Several key factors play an essential role in STEM Instructional Professional Development and Barker's STEM programming implementation. Effective STEM professional development requires collective participation (more than one teachers is include for sustainability & change of practice), active learning, and infusion of content knowledge while new strategies are taught (STEM Road Map). STEM professional development occurs during our weekly Professional Learning Communities (PLC) meetings and extend into daily/weekly Interdisciplinary Team meetings, in this way all teachers are involved in the training. Attched is a meeting(s) agenda from the "Egg Crash!" Teacher active participation before the events.

Eric Jensen Poor Students, Rich Teaching training was completed as a "Train the Trainer" where our curriculum coach involved the entire staff in elements in his book and implementation strategies throughout that year after attending a 3-day conference in San Antonio. Much of Jensen's strategies support STEM instructional strategies such as student engagement, student voice & choice, and authentic learning opportunties.

All Teachers have been trainined in using Google as part of their instructional strategies.

Our Museum of Science & Industry 3-year partnership helped to train teachers from our MSI/STEM Team through the rigorous analyzation of research-based elements that promote strong STEM and science programming building-wide. This Team, then brought those elements, goals, and action plans to Teachers to train and implement these building-wide shared goals & action plans. These goals & action plans are part of the decision-making process in the Culture: Domain 1.1 (evidence attached there). Below is a picture from an MSI Teacher Technology sharing session where teachers trained others in technology being utilized in their content areas.

Throughout the 8 years of implementing STEM Community Challenges Teachers have been trained in the Engineering Design Process in an active manner whereby they have engaged in the challenge itself competing against each other. Planning of our STEM Community Challenges embeds STEM professional development in an ongoing manner.

Teachers have been trained on important elements of infusing STEM education in classrooms. A "STEM Look For's" list was established for use in informal observations and Teacher reflection. The "STEM Look For's" document is attached here.

STEM instructional approaches are widely used throughout classrooms at Barker in a variety of ways. "A Celebration of Engineering" article here, showcases one of our National Engineers Week celebrations highlighting our STEM Community Challenge the "Ramp Challenge" in 2020 where all students were engaged in the Engineering Design Process utilizing our friendly competition-style challenges. Our STEM Community Challenges encompass many facets of STEM instructional approaches such as the "4 C's", the engineering design process, project-based learning, competition/challenge, hands-on, student choice & voice, and community engagement.

STEM Instructional Strategies Used at Barker Include:

• Hands-on learning experiences where students learn by doing, a critical piece of learning of students of poverty where at Barker 74.6% qualify for free and reduced lunch (Eric Jensen)

• Infusion of the 4 C's: Creativity, Critical Thinking, Collaboration, & Communication

• Project-Based Learning to connect students to the real world with authentic purpose and connection

• Student discourse through partner work and small group work

• Student voice & choice

• Infusion of a variety of modern technologies to prepare students for their future and excite them in learning

• Community partnerships to enhance authentic learning experiences at school and outside of the school building

• Learning in nontraditional settings

• Field trips

• Guest Speakers

• Career connections

• Implementation of the Engineering Design Process

• Depth of Knowledge (DOK) deeper questioning methods

• Technology infusion in instructional delivery and student activities, projects, and products (listed and evidence in setion 3.4)

• Nontraditional instructional settings such as partner & group work, place-based learning field trips, students spread out into hallways & "nooks" in classrooms and in building, and outdoors.

• School-wide celebration activities for National Chemistry Week and National Engineers Week annually

Evidence pieces here include a "Lost Boy or Girl of Sudan" STEM PBL "Long Walk to Water" eBook example, STEM Class PBL "Fluor Engineering Challenge", science class field trips highlighting in the article "Learning What it Takes", whole school activities such as viewing & studying a solar eclipse, students water quality testing, field trip to recycling plant (with our Pepsico Recycling Challenge), guest speakers, and 7th grade photos of the culminating activity for PBL/Interdisciplinary unit "Plastic Pollution" as just a few examples.

Throughout our STEM Interdisciplinary Modules all students work on a real world product as a culminating activity within student work groups.

Located in section 2.1 is an example interdisciplinary unit for 7th grade module #4 "Plastic Pollution". This is just one example of students working in groups to collaborate on creating thier documentaries on plastic pollution. This is in conjunction with our "Better World Day" plastic pollution clean up where student groups cleaned up local parks and public areas (evidence pictured in 3.2 image carousel) and signage was implemented to help with recycling efforts in these public areas. Student culminating projects include student voice of creativity within the topic and product choices.

Evidenced here in the image carousel are students working in groups in many classes and activities throughout the week and school year such as in all Language Arts classes, Math classes, Science classes, and STEM Classes.

Throughout our 3-4 STEM Community Challenges each year all students work in groups on the challenge question at hand, brainstorm, and use the engineering design process to make decisions and improve upon their device designs. These STEM Community Challenges have many evidence pieces in sections 1.6, 1.9, 2.1, 2.2, and 4.3) that also include student product examples. Also evidenced here are introductory materials infused with student design. Students have voice in the research and implementation of their ideas to solve the design challenge competition.

Teachers and students utilize a wide variety of modern technology at Barker. A wide variety of technology applications and programs are also used by teachers to support STEM instructional strategies and applications and programs to support student creativity, critical thinking, collaboration, and communication. Student utilize appropriate instructional technology on a daily basis.

Some of the hardware of modern technology used and are evidenced in pictures here include:

• Virtual Reality equipment

• 3D Printers

• Chromebooks (1:1)

• Chrometablets

• IPad Mini's

• Microscopes

Our virtual reality equipment was obtained from grants from the Michigan City Community Enrichment Corporation (MCCEC) to support our STEM programming along with the sets of Chrometablets and IPad Minis. Newspaper article evidenced below about our virtual reality equipment grant. The Michigan City Redevelopment Commission partnered with our district in 2013 to enable our students to be 1:1 with Chromebooks by way of a 6.2 million dollar grant.

Teachers utilize a variety of applications and programs in instruction such as:

• Google: Docs, Slides, Sheets, Sites, Forms, Drawings

• Flipgrid

• Peardeck

• Quizizz

• Kahoot!

• Quizlet

• Kahn Academy

• CommonLit

• Kami

• Canva

• Smore Newsletter

• Jamboard

• Video writing prompts

• Screencastify

• pollev.com

• EVERFI

• Interactive Word Walls

• Pixilart

• Sketchpad

• Ribbet

• Photofunia

• Sumopaint

• Picmonkey

Students utilize a variety of applications and programs:

• Google: Docs, Slides, Forms, Drawings

• IMovie

• WeVideo

• Inventor

• Scratch

• Book Creator

• Smore Newsletter

• Podcasts

• Tinkercad

• Animaker

Student example products are evidenced below from students utilizing technology. An eBook example from STEM PBL "Long Walk to Water" is evidenced below. Evidence examples included in the folder are uses of the Google Drawings App for "All About Me" student activities and Barker Habits of Character "posters" of 2 of our habits of character: Empathy & Responsibility. Examples of student products are also located in section 3.2 with "Plastic Pollution" documentaries. Evidenced in above 3.3 Student Work Groups are examples and pictures of Math class data analyzation projects. Also evidenced here are a few examples of students' Tinkercad Designs for 3D printing from the "Thank You" project PBL in STEM Class where students identified someone to thank and created original designs to 3D print a gift for that person with a note expressing their gratitude.

100% of teachers at Barker implement STEM integration during our 3-4 STEM Community Challenges per year. These STEM Community Challenges have been evidenced throughout the website especially in sections 1.6, 1.9, 2.1, 2.2, 3.2, 3.3, and 4.3. The STEM Community Challenge schedule example is evidenced in section 1.6. Below is video compiling build days, preliminary rounds, and the finale as one example.

Over 75% of teachers are implementing our STEM Integrated Interdisciplinary modules quarterly. Quarterly module STEM interdisciplinary plans are located in section 2.1. Student sample products are evidenced in sections 2.2 (Plastic Pollution documentaries, Epidemics podcasts, and Long Walk to Water eBook script), 3.2, and 3.4.