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School/program conducts evaluative activities to ensure the effectiveness of STEM implementation.
School/program conducts evaluative activities to ensure the effectiveness of STEM implementation.
Concept 1 - School/program engages in a formal process to evaluate the effectiveness of its STEM initiatives and activities in terms of impact on student learning and development.
Concept 1 - School/program engages in a formal process to evaluate the effectiveness of its STEM initiatives and activities in terms of impact on student learning and development.
Concept 2 - School/program engages in a formal process to evaluate the effectiveness of its STEM initiatives and activities in terms of improvement of professional and teaching practices.
Concept 2 - School/program engages in a formal process to evaluate the effectiveness of its STEM initiatives and activities in terms of improvement of professional and teaching practices.
The evaluation and impact of STEAM program on student learning and development is evaluated through the FES STEAM Classroom Checklist which incorporates aspects of the ELEOT. The results are reviewed by the STEAM PLT and the PNSL teacher. Adjustments are made to the PNSL lab learning experiences, teacher professional development, and student activities. Other tools and processes used to evaluate the STEAM program include:
-Leader in Me Measurable Results Analysis survey
-STEAM PLT input
-Scantron test data and Reflex data
-math performance-based assessments
-formative portfolios using various technology platforms
-participation data in professional developments
The impact of STEM program evaluation on professional and teaching practices is evaluated through the Baldwin County Standards for Success teacher evaluation system, surveys, observations by coaches and administration, and reflections. At collaborative meetings, teachers review the Google Classroom lessons improving the lessons from year to year through reflection. The STEAM PLT meets several teams throughout the year to focus on the school mission and evaluate progress toward learning goals through reflection and feedback making suggestions for next steps with professional development and coaching. The math PLT reviews the school progress towards math goals using Scantron and Reflex. Other tools and processes that are used to evaluate the program include:
-BCBE Standards for Success Teacher Evaluation Program
-Classroom observations using FES STEAM Classroom Checklist developed from the ELEOT
-STEAM co-teaching and coaching
-Surveys using Leader in Me Measurable Results Analysis, Growth Mindset, and Psychological Safety
-Test data using Scantron
-Formative portfolios using various technology platforms
-Participation data-eMINTS, professional development in Leader in Me, Engineering Design Process, Growth Mindset, Ron Clark, AMSTI, Google Applications
Sustaining Current Practice/Strengths
Sustaining Current Practice/Strengths
Fairhope West has seen growth in the 21st century skills, EDP, and growth mindsets that support STEAM and project-based learning.
-STEAM Classroom Checklist, based on the ELEOT, for 19-20 school year data revealed that students in over 80% of the classrooms were engaged, focused on the EDP using technology in a collaborative environment.
Jordan Johnson.pdf
- 2019 second semester observations showed a 50% increase in teachers scoring “Exceeds Expectations” in teaching standards related to inquiry-based instruction
- Google Classroom has provided a way to monitor instruction of the standards
- STEAM PLT gives teachers a peer to hone instructional skills
Measurable Results Survey in all 3 areas - Academics, Leadership, Culture - shows an increase from 2018 to 2019
MRA Summary July, 2018 to June, 2019.pdfMeasurable Results Assessment (MRA) shows in increase from 2018 to 2019 in all 3 areas - Academics, Leadership, and Culture.
Assessing Psychological Safety 2018-2019.pdfImprovements in psychological safety from 2018 to 2019
Assessing Psychological Safety 2019-2020.pdf- 20% improvement in Growth Mindset from 2019 to 2020 according to STEAM, and Technology surveys
Psychological Safety Data Comparison 2018-2019/2019-2020
Faculty Growth Mindset Scores.pdfFaculty Growth Mindset Data
Next Steps
Next Steps
Changing from the STEAM Classroom Observation Checklist to the ELEOT
SFS formal teacher observation system revealed only 46% of teachers scored “exceed expectation” for using assessment measuring student growth
STEAM Observation Checklist reveals less than 50% of students were using the conversation cards and Leader in Me greeters to improve understanding and explain the content to visitors upon entering the room
Google form surveys for teachers and students to determine lesson successes and improvements
Incorporate grades four through six students in project-based learning evaluation
Peer STEAM Instructional Rounds
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