Embedded Files
The staff at FCS believe that student growth comes from being a lifelong learner. As educators, we are lifelong learners. All staff receives ample time, support, and resources to develop their knowledge in inquiry-based and problem-based instructional practices, connecting instructional content to real-world problems and design-based thinking as well as hands-on learning strategies to actively engage students in learning. This professional learning provides teachers with STEM strategies to incorporate into their own content areas regardless of their fields of study. Many of these opportunities are job-embedded through speakers, field trips, and targeted studies to enhance background knowledge prior to any project launch. All teachers have participated in an internship/applied learning experience at least every other year. These experiences help to develop not only our students’ broad base of learning but also that of the adults in the building as well.
Since the beginning of Foothills Community School, our culture has been to support the insatiable curiosity of teachers and students, to feed all of those involved desires to learn and to flame the desire to question what has been done versus what could be done. (This has mostly been accomplished by utilizing a model that is widely untested and one that has been designed based upon student needs of our scholars). Because of this, teachers have since year one identified and tailored STEM professional development. This is evident as they work to create interdisciplinary lesson plans, rubrics and the STEM skills needed to implement, particularly in our first year. Since then, we have grown beyond the basic mechanics of teaching and learning to focus mainly on best practices, having a continuation of the refinement of this process, and continuing growth in STEM leadership networks.
Since the beginning of Foothills Community School, our culture has been to support the insatiable curiosity of teachers and students, to feed all of those involved desires to learn and to flame the desire to question what has been done versus what could be done. (This has mostly been accomplished by utilizing a model that is widely untested and one that has been designed based upon student needs of our scholars). Because of this, teachers have since year one identified and tailored STEM professional development. This is evident as they work to create interdisciplinary lesson plans, rubrics and the STEM skills needed to implement, particularly in our first year. Since then, we have grown beyond the basic mechanics of teaching and learning to focus mainly on best practices, having a continuation of the refinement of this process, and continuing growth in STEM leadership networks.
Evidence: Professional Learning Focus
Professional Learning Focus: https://twitter.com/STEMFCS/status/1037658639929098240https://twitter.com/TheMrsShaver/status/1032255671159406592https://twitter.com/YerglerF/status/1079802728312958978https://twitter.com/STEMFCS/status/971758361380376577Commitment to Professional Learninghttps://docs.google.com/presentation/d/1jCMDj4kg1Zj4xm7KZqqVfPY_TtMUgcE_O9Uh_Ift8d0/edit?usp=sharinghttps://docs.google.com/spreadsheets/d/1MZUKbBBT44GurfEKsljrw_Ezr_72FQOl5aKbo6eRA9Q/edit?usp=sharinghttps://docs.google.com/document/d/140E472GCTUBKjXb746T1MmzlZI5SyDl2wFXbir4F19w/edit?usp=sharing
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