Culture
At Marrs Elementary our classroom teachers plan lessons to engage students and incorporate the 5Cs of learning; collaboration, communication, creative thinking, critical thinking, and citizenship skills. The 5Cs of learning are skills that will serve students well as they progress through their learning paths in elementary, secondary, and college. As they enter the global job market, the 5Cs will also be skills employers want to see in their employees. The 5Cs are also a major focus of STEM best practices. All instruction, at Marrs Elementary, employs as many of these skills as possible.
Marrs teachers use their common plan time to prepare lessons that address the computer science standards. A STEM approach to lesson planning allows teachers to build in problem-solving and design-thinking opportunities for students to practice the 5Cs of learning. STEM lessons are prepared, planned, and executed quarterly. Instructional and STEM coaches collaborate with classroom teachers to provide support, resources, and live-event learning.
Marrs Elementary students are fortunate to have a dedicated STEM teacher and class period each week. They not only receive STEM instruction in their regular classrooms, but also receive an additional STEM lesson from the STEM teacher each week.
Students’ attitudes and interests show growth in the area of STEM education. The STEM culture at Marrs Elementary is changing the way our students rank their priorities. When asked about their favorite class at Marrs, our students are more than likely going to say, “STEM!” Our culture provides a rich environment for our students to experience a strong STEM program.
Domain Summary: Culture
1.1 Decision-Making
Decision-making regarding planning and implementing the school's STEM program is the work of a school team, comprised of administrators, and teachers, and includes the opportunity for feedback on the program from at least 95 percent of the certified staff.
1.2 Learning modalities
The school's STEM program has an explicit plan for continuity of STEM learning regardless of modality (in-person, remote, or hybrid) including each of the following:
1) Integrated STEM lessons in the context of solving a real world problem
2) Students to work in a team either synchronously or asynchronously
3) A variety of methods used to assess STEM learning
Continuous Learning Plan
MSD Mount Vernon Schools are committed to ensuring all students receive quality instruction. This commitment includes not only in person instruction but also virtual settings. The slides here represent the plans to ensure all students receive STEM instruction in all modalities.
1.3 Common Work Time
Common work time is provided, on a weekly basis, where teachers plan integrated STEM learning opportunities as an interdisciplinary team.
1.4 Sustainability Plan
There is a five-year STEM certification sustainability plan in place identifying funding sources for both technology and STEM curriculum and training needs due to staff turnover.
1.5 Measurement of Students' Attitudes/Interests
Formal measurement of students' attitudes toward STEM and/or interest in STEM classes/career pathways are measured at least two times per school year and the school's STEM program is revised, as needed, based upon analysis of this data.
Kindergarten - 2nd Grade Student Survey
3rd - 5th Grade Student Survey
1.6 Student/Parent Feedback Data
There is a formal collection of student and parent feedback regarding STEM integration on an annual basis and the school's STEM program is revised, as needed, based upon analysis of this data.
1.7 STEM Instructional Feedback
All of these indicators are documented:
1) Evaluation indicators have been determined, in the current local evaluation instrument or through modifying the local evaluation instrument, for identifying targeted STEM instructional practices.
2) All evaluators are trained in observing targeted STEM instructional practices, using the local evaluation instrument.
3) Evaluators incorporate feedback on targeted STEM instructional practices in formative and summative evaluations, using the local evaluation instrument.
1.8 Instructional Support
At least 75 percent of teachers experience at least one of these forms of instructional supports, related to STEM instruction, on a quarterly basis:
1) peer observation
2) lesson study
3) critical feedback
4) coaching
5) modeling
6) action research
7) mentoring
8) targeted professional development sessions
9) curriculum training
1.9 STEM Communications
Communication tools (e.g., website, newsletters, social media, webinars, meetings, etc.) are used two-three times per month to communicate about STEM education.
MSD Mount Vernon Schools provide a monthly newsletter to all families. Additionally, each school has Twitter and Facebook pages. MV STEM teachers started a STEM Twitter page to share all things STEM!
newspaper - Pamela O'Risky.pdfMount Vernon STEM Teachers have created #msdmvSTEM to share the STEM happenings across the district.
1.10 Equity
Elementary: 100 percent of students participate in integrated STEM instruction/programming in their regular classroom.
Our master schedule allows for 100% of our students to participate in STEM instruction. Teachers, in our district, have received training in Project Lead the Way, Project-Based Learning, Design-Thinking, and STEM training. Teachers have created PBL lesson units for instructing students and integrating STEM opportunities. A STEM classroom may be a messy challenge for our cleaning crew, but the collaboration and communication by all staff makes this endeavor a truly beautiful work of progress. STEM times are respected by all staff and pull-out services are planned around the STEM schedule.