interdisciplinary plans that are delivered and modified after delivery.

Sample Unit: