STEM (Science, Technology, Engineering and Math) education has become a popular buzzword in K-12 education with districts eager to help their students become “STEM ready” through an expansion of course offerings in emerging fields such as coding and the purchase of expensive equipment such as 3D printers and maker-spaces. However, it is important to separate the hype from the facts about STEM education before rushing into expensive investments without a purpose or goal in the hopes that simply interacting with STEM will somehow result in proficiency.
At its core, STEM education requires a renewed focus on a comprehensive, rigorous, and nuanced understanding of curriculum, instruction, and assessment. What often makes STEM education so challenging for school administrators is that their district’s STEM program is only as strong as their core curriculum in English Language Arts (ELA), mathematics, and (natural) sciences. Thus, developing a high-quality STEM program requires school administrators to first review their core curricular offerings to ensure that students are prepared to substantively engage in deciphering technical information and well versed in the problem solving so critical to success in more advanced (and more coveted) coursework in areas such as robotics, computer programming, and applied mathematics.
Please join Ethan Ake-Little as he helps school administrators not only understand what goes into a successful STEM program, but what steps you may take to help their districts reach that point.
WHAT YOU’LL LEARN
Just a sampling of what this webinar will cover:
- How school administrators can create tighter links between their primary and secondary core curriculums to ensure students master the skills necessary to engage in meaningful STEM experiences in their late secondary years and beyond.
- How STEM-related standardized testing at the state level and national levels differs from traditional standardized testing.
- Ways district leaders can use standardized testing data at the department and school level to drive improvements in curriculum and instruction.
- Areas of curricular weakness that historically underperforming students (i.e. special education, ESL students, economically disadvantaged, minorities) encounter in STEM education.
- How to develop meaningful professional development that encourages administrators and STEM to employ data-driven instruction to improve curriculum, instruction, and assessment.
- How to encourage administrators to “lean in” when evaluating STEM teachers even when they don’t have a comprehensive understanding of the subject matter.
- AND MUCH MORE!
YOUR CONFERENCE LEADER
Your conference leader for “K-12 STEM Education: Linking Curriculum, Instruction & Assessment to Improve Your Program” is Ethan Ake-Little. Ethan is a PhD candidate in urban education at Temple University and is simultaneously enrolled in the Pennsylvania Superintendent of Eligibility program there. Additionally, Ethan is a research assistant in the University’s General Education program where he engages in data analysis for the purposes of program evaluation and policy for the university’s core undergraduate curriculum. A former high school biology teacher, Ethan has taught high school biology at the college preparatory, Honors, and AP level in both an urban, charter school as well as a suburban, independent school setting. In addition to holding a Biology 7-12 certificate, Ethan also holds a Chemistry 7-12, Physics 7-12, General Science 7-12 and Principal K-12 certificate.
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CERTIFICATES OF PARTICIPATION
EducationAdminWebAdvisor certificates of participation are available to everyone completing this webinar.