Quality Model For STEM And STEAM Schools
A Quality Model forSTEM and STEAM SchoolsRECOMMENDATIONS FROM THESTEM INNOVATION WORKING GROUPOHIO DEPARTMENT OF EDUCATION OFFICE OF INNOVATION
ForewordFuture economic growth and prosperity in Ohio depends on an aligned education systemthat supports the state’s economic development efforts and helps all Ohio students tobecome innovators and inventors, self‐reliant and logical thinkers, and technologicallyproficient problem solvers. In 2007, Ohio enacted legislation to create STEM schools, aninitiative designed to better align education systems to ensure sufficient intellectual,entrepreneurial, and technical talent for Ohio’s future economic development. As 2017marks the 10-year anniversary of this legislation, in the fall of 2016 the Ohio Departmentof Education Office of Innovation convened an informal STEM Innovation WorkingGroup, to build upon ideas for next steps in STEM education in Ohio.The primary purpose of the STEM Innovation Working Group, made up of individualsand organizations who support STEM education in some capacity, is to assist the Officeof Innovation in identifying where gaps in student readiness and teacher professionaldevelopment may still exist, and in identifying priorities and common goals for STEMeducation. Feedback from the working group is presented to the STEM Committee, whoauthorizes STEM designation for approved schools in Ohio.Goals, priorities and possible strategies identified in early conversations with the STEMInnovation Working Group are presented in the chart A Vision for Next GenerationSTEM Innovation in Ohio, that follows. The working group identified the need for aquality metric for STEM schools, to ensure quality programming that promotesinnovation and preserves the integrity of Ohio’s goals for STEM education. Over thecourse of the 2016-2017 school year, the Office of Innovation met with the workinggroup to collect feedback regarding the essential criteria for high quality STEM schoolsand programs. These criteria and associated discussions formed the foundation for thisdocument.December 18, 2017
A Vision for Next Generation STEM Innovation in OhioVision: Ohio will be recognized as a leading state in having a well-qualified workforce to attract STEM-related investments in business and industry.Mission: To create and promote initiatives that will pave the way for growth and economic development in Ohio, through multi-sector partnerships forSTEM-related learning experiences for Ohio’s students.GoalsAlignmentAlign STEM Education efforts to regional economicdevelopment needs, emphasizing innovation andentrepreneurship. In PK-12 STEM education, enhance the voice ofIndustry, Higher Ed and other agencies, byincreasing the degree of collaborative, activeengagement in the preparation of Ohio’s futureSTEM workforce. Increase alignment of STEM educationalprograms to state and regional industry needs. Increase emphasis and student participation inlearning opportunities that focus on computerscience.StrategiesPartnershipsWork collaboratively with the STEM Committee, theOhio STEM Learning Network, higher education andother public and private partners to develop a long termplan for “next generation” STEM Innovation in Ohio. Create a STEM working group, to providefeedback to the department of educationregarding greatest achievements and greatestchallenges for STEM education in Ohio. Utilizefeedback to drive improvement efforts. Examine alignment of STEM educationalprograms to state and regional industry needs,and make recommendations for improvement. Identify key indicators and pre-existing metricsand use them to monitor progress toward goals. Utilize and enhance existing partnerships toidentify and promote innovative and researchbased best practices.AccessibilityWork to ensure that all students in Ohio haveaccess to a high-quality STEM education, andpromote STEM literacy for ALL students. Increase STEM designation participation,especially in Northwest and Southeast Ohio,and in rural or small districts. Increase student participation in authenticmentorship, internship and researchopportunities in STEM, especially forunderserved students and students in ruraland small districts. Decrease barriers to STEM designation andSTEM literacy. Increase accessibility to highly qualifiededucators knowledgeable in STEM subjects,especially for underserved students and inrural and small districts.PathwaysIdentify and promote various pathways to STEMcareers available to students, and develop ametric for recognizing quality pathways andprograms. Create/identify and promote STEM careerpathways leading to 4-year and advanceddegrees, 2-year degrees, certificates, andapprenticeships that promote the applicationof cutting-edge technology and the growth ofinnovative new industry in Ohio. Consider an elementary designation. Create metrics and programs for recognizingquality and level of immersion in STEM forschools, pathways, and programs, toencourage participation where a whole-schoolcommitment may not be feasible.AdvocacyLeverage and enhance existing networks to increaseawareness and participation in quality STEMopportunities for students, educators and families. Collaborate with other state agencies,organizations, industry and local advocates toincrease awareness of opportunities for students,educators and families to engage in STEM-relatedactivities. Increase awareness of various pathways to STEMcareers available to students, including 4-year andadvanced degrees, 2-year degrees, certificates andapprenticeships. Increase awareness of the benefits of STEMliteracy for all students. Increase awareness of the benefits of STEM as avehicle for deeper learning.PreparednessWork collaboratively with higher education, ESCs, andother partners to provide support for teacher recruitmentand preparation for teaching STEM subjects. Define and approve “high quality” teacher licensureprograms and pathways for STEM educators. Create/identify and promote externship programswith industry partners for teachers and leaders toexperience content as it is applied in industry andto engage in industry research and developmentprojects. Utilize teacher-leader networks, local advocates,and peer-to-peer role models in providing localprofessional development and support for STEMeducators. Provide focused professional developmentopportunities to teachers for improving STEMcontent knowledge, including computer science.
AcknowledgementsThe Office of Innovation would especially like to thank the following members of the STEM InnovationWorking Group for their significant contributions in drafting, refining, and revising the text for thisdocument:Jennifer Domo, Director, SCOPES Academy, Unioto Elementary SchoolDr. Andrew Dougherty, Research Scientist, The Ohio State University Department of PhysicsJeanne Gogolski, Education Specialist, Ohio Soybean CouncilKirk Koennecke, Superintendent, Graham Local SchoolsAngela McMurry, President, Science Education Council of OhioDustin Pyles, STEM Consultant and Grant Manager, Vaza Consulting, LLCMarcy Raymond, Director of STEM Initiatives, Educational Service Center of Central OhioHeather Sherman, Manager, STEM Schools and Community Partnerships, Battelle EducationDr. Sheli Smith, Chief Academic Officer, The PAST FoundationTamee Tucker, Chief Academic Officer, iSTEM Geauga Early College High SchoolDr. Missi Zender-Sakach, Science, Health and Physical Education Consultant, Summit EducationalService CenterOther STEM Innovation Working Group members who contributed to the Quality Model:Cassie Barlow, Ph.D., Director, Aerospace Professional Development, Southwestern Ohio Council onHigher EducationErin Bender, J.D., Executive Director, STEAM Innovation Center, Otterbein UniversityDavid Burns, Director, Battelle STEM Innovation Networks, Battelle EducationLisa Chambers, National Executive Director, TechCorpsBrian Coffey, Principal, Baldwin Road Junior High STEM School, Reynoldsburg City SchoolsDr. Annalies Corbin, President and CEO, The PAST FoundationKevin Cornell, STEM Consultant and CEO, Mr. C, LLCKerry Dixon, Ph.D., Executive Director, Beta by DesignMeg Draeger, STEMM Coordinator, Chaminade Julienne Catholic High SchoolDr. David Estrop, CEO, Estrop Consulting, LLCRobin Fisher, Superintendent and Chief Academic Officer, Dayton Regional STEM SchoolTrudy Giasi, STEM Special Projects Coordinator, Columbus City SchoolsBrenda Haas, Ed.D., Associate Vice-Chancellor, P16, Ohio Department of Higher EducationKathy Harper, Ph.D., Senior Lecturer, The Ohio State University Department of EngineeringEducationJosh Jennings, Founding Director, Global Impact STEM Academy4 Page
Stephanie Johnson, Ed.D., MPH, PMP, Relationship Manager, Education, STEM Learning andPhilanthropy, Battelle EducationRachel Kajfez, Ph.D., Assistant Professor, The Ohio State University Department of EngineeringEducationAimee Kennedy, Ph.D., Senior Vice President, Philanthropy and Education, Battelle EducationKim Kiehl, Ph.D., Director, Museum of Ohio Project, Ohio History ConnectionStephanie Lammlein, Chief Administrative Officer, Bio-Med Science Academy STEM SchoolJeff Layton, Superintendent, Northwestern Local SchoolsTracy Martz, Director of STEM Initiatives, Dayton Early College AcademyMeka Pace, Executive Director, The Metro SchoolKetal Patel, School Design and Strategy, The PAST FoundationMerideth Sellers, Assistant Professor, Department of Biological and Physical Sciences, Columbus StateCommunity CollegeJayshree Shah, Founding Director, Tri-State Early College STEM SchoolKim Shepherd, Elementary Principal, New Hope Christian AcademyJeremy Shorr, Director of Technology Innovation, Teaching Institute for Excellence in STEMTim Sisson, K-12 STEM Content Manager, Cleveland Metropolitan School DistrictSusan Stearns, Assistant Director of Programming and Development, Northwest Ohio Center forExcellence in STEM EducationDr. James Tomlin, Associate Dean, College of Education and Human Services, Wright State UniversityChad Watchorn, Executive Director, Dayton Regional STEM CollaborativeMike Woytek, CEO, The Ohio Academy of ScienceAndrea Zaph, Health Academy Director, Patient Care/Medical Laboratory Technician Program Director,Collins Career Technical CenterOhio Department of Education Office of Innovation:Buddy Harris, DirectorHolly Lavender, STEM Education Lead5 Page
ContentsForeword .1Acknowledgements .4Introduction .7How to Use this Document .9Overview .10Domain I. A Culture of Learning – Beliefs and Dispositions, Equity and Access . 11Domain II. Learning and Teaching. 14Domain III. Pathways to Success . 18References Consulted . 20Appendix - Summary Tool for School Self Evaluation. 216 Page
IntroductionThe purpose of the Quality Model is to promote innovation and to assist schools in aspiringtoward high quality STEM and STEAM implementation at the local level. The Quality Model isalso intended to provide clarity for schools applying for STEM or STEAM designation. Drawingfrom research studies of inclusive STEM schools, STEM school guidance documents fromother states, and additional resources, the STEM Innovation Working Group identified twelvecriteria as essential for producing the desired outcomes, as shown in the Logic Model on thefollowing page. These criteria have been organized into three overarching domains: SchoolCulture and Beliefs, Learning and Teaching, and Pathways to Success in Careers. Asummary is included on page 9, followed by elaboration for each essential criterion.The elaboration for each criterion is designed to provide a description along with clarifyingpoints. Schools should note that the bulleted points are not intended to be a checklist or toimply that a school must be doing everything listed to be considered for STEM or STEAMdesignation. Rather, the bulleted points are included simply to provide clarification andexamples, to assist schools in visualizing what high quality STEM or STEAM implementationcan look like.It is the view of the Department and the STEM Innovation Working Group that there is no “oneright way” of designing and implementing high-quality STEM or STEAM programming. A goodprogram will reflect community values and the unique culture of the school, which will varydepending on the local context. Additional resources with guidance around best practices areavailable on the Department’s STEM web page, at 7 Page
Acknowledgements:Great Lakes College and Career Pathways Partnership;George Washington University OSPrI study8 Page
Central to STEM and STEAM schools is an instructional model that includes an innovative,integrated curriculum with multiple opportunities for students to engage in authentic, problembased learning and design thinking. STEM- and STEAM-designated schools must demonstratean integrated curriculum that is project-based. Schools aspiring toward this innovativeinstructional model should consider both the depth and breadth of integration, as exemplified inthe below continua for transformation to authentic problem-based learning and level of STEMintegration. At the deepest level,project-based learning is embeddedin authentic problem-based learningopportunities that aretransdisciplinary, transcend schoolwalls, and address issues relevant tothe global or local community andthe student. When deeplyimplemented, problem-basedlearning serves to define theschool’s instructional model – asopposed to occasional projectsimplemented by a few teachers.For schools aspiring toward STEMor STEAM designation, breadth of integration is also essential. This diagram points out animportant difference betweena STEM program and aSTEM school. In a STEM orSTEAM school, STEM isbroadly integrated into allsubjects throughout theschool. In a STEAM school,the arts and design are alsointegrated into science,technology, engineering andmath to catalyze STEMlearning.How to Use this DocumentSchools are encouraged to use the included descriptions and bulleted points, in conjunctionwith other resources, as the basis of local discussion and professional development aroundschool transformation and innovation. Space for notes is included with each criterion. Asummary tool is included as an Appendix, should schools wish to use the Quality Model forself-evaluation.Schools are reminded that the bulleted points should not be used as a checklist, but areintended to assist schools in visualizing what high quality STEM or STEAM implementationcan look like. Currently designated STEM schools and aspiring STEM schools alike canbenefit from focused professional development aligned with the essential criteria.9 Page
OverviewEssential Criteria for High Quality STEM and STEAM ImplementationDomain I. A Culture of Learning – Beliefs and Dispositions, Equity and AccessSTEM and STEAM Schools exhibit:1. cultural strategies that reflect innovation, an entrepreneurial spirit, inquiry, andcollaboration with individual accountability.2. an inclusive mission that supports ALL students.3. opportunities for personalized learning.4. flexible and autonomous leadership that communicates a shared vision, and thatsupports innovative instruction.Domain II. Learning and TeachingSTEM and STEAM Schools exhibit:5. learning that prepares ALL students for college and careers in STEM, and thatpreserves disciplinary and interdisciplinary integrity.6. authentic, problem-based learning and design thinking.7. an integrated, innovative curriculum.8. dynamic assessment systems that include authentic, performance-basedassessments.9. a well-prepared teaching staff, with ongoing and personalized professional learning.Domain III. Pathways to Success in CareersSTEM and STEAM Schools exhibit:10. curricular connections with business and industry, providing opportunities andaccess for success in college and career.11. STEM-rich formal and informal experiences with the community that are personallyrelevant to the student.12. collaborative partnerships with business, industry, arts, and higher education thatprovide and enhance opportunities for practical and real-world experience.10 P a g e
Domain I. A Culture of Learning – Beliefs and Dispositions, Equity andAccessEssential Criterion1: STEM and STEAM schools exhibit cultural strategies that reflectinnovation, an entrepreneurial spirit, inquiry, and collaboration with individual accountability.Cultural Strategies - Cultural strategies reflect a community’s understanding of success. Communityneeds drive instructional and delivery strategies in each school. Habits of Mind reflect what a communityvalues in a successful adult, and are explicitly taught and continually utilized within the school.Habits of Mind reflect what a community values and explicitly teaches.Innovation - and risk-taking are encouraged on an ongoing basis, through: honoring all ideas and input. design thinking. empowering to instill responsibility and accountability. providing opportunities to demonstrate learning (e.g., student exhibits on-site, online, in stateand national forums, etc.).An Entrepreneurial Spirit - is valued and encouraged, through: developing a shared mission and vision for creating new processes, products, or ideas. establishing partnerships with higher education, local business/industry and community input. sharing new processes, products, or ideas within the community.Inquiry - is valued and encouraged through: encouraging an inclusive culture of creativity and exploration. facilitating student-driven investigations rather than teacher-driven learning.Collaboration and Communication - are valued and encouraged through: community partners as peers in the learning process. teamwork. opportunities for authentic presentations.Individual Accountability - is demonstrated by students: persevering through academic and non-academic challenges. understanding that setbacks are opportunities for growth. understanding that practice improves performance. through reflection and self-assessment.Notes:11 P a g e
Essential Criterion 2: STEM and STEAM schools exhibit an inclusive mission that supportsALL students.Inclusive Mission that supports ALL students - The school environment is open and validating to allstudents. The school provides multiple opportunities to inspire and inform students about careers andacademic pathways in STEM/STEAM-related fields. The school supports students beyond the school day (e.g., bridge programs, extended schoolday, extended school year, looping, social services, etc.) All students have access to age-appropriate interests (e.g., shadowing experiences foryounger students, internships for older students, etc.). Schools design and implement interventions designed to close gaps in academic andnonacademic skill areas.Essential Criterion 3: STEM and STEAM schools exhibit opportunities for personalizedlearning.Personalized Learning - Students have ownership of their own learning, set goals, and make choicesabout how to accomplish them. Personal learning pathways are student-driven, and students have multiple ways to showwhat they know. Students participate in
initiative designed to better align education systems to ensure sufficient intellectual, entrepreneurial, and technical talent for Ohio’s future economic development. As 2017 marks the 10-year anniversary of this legislation, in the fall of 2016 the Ohio Department of Education Office of Innovation convened an informal STEM Innovation Working
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