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CES professional staff members and leaders participate in an ongoing system of STEM-specific professional learning.
CES professional staff members and leaders participate in an ongoing system of STEM-specific professional learning.
District Professional Development, Academic Coaching, & the Cahaba Colleague Combine
Cahaba Elementary School has a formal professional development program in which teachers and administrators participate in regular and frequent professional development and instructional coaching on STEM disciplinary content knowledge and pedagogy. Our professional development framework consists of district level PD, instructional coaching, peer coaching, and personal professional development pursuits.
DISTRICT LEVEL PROFESSIONAL DEVELOPMENT
DISTRICT LEVEL PROFESSIONAL DEVELOPMENT
District level professional development provided by the Trussville City Schools’ Technology and Curriculum and Instruction Departments are the foundation of our professional development framework. PD is valued by our district. This is evident in our early release schedule and instructional institutes. The early release schedule dismisses students one hour early on Thursdays to allow for regular, embedded PD for teachers each week. Instructional institutes are deep dive studies over a long period of time. They may be offered over the summer or during the course of the school year and focus on STEM discipline content and pedagogy.
DISTRICT TECHNOLOGY DEPARTMENT PD
Our technology department provides and takes part in STEM professional development that results in school-wide improvements in STEM instructional practices. The development of professional learning begins by surveying the wants and needs of the whole district's administration and faculty. 100% of our teachers annually take part in a technology self-assessment provided by the state of Alabama. In addition, every 3 years Cahaba Elementary takes part in a technology needs assessment to design our State Technology Plan. Data from these two tools, along with Alabama’s implementation of DLCS standards in 2017 and our state’s new STEM-based Science standards, has provided a guide map for STEM-related professional development implementation for our staff.
The State Technology Survey results show us areas where our teachers utilize different tools with students, their interest level in project based learning, and areas of technology tool application and integration where they do not feel confident. This survey gives us a window into the classroom of how frequently educational technology tools and the engineering design process are being used with students.
District Led BeeBot PD
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Weekly STEM Lab Class
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Our district has also guided the evolution of our STEM implementation with students, having a weekly technology class for students shift to a weekly STEM class in 2018. This shift created a STEM expert at Cahaba who led the way in the integration of STEM disciplines and the implementation of the engineering design process. Through leadership and training from our district leaders, we adopted and implemented TCS’s Engineering Design Process in 2021, and began the implementation process of the AL DLCS standards through PD for our Lead Technology Teachers in 2017. Since then you can find TCS’s EDP posted in several locations throughout our campus. As a result of implementation of the EDP, you find that our students can better describe how to tackle problems. Since the district implementation process of the DLCS and EDP began, our STEM teacher, librarian, and GATE teachers have grown into powerful STEM leaders in our building. You can also find STEM professional learning becoming ingrained in our teachers, as they design extracurricular enrichment courses (EnRich) where they create STEM experiences for our students. These school-wide improvements in STEM instructional practices have been incremental and steady. Over time, a ripple effect has occurred - through collaboration, school-wide programs, PD, and district direction, we have improved the level to which STEM skills and processes have become ingrained in our school.
DISTRICT CURRICULUM AND INSTRUCTION PD
Our district curriculum and instruction department also provides professional development that results in school-wide improvements in STEM instructional practices with the EMT Institute and STEM Programs training.
The Trussville City Schools EMT (Elementary Math Teacher) Institute is a year-long professional learning experience for math teachers to advance their knowledge of pedagogy, math content knowledge, and effective instructional practices. Elementary School Math teachers attend two summer days of professional learning and one professional learning day each month of the school year. The professional learning days throughout the year are followed by regular walkthroughs and participation in the coaching cycle to enhance instructional practices. Participants are expected to complete outside reading and collaborate with the other EMT Institute teachers through meetings and a blog. All teachers in EMT who are members of NCTM (National Council of Teachers of Mathematics) attend the NCTM Regional Conference. The goal of the Trussville City Schools EMT Institute is to produce leaders and mentors of 21st century math instructional practices.
The TCS Curriculum and Instruction department also provides training for the STEM disciplined programs we use. Elementary teachers met as a district across grade levels to discuss our Stemscopes science curriculum. Teachers dove into the curriculum to gain an understanding of the curriculum and experiments and collaborated on ways they could implement transdisciplinary experiences. Together, district elementary school science teachers created a science resources drive and road map. STEMScopes also offers professional development videos with their program. Teachers access these online through the STEMScopes Science Website. They use the PD from these videos to implement science curriculum more effectively.
STEMScopes Online Professional Development
Teachers also had the opportunity to work with representatives from Stemscopes Math when our district implemented the STEMScopes Math curriculum. Representatives held a zoom conference where they walked teachers through the program and components. They continue to support our district as needed.
STEMScopes Math Training Agenda
COVID-19’s IMPACT ON PROFESSIONAL DEVELOPMENT
Covid-19 impacted our district’s ability to do a lot of in-person professional training, so we shifted to online professional learning using the LincSpring Program. LINCSpring has the ability to offer personal learning unique to each person’s needs including learning cycles related to STEM disciplines. Administration will tailor and personalize units of study and send them out across the district to help focus on areas to strengthen needs in our district. This ensures that all staff are receiving the same information and training to equitably allocate resources.
LincSpring Dashboard and Learning Cycle Example
Feedback from teachers determined that online learning was not as effective, so our district has started to reinstitute in-person trainings this year, and should have a regular schedule of STEM-related PD offerings in place for teachers by the end of the 2022-2023 school year.
District Led Professional Development
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District Led Professional Workshop
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INSTRUCTIONAL COACHING
INSTRUCTIONAL COACHING
Cahaba Elementary School’s instructional coaches provide the scaffolding for our professional development framework by building upon the foundational PD given by our district. Instructional coaches take STEM PD to the next level by engaging teachers in the study and practice of STEM disciplines and pedagogy.
Cahaba Elementary School’s instructional coaches provide the scaffolding for our professional development framework by building upon the foundational PD given by our district. Instructional coaches take STEM PD to the next level by engaging teachers in the study and practice of STEM disciplines and pedagogy.
READING AND MATH COACHES
Trussville City Elementary Schools have two reading coaches and one math coach to support administration, faculty, students, and parents. These coaches deliver professional development in instructional practices and offer guidance for enrichment and intervention activities. Teachers can request individualized coaching, where reading and math coaches demonstrate and model a lesson for the teacher.
Math and Reading Coaches Leading a CES Workshop
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STEM COACH
The Cahaba Elementary School Technology Specialist and STEM Teacher is called the Lead Technology Teacher (LTT). The LTT is responsible for giving teachers professional development (PD) pushed out by the district technology department and STEM PD by teacher need or request. Each year, the LTT sends out a survey asking teachers what they need or want to know more about, then designs professional development to fit their needs and wants. Sometimes, teachers need quick PD on isolated topics. Other times, PD is given in a series, in order to dive more deeply into one topic.
STEM Coach Leading a Google Drawings Workshop
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DISTRICT PUSHED PROFESSIONAL DEVELOPMENT
Our district pushes out new technologies and new policies or procedures through our LTTs. LTT’s train teachers to use new technologies or instruct them on implementing new policies and procedures. These technologies have a direct impact on STEM instruction and learning at Cahaba because they are used to manage, teach, and assess STEM education.
ERATE
Schools take on a major responsibility when they allow students to use technology at school. This is why our district requires teachers to go through ERate Training with the LTT. ERate training explains teachers’ and the district’s legal responsibilities regarding student use of technologies. Teachers learn about the Children’s Internet Protection Act (CIPA), the Children’s Online Privacy Protection Act (COPPA), the Family Educational Rights and Protection Act (FERPA), and how to make sure they are in compliance. Modeling good digital citizenship is the first step in teaching it.
VIRTUAL LEARNING
As technology develops and situations arise, professional development must constantly evolve. Before Covid, our school provided E-Learning in the event school was out due to bad weather. So, the LTT gave professional development in how to develop a simple learning platform in Google Slides or Docs so that grade level teachers could be ready for virtual learning in the event of a weather day. When Covid began and school was let out for months, we were prepared, but needed a district wide system. So, the system created virtual learning Google Sites for each school and we called it, Classroom to Cloud. This required the teachers to be trained in creating and manipulating features on webpages, as well as related technologies, such as using Screencastify to record lessons and Flipgrid as an instructional tool. In the thick of Covid, we had to implement a system for a blended learning platform. So our district needed LTTs to give PD on using Schoology. Through the evolution of our virtual learning system, students quickly advanced in digital literacy and computer science knowledge and skills.
TEACHER REQUESTED PROFESSIONAL DEVELOPMENT
Teachers complete a survey at the beginning and end of the year expressing specific professional development they would like. Because professional development is tailored to meet teachers needs, it can take on many different formats.
TECHNOLOGY USAGE
Sometimes teachers need help understanding and utilizing computer programs. So, the LTT offers PD in using these programs and teaching students these programs. Teachers have learned about a variety of programs including, Clever Dashboards, Go Guardian, Successmaker, ACAP testing, and PowerSchools which were in turn used by the students.
TECHNOLOGY INTEGRATION
More often, teachers want to know best practices and new ways of integrating technology. So the LTT provides PD based on their requests. One series of PD that was particularly beneficial was, Technology Integration with Google Apps. This was a year-long series of professional development offered after school one day each month. Each hour-long session focused on implementing one Google App in creating real-world, rigorous learning experiences and included a follow up implementation activity.
Google Apps - Teacher Academy Schedule
PEDAGOGY AND IMPLEMENTATION
As teachers get more comfortable with programs and technologies, there has been a shift in the type of professional development they are requesting. This year, teachers have requested PD on STEM pedagogy and implementation. We are currently planning a series of PD for teachers in which they will investigate the differences in Interdisciplinary and Transdisciplinary STEM, examine why they are important, explore how to implement each one, and create a vertically aligned unit involving each type.
LTT PROFESSIONAL DEVELOPMENT
LTTs must practice STEM pedagogy in their STEM Labs as well as teach it to other professionals. In an ever changing STEM world, an LTT has to stay on top of the latest trends and research and attend professional development to increase his or her knowledge and advance their skills. The LTT at Cahaba Elementary School has attended a plethora of professional development and has educated herself by reading the latest news, articles, and research on STEM learning.
Cahaba’s LTT attended the International Society of Technology Educators (ISTE) Conference in Chicago, IL in 2018 where she learned a plethora of new strategies that she has implemented in the classroom and integrated into professional development topics. She is a member of several professional organizations including the International Society of Technology Educators (ISTE), the International Technology and Engineering Educators Association (ITEEA), the National Science Teachers Association (NSTA), and Edutopia. Every year she attends district LTT and STEM planning sessions and participates in PD on her own accord, like Firia Labs’ PD Programming MicroBits using Python, Makey Makey Training, and Google Educator Certification Training.
Makey Makey Training Picture Carousel
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CAHABA COLLEAGUE COMBINE
CAHABA COLLEAGUE COMBINE
Cahaba Elementary School also has a program of peer professional development called the Cahaba Colleague Combine in which faculty observe each other’s lessons to gain new perspectives on instructional approaches and strategies including STEM disciplines. Each year administration creates teacher teams. Each team consists of one teacher from each grade level. Teacher teams then meet to discuss instructional strategies and best practices in which they want to observe and create questions for what they want to know more about. Administration schedules days for each team to have substitute teachers so that teams can observe each other and observe teachers from other elementary schools in our district. After teachers observe each other and at other schools, they come back together to pool their observations notes. They discuss what they learned, things they noticed, vertical alignment gaps, inconsistencies, issues, and any “Aha” moments. Teachers then discuss their observations about the cognitive and socio-emotional development of grades below and above the one they teach. With this in mind, teacher teams are able to collaborate about vertical alignment of curriculum, focusing on gaps in instruction and best instructional strategies to implement at each level.
Teacher Observation Carousel of Pictures
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Teacher Presentations Carousel of Pictures
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Teacher Implementation of New Practices
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