One of the reasons we believed that WFES would be able to successfully adopt, or shift to, a STEM approach (style, philosophy) to educating students was because we had a faculty that operated based on the premise that "teaching best practices" naturally included a high level of across-the-board collaboration and teamwork. The idea of integrated learning experiences was nothing new for them. They were already utilizing each other at every opportunity to address the constant struggle of balancing academic concerns (enrichment and intervention needs) and the time constraints they faced on a daily basis. In its nascent stages, this cross-curricular instruction was done mostly to give students an additional or alternate method of accessing content. For example, our music teacher reexplained fractions through musical notes, beats, and rhythms.

The early successes we witnessed from this level of teamwork led us to develop a more sophisticated and sustainable framework for full-on interdisciplinary education. A willingness to collaborate and plan was already in place; so, our main challenges have been more on the logistical side: How do we ensure that all parties are involved in the planning process? Where will teachers consistently get support in delivering instruction? What STEM learning experiences can we intertwine with the current standards or skills being taught? How are we culturally responsive when planning? We answered these questions by transitioning from a full-time science teacher to a full-time STEM Coordinator, creating a diversity team, and developing a master schedule for all faculty members. Presently, the diversity committee works to provide faculty with PD and resources for culturally responsive teaching. We know that the population we serve is largely underrepresented in STEM fields, and our intentionality in planning could impact that statistic. Our master schedule includes planning time each day dedicated for teachers, and once weekly for grade levels, to meet with specialists (i.e. media/library, music, art, PE, math coach, tech coach). The STEM Coordinator facilitates these meetings to assist in the development of STEM activities and units, always with an eye towards content crossover opportunities. The agenda is relatively simple: Plan. Implement. Extend. In the planning phase, teachers begin by brainstorming activities, possible lesson tie-ins with other subjects, and any potential methods that students might be able to demonstrate competency or understanding. We are especially cognizant of sustaining a concerted effort to incorporate engineering and technology (often the toughest disciplines to meld with elementary education standards and foundations) into plans whenever possible. In the implementation phase the STEM Coordinator searches for opportunities wherein they might connect with a specialist, what technology or resources could be utilized, and whether additional support, such as our partners with the Alabama Math, Science, and Technology Initiative or one of our community partners, should be added to the project. Lastly, the group looks for ways to extend or improve learning, possibly through a field trip or extra curricular activity. Through these daily and weekly meetings we've been able to establish an even greater level of school-wide collegiality and ensure that STEM learning experiences are a component of the everyday fabric and culture of education here, at WFES.

Even though we’ve done a good job collaborating with our music teacher, math coach, tech coach, and partners, there are more moments in PE, art, and intervention that have only partially been tapped. Our ultimate goal is that we collaborate in a way that everyone considers themselves a STEM teacher.