community-driven and problem-based approach. Professional Development must include both business partner support in working with youth, as well as educator support in linking content to industry needs. Programs that engage educators in industry-based learning opportunities allow them to see workplace skills and how they can be integrated into real-world problem coursework will enhance professional development. Interdisciplinary teams, including business and education professionals, should work together to embed industry experiences and best practices into curriculum and pedagogy. APPENDIX D: Resources Additional CAPS Models Northland CAPS http://www.northlandcaps.org/s/1625/start.aspx Waukee CAPS http://www.waukeecaps.org/ Park City, UT CAPS http://caps.pcschools.us/ Minnetonka CAPS Professional Development Resources (this list will be expanded on the Iowa STEM CAPS website as P.D. opportunities are identified. Please send other relevant STEM CAPS supportive models to Info@IowaSTEM.gov) Blue Valley CAPS Summer Huddle Real World Externship Program Research Experiences for Teachers at Iowa State University STEMInnovator Institute at the University of Iowa http://www.jacobsoninstitute.org/stem_program_institute_2014.html (this list will be expanded on the Iowa STEM CAPS website as resources Additional Resources are identified. Please send other relevant STEM CAPS supportive resources to Info@IowaSTEM.gov) in New York City is garnering national attention as a model partnership between business, K-12 and Higher Ed. The Iowa highlights of team learning. is intended to help education leaders at the school and college levels, and business leaders in IT and other sectors, “” get started on the collaborative process of designing and building a STEM Pathways to College and Careers school (STEM-PCC school). The created“offers a roadmap to establish project-based STEM instruction, leadership development and community support. It was creactical direction that can empower teachers and administrators, schools and districts.” Business Engagement http://www.project10.info/files/School-BusinessGuidingPrinciples.pdf APPENDIX E: PROPOSAL SCORING RUBRIC Phase I:
community-driven and problem-based approach. Professional Development must include both business partner support in working with youth, as well as educator support in linking content to industry needs. Programs that engage educators in industry-based learning opportunities allow them to see workplace skills and how they can be integrated into real-world problem coursework will enhance professional development. Interdisciplinary teams, including business and education professionals, should work together to embed industry experiences and best practices into curriculum and pedagogy. APPENDIX D: Resources Additional CAPS Models Northland CAPS http://www.northlandcaps.org/s/1625/start.aspx Waukee CAPS http://www.waukeecaps.org/ Park City, UT CAPS http://caps.pcschools.us/ Minnetonka CAPS Professional Development Resources (this list will be expanded on the Iowa STEM CAPS website as P.D. opportunities are identified. Please send other relevant STEM CAPS supportive models to Info@IowaSTEM.gov) Blue Valley CAPS Summer Huddle Real World Externship Program Research Experiences for Teachers at Iowa State University STEMInnovator Institute at the University of Iowa http://www.jacobsoninstitute.org/stem_program_institute_2014.html Additional Resources (this list will be expanded on the Iowa STEM CAPS website as resources are identified. Please send other relevant STEM CAPS supportive resources to Info@IowaSTEM.gov) in New York City is garnering national attention as a model partnership between business, K-12 and Higher Ed. The Iowa highlights of team learning. “” is intended to help education leaders at the school and college levels, and business leaders in IT and other sectors, get started on the collaborative process of designing and building a STEM Pathways to College and Careers school (STEM-PCC school). The created“offers a roadmap to establish project-based STEM instruction, leadership development and community support. It was creactical direction that can empower teachers and administrators, schools and districts.” Business Engagement http://www.project10.info/files/School-BusinessGuidingPrinciples.pdf APPENDIX E: PROPOSAL SCORING RUBRIC Phase I:
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