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Overview
Directions
ASSESSMENT 7
Science, Mathematics, Technology, Engineering (STEM) Curriculum Project
INST 596 Clinical Experience
Description of the Assessment
This project, which takes place in INST 596 Clinical Experience, is the development of a technology-based strategic plan for improvement of one specific STEM course in the candidate’s clinical experience school or district. The purpose of this assessment is to engage candidates in the innovative and relevant integration of technology to support student learning in the STEM fields. This unit is particularly important for our many candidates whose academic background and/or professional experience falls predominantly outside the STEM fields.( The Massachusetts Instructional Technology Teacher license requires that candidates are prepared to support teaching and learning with technology across all areas of the curriculum.)
For this project, the candidate will partner with a department chairperson and/or teacher to develop a three-year plan for the use of technology in a specific middle or high school course. The project will include a needs assessment, three-year plan, and formative and summative evaluation of the plan as implemented.
a.Alignment to ISTE Standards
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ISTE Standards |
STEM Curriculum Project |
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Standard 1.2. Visionary Leadership: Strategic Planning Candidates contribute to the planning, development, communication, implementation, and evaluation of technology-infused strategic plans at the district and school levels. |
Candidate’s curriculum project must address the development, implementation, and evaluation of a strategic plan for three-year plan for the use of technology in a specific middle or high school course.
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Standard 1.4. Visionary Leadership: Innovation and Change Candidates implement strategies for initiating and sustaining technology innovations and manage the change process in schools and classrooms. |
Candidate’s curriculum project must include strategies for managing the change process that will be required by implementation of your plan.
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Standard 2.1 Teaching, Learning and Assessment: Content Standards and Student Technology Standards Candidates coach teachers in and model design and implementation of technology-enhanced learning experiences addressing content standards and student technology standards. |
Candidate’s curriculum project must be based on and reference the MA and district curriculum frameworks for the specific STEM discipline selected, as well as the NETS standards, as appropriate.
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Standard 2.5 Teaching, Learning and Assessment: Differentiation Candidates coach teachers in and model design and implementation of technology-enhanced learning experiences using differentiation, including adjusting content, process, product, and learning environment based upon student readiness levels, learning styles, interests, and personal goals. |
Candidate’s curriculum project must support technology-enhanced learning experiences using differentiation, including adjusting content, process, product, and learning environment based upon student readiness levels, learning styles, interests, and personal goals.
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Standard 2.6 Teaching, Learning and Assessment: Instructional Design Principles Candidates coach teachers in and model incorporation of resarch-based best practices in instructional design when planning technology-enhanced learning experiences. |
Candidate’s curriculum project must include incorporate resarch-based best practices in instructional design of technology-enhanced learning experiences and references to the research used. |
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Standard 3.6 Digital Age Learning Environments: Selecting and Evaluating Digital Tools and Resources Candidates collaborate with teachers and administrators to select and evaluate digital tools and resources that enhance teaching and learning and are compatible with the school technology infrastructure. |
Candidate’s curriculum project must include a plan for a sustainable collaborative selection process for digital tools and resources that enhance teaching and learning in the specific STEM course addressed and are compatible with the school technology infrastructure.
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Standard 4.1 Professional Development and Program Evaluation: Needs Assessment Caondidates conduct needs assessments to inform the content and delivery of technology-related professional learning programs that result in a positive impact on student learning.
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Candidate’s curriculum project must include a needs assessment to determine classroom teacher(s)’ technical training and curriculum related professional development needs with regard to technology use in the STEM course.
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Standard 4.3 Professional Development and Program Evaluation: Program Evaluation Candidates evaluate results of professional learning programs to determine the effectiveness on deepening teacher content knowledge, improving teacher pedagogical skills and/or increasing student learning. |
Candidate’s curriculum project must include a strategies for continuous evaluation of the technology use in the specific STEM course addressed. |
Assessment Instrument
Science, Mathematics, Technology, Engineering (STEM) Curriculum Project
For this project, each candidate will develop a technology-based strategic plan for improvement of one specific STEM course in the candidate’s clinical experience school or district. The purpose of this assessment is to engage in the innovative and relevant integration of technology to support student learning in the STEM fields. This unit is also intended to help candidates whose academic background and/or professional experience falls predominantly outside the STEM fields develop competence supporting technology use in those areas of the curriculum.
Each candidate will partner with a department chairperson and/or teacher to develop a three-year plan for the use of technology in a specific middle or high school course. The project will include a needs assessment, three-year plan, and formative and summative evaluation of the plan as implemented. Throughout the plan, include references to research to support the strategies and technologies you recommend.
Completion of the Assignment
1. Identify a STEM department chairperson or teacher willing to work with you on this project. Meet with the teacher to discuss the project and identify a specific STEM course which would benefit through the infusion of current technology use. If you are working with the department chairperson, it is best if the teacher(s) of the course are also invited to participate in the project. Stakeholders always respond much better to change when they feel that they have been involved from the start.
2. Develop a need statement in which you identify the specific STEM course to be addressed. Describe briefly the school or classroom setting, the students served and why this specific course will benefit from innovative and relevant integration of technology. Your reasons should be specific and compelling. Sources for the need statement may include (but are not limited to): interviews with department chair, teacher, and students; test scores; observation of class as currently taught; inventory of the technology currently used in the course.
3. Together with the department chairperson and/or classroom teacher, develop goal and objectives for the curriculum project. Your goals and objectives must be aligned with the MA and district curriculum frameworks for the specific STEM discipline selected, as well as with relevant NETS standards. The goal is a broad statement of what you are hoping to achieve through your plan. Objectives are short (one line), specific statements of what will happen as a result of this plan. Limit yourself to no more than 5-6 objectives. The best proposals are those which are specific, limited in scope and realistic to accomplish. Objectives are best written when they include action verbs that describe outcomes which can be measured or observed. For example, "Teacher will demonstrate PowerPoint skills through classroom presentations," includes the action word demonstrate and may be observed. On the other hand, "Teacher will understand how to use PowerPoint," is a bit too vague and leaves the reader wondering how anyone will know if the teacher understands the technology. It is helpful to go through and underline the verb in each objective and ask yourself if it is possible to determine that the objective has been met.
4. Develop a sustainable, collaborative selection process for digital tools and resources that will enhance teaching and learning in the specific STEM course addressed and are compatible with the school technology infrastructure. While this process may be specific to the course and department, it must also comply with the district’s curriculum materials selection policy and technology purchasing procedures.
5. Together with the department chairperson and teacher, identify innovative technolog(ies) that will best support student learning of the MA and district curriculum frameworks relevant to the specific STEM course. Include in this section references to research supporting use of this technology in the particular STEM discipline. IMPORTANT: Note that the selection of technologies occurs well into the planning process, not at the outset. Steps 1-4 are essential to selecting technologies that best fit the need.
6. Next, develop a list of the specific tasks and activities that are involved in achieving the goal and objectives. The activities should flow directly from the goal and objectives and should spell out for the reader the steps toward integrating the technologies selected into the STEM course. Avoid extraneous activities which do not lead directly toward accomplishment of the objectives. Specific tasks may include (but are not limited to): securing funding (internal—school budget, or external—grants, business partners, etc.;) purchase and installation of the technology; professional development for the teacher(s) involved; redesign of lessons to incorporate technology use; pre- and post-assessment of student learning with the technology; and evaluation of the project. Remember that this is a 3-year plan, not one that you will accomplish all within the context of your Clinical Experience.
7. Attach a specific timeline to the activities above. If you do not know dates, use weeks, months, semesters e.g. Week One, Week Two… Establishing a timeline is an important step in determining whether your proposal is realistic or might be too ambitious.
8. Finally, write a brief (500 word) reflection on your experience developing the STEM Curriculum Project. What strategies proved most effective in working with key stakeholders on this project? What challenges did you encounter? What might you do differently, based on this experience?
f. Scoring Guide (see attached)
Evaluation Method
