Embedded Files
School/program engages in a continuous improvement process for STEM.
School/program engages in a continuous improvement process for STEM.
Standard 15 Narrative
Standard 15 Narrative
B.B. Comer Elementary School’s professional learning over the past several years has been focused on areas beneficial to project based learning, technology, and STEAM instruction. Teachers attend monthly local school professional development centered around technology and STEAM instruction needs identified by teachers and administrators. In addition, teachers have attended district-wide STEAM and technology based workshops such as the STEAM by Design, and likewise have been invited to present their knowledge at the Alabama Educational Technology Conference. As each group attended something new, time was set up for them to present and share their findings with our faculty. We strive to work collaboratively as a team of educators to continually improve STEAM experiences at B.B. Comer Elementary School so that we can Build a Brighter Future for our school and the students we serve.
STEAM Over the Years at BBCES
STEAM Over the Years at BBCES
BBCES STEAM
BBCES STEAM
At B.B. Comer Elementary School, we are continuously reflecting on ways to make our instructional practices more intentional. Therefore, we have changed our STEAM Lab practices over the years. During year 1 of STEAM integration, students visited the STEAM Lab on a weekly basis for 30 minutes. Although the students were highly engaged, our STEAM teacher and faculty decided it was time to make STEAM integration more purposeful and intentional. During year 2, the STEAM teacher began collaborating with teachers on topics and themes that could be incorporated each month during the students' 3 day visits. As a result, teachers received job-embedded professional development on STEAM integration and technology tools and gadgets. During year 3, we added DLP and STEAM integration coaching to the monthly STEAM Lab visits. Teachers participated in coaching cycles where they learned how to integrate STEAM and technology in meaningful ways. Additionally, teachers completed a monthly STEAM planning form so that the STEAM teacher could implement lessons that directly tied to classroom instruction. Teachers also began co-teaching alongside the STEAM teacher during this time. After much reflection about projects that were sometimes left unfinished, schedule changes were made once again at the beginning of year 4. We opened a brand new STEAM Lab space and gave both collaboration spaces a name (after the students voted on their favorites, of course). The Exploratory became home to K-2 STEAM classes and The Lightbulb Lab the home to 3-6 STEAM classes. Students and teachers had more opportunities to visit the STEAM Labs to collaborate together. In 2020, we began to scale back on STEAM Lab visits. Our teachers have begun incorporating STEAM in their classrooms more. Students go to the Innovation Station once a month for STEAM enrichment. Mrs. Voss introduces students to new programs, robotics, and new technology we have received through grants. Teachers also have access to all of the new equipment our STEAM Lab has received.
STEAM Focused PD
STEAM Focused PD
STEAM by Design
STEAM by Design
Every teacher at BBCES attends STEAM by Design. Sessions are offered to enhance knowledge in multiple areas of STEM. BBCES had multiple teachers to present sessions at the conference to share their craft. Teachers choose the sessions to attend based on areas they are interested in learning more about.
STEAM By Design Schedule 2022.pdf
Teachers participated in a breakout challenge during the STEAM by Design Conference. They broke out!
STEAM Effectiveness Survey
STEAM Effectiveness Survey
At the beginning of the 2018-2019 school year, teachers were given a survey about their thoughts on the effectiveness of our STEAM Lab instruction at BBCES thus far. The results of the survey were used to make informed decisions about how STEAM would evolve during the school year and years to follow. In addition, the results were used to help make decisions as to what type of coaching our teachers needed on STEAM integration.
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