Standard 4: School/program has established a shared vision for STEM and has a leadership structure to support effective implementation.

We have worked hard to establish a shared vision for STEAM. We have provided our teachers with excellent training and strong leadership structures. All teachers at CES have been through Problem-Based Learning training including PBL 101 led by coaches in our district. They continue their professional development in PBL by participating in refresher training and meetings with our Dynamic Learning Project Coach to develop and create PBLs for their students. Teachers use a PBL Works-inspired guide that includes STEAM and computational thinking skills throughout the project.

To support and guide teachers in the implementation of STEAM teaching, Childersburg Elementary School organized a STEAM leadership team. This team consists of a second-grade teacher, a third-grade teacher, the Dynamic Learning Project Coach, the Instructional Partner, and the administrator. STEAM leadership meetings allow collaboration among teachers from various grades and content areas to plan, implement, and improve STEAM learning experiences. Leaders among this team transfer this knowledge to other teachers and offer support and resources as needed. As the school transforms from traditional teaching to problem-based teaching with a focus on STEAM integration, the STEAM leadership team is essential to the continual improvement of teaching and learning. This strong team makes it possible for synergy in problem-solving, provides emotional and pedagogical support, and promotes interpersonal accountability necessary for growth. Through the formation of our STEAM Leadership Team, selected classroom teachers, Dynamic Learning Project Coach, Instructional Partner, and Administrator work together to support and guide teachers in the implementation of STEAM teaching and learning. We are always working to improve our instruction and adjust our plans to align with the engineering skills and Digital Literacy and Computer Science standards. We also continue to monitor and modify our programs such as our STEAM clubs in order to improve them for our students. Educators also work hard to collaboratively plan Problem-Based Learning projects that maximize STEAM activities. Sustainability and growth of STEAM leadership activities are evident in our PBL Planning.

The Alabama Math, Science, and Technology Initiative (AMSTI) provides our teachers with training and certification. Our teachers periodically meet with an AMSTI Math Specialist to learn how to better incorporate mathematical practices into the everyday classroom. The AMSTI Specialist also supports the teacher by modeling in the classroom in order to demonstrate effective math lessons. They provide manipulatives and digital resources to promote a more hands-on learning experience. AMSTI also provided additional virtual resources to support teachers during the pandemic.

AMSTI leads professional development to support school implementation of effective mathematical practices and approaches. During the 2020-2021 school year, AMSTI used the Instructional Leadership in Mathematics Education instructional text for professional development for school leaders. As a result of this, our CES Mathematical School Improvement Team was developed. This team consists of our principal, DLP Coach, Instructional Partner, a 3rd-grade math teacher, and a 1st-grade math teacher. Each member took a Needs Assessment survey to identify a starting point for our work. From the data of the survey, the MSIT decided a reflection tool for teachers to use after they analyze their data would help in the success of math data meetings. The MSIT has created a digital reflection tool for math data, revamped our Math Vision, and decided what intensification strategies should be our focus at the beginning of the 2021-2022 school year.

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Strengths

We have a built strong network of teachers and coaches that support our teachers. Our teachers receive ongoing Project-Based Learning professional development to support them throughout planning and implementation.

Sustainability

We continue to work to align our lessons with the Digital Literacy and Computer Science Standards and engineering and 21st Century Skills. We have seen positive growth in our students as a result of their involvement in STEAM Clubs. We continue to monitor and adjust club offerings.

Opportunities for Improvement

After completing our self-assessment, we noticed that we need to strengthen the engagement of our external stakeholders. It is our intention to create and distribute a digital newsletter to share data with them and maintain steady engagement. We could also seek their input through the use of periodic surveys. Additionally, we feel that it could be advantageous to host a yearly meeting with our external stakeholders to review our vision and goals for STEAM.