as an integration of S, T, E , and more as a mindset or problem-solving M. method important as a lens that can be applied across all disciplines. within across STEM subjects across STEM subjects have departments have time to have regular, structured, effective regular, structured, effective collaborate and do so. collaboration time. collaboration time, with open sharing. 2) Collaborative culture Administrators sometimes join in As needed, it includes administrators, and structure on that collaboration. community members, and teachers a culture of sharing from other disciplines to discuss student teaching practice and materials. learning and progress of the program. making is done collaboratively. individually reflect collaboratively reflect leaders systematically reflect on on effectiveness of on the effectiveness of their progress toward personal and lessons/units based on lessons and units. vision and goals. That reflection student work. members have a role in guides professional learning. 3) Reflective practice development determining their professional learning includes and professional opportunities are provided learning efforts in and out of the integrating STEM subjects, and applying learning to staff. school based on their needs. a STEM lens in other content areas. It have received training involves regularly observing each on how to effectively integrate other’s classes, and reviewing student the STEM subjects. work and assessment samples together. generally assume done to build trust and work done to evaluate and an adequate level of trust respect among staff and students. improve trust and respect among all and respect among staff and are in place to staff, students, and community. students. support student interest and a extracurriculars and transition 4) Trust and respect are in place sense of belonging and programs are in with a school to support student community building. focus on building a strong learning interests. planning support culture responsive to student and staff provided to students. needs. Other locally determined element(s) Elements of College Initial Developing Systemic Observations/Evidence/Analysis and Career Readiness such as business and support the serve on a STEM leadership local higher education officials work of STEM through team that meets regularly to discuss 5) Partnerships with advise STEM programming. efforts such as staff and research, best practices, successes, and organizations and student mentoring, opportunities for improvement toward higher education presentations, field trips, goals. internships, judging, and creating lessons.
as an integration of S, T, E , and M. more as a mindset or problem-solving method important as a lens that can be applied across all disciplines. 2) Collaborative culture and structure within departments have time to collaborate and do so. across STEM subjects have regular, structured, effective collaboration time. Administrators sometimes join in on that collaboration. a culture of sharing teaching practice and materials. across STEM subjects have regular, structured, effective collaboration time, with open sharing. As needed, it includes administrators, community members, and teachers from other disciplines to discuss student learning and progress of the program. making is done collaboratively. 3) Reflective practice and professional learning individually reflect on effectiveness of lessons/units based on student work. development opportunities are provided to staff. collaboratively reflect on the effectiveness of their lessons and units. members have a role in determining their professional learning efforts in and out of the school based on their needs. have received training on how to effectively integrate the STEM subjects. leaders systematically reflect on progress toward personal and vision and goals. That reflection guides professional learning. learning includes integrating STEM subjects, and applying a STEM lens in other content areas. It involves regularly observing each other’s classes, and reviewing student work and assessment samples together. 4) Trust and respect generally assume an adequate level of trust and respect among staff and students. are in place to support student interests. done to build trust and respect among staff and students. are in place to support student interest and a sense of belonging and community building. planning support provided to students. work done to evaluate and improve trust and respect among all staff, students, and community. extracurriculars and transition programs are in with a school focus on building a strong learning culture responsive to student and staff needs. Other locally determined element(s) Elements of College and Career Readiness Initial Developing Systemic Observations/Evidence/Analysis 5) Partnerships with organizations and higher education such as business and local higher education officials advise STEM programming. support the work of STEM through efforts such as staff and student mentoring, presentations, field trips, internships, judging, and creating lessons. serve on a STEM leadership team that meets regularly to discuss research, best practices, successes, and opportunities for improvement toward goals.
STEM%20Wisconsin%20-%20Program%20Self-Evaluation%20Rubric_Draft%204_29_16.docx