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Leading

This describes the roles of the district/site administrator as the change agent leading the series of strategic initiatives needed to become STEM-based schools/programs.

Leading within the Exploratory Model involves supporting teachers in the creation of extra-curricular, after-school STEM-related experiences (programs) for students who choose to participate.

Leaders must embrace a mindset that includes: leading by example, creating an environment of high expectations, taking responsibility for sparking a passion for learning, demonstrating excitement in preparing students both academically and socially for their future careers, and creating and communicating a “shared vision” of purpose and process.

Key Output

  • Decide program purpose/content
  • Select target audience
  • Support structures for students
  • Professional development plan
  • Program location/work space
  • Resource allocation (materials/supplies)
  • Implementation timelines/calendars
  • Budget development/oversight
  • Evaluation protocols
  • Communications strategies
  • Advocacy and marketing for program
  • Strategies for sustainability

Leading within the Introductory Model involves supporting teachers in the planning and implementation of STEM-related experiences that supplement the regular curriculum and are taught to students during the school day.

Leaders arrange schedules so that teachers may plan units as a grade-level or content-area team.

Leaders must embrace a mindset that includes: leading by example, creating an environment of high expectations, taking responsibility for sparking a passion for learning, demonstrating excitement in preparing students both academically and socially for their future careers, and creating and communicating a “shared vision” of purpose and process.

Support structures for teachers including common planning time within the school day to support data-driven collaboration and professional learning (Grade level team, for example)

Decision making may be top-down, collaborative, or shared.

Key Output

  • Professional development plan
  • Program location/work space
  • Resource allocation (materials/supplies)
  • Implementation timelines/calendars
  • Communication strategies
  • Advocacy and marketing for program
  • Outreach to business and industry
  • Decide program purpose/content
  • Select target audience
  • Support structures for students
  • Budget development/oversight
  • Evaluation protocols
  • Strategies for sustainability

Leading within the Partial Immersion Model involves setting the expectation that all members plan and implement STEM-related experiences that are integrated into the regular curriculum.

Leaders arrange schedules and set the expectation that teachers plan integrated yearlong units as a grade-level or content-area team. Leaders set the expectation that teachers take on more of a facilitator role in guiding student learning through inquiry.

Leaders must embrace a mindset that includes: leading by example, creating an environment of high expectations, taking responsibility for sparking a passion for learning, enthusiastically preparing students both academically and socially for their future careers, and creating and communicating a “shared vision” of purpose and process.

Support structures for teachers including common planning time within the school day to support data-driven, cross curricular collaboration and professional learning (various grade levels/school within a school model, for example).

Support structures for students including a nongraded advisory program that focuses on setting and monitoring student goals and personalizing the student experience.

The leadership team establishes the mission, vision, and scope of project.

Key Output

  • Establishment of a leadership cadre
  • Collaborative, or shared decision making
  • Facilitation support with classified staff
  • Professional development plan
  • Program location/work space
  • Resource allocation (materials/supplies)
  • Implementation timelines/calendars
  • Program evaluation
  • Budget development/oversight
  • Evaluation protocols
  • Establishment of end of course/program goals
  • Communications strategies
  • Advocacy and marketing for program
  • Strategies for sustainability
  • Outreach to business and industry

Leading within the Full Immersion Model involves setting the expectation that all members plan and implement STEM-related experiences that constitute the main curriculum.

Leaders arrange the schedule and set the expectation that all teachers plan integrated yearlong units as a collaborative school team. Leaders set the expectation that teachers act as facilitators in guiding student learning through inquiry.

Leaders must embrace a mindset that includes: leading by example, creating an environment of high expectations, taking responsibility for sparking a passion for learning, demonstrating excitement in preparing students both academically and socially for their future careers, and creating and communicating a “shared vision” of purpose and process.

Support structures for teachers include common planning time within the school day to support data-driven, cross-curricular collaboration and professional learning (for example, various grade levels/school within a school model).

Support structures for students include a nongraded advisory program that focuses on setting and monitoring student goals and personalizing the student experience.

Key Output

  • A shared mission and vision and program purpose/content
  • A leadership cadre for collaborative decision making with defined roles and responsibilities matched to program goals
  • Program review and evaluation that measures attainment of program goals and includes metrics such as student achievement, perceptual data, attendance, and demographics
  • Collaboration with parents/families
  • Selection of grade level participation
  • Establishment of end of course/program goals
  • Establishment of an advisory committee for ongoing monitoring of mission, vision, scope of project that includes representatives from school, district, school board, community, higher education institutions, STEM industry
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