Educator Effectiveness Guidebook for Inclusive Practice
Goals Brief overview of STE Guiding Principles
Explore district strategies and tools that address the 2016 STE Standards Share STE resources for aligning curriculum and instruction with the 2016 STE Standards
Massachusetts Department of Elementary and Secondary Education
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STE Guiding Principles An effective STE program: • Develops students’ ability to apply knowledge and skills to analyze and explain the world around them • Addresses students’ prior knowledge and preconceptions (RELEVANCE) “Teaching without attention to learners’ perspective and prior knowledge is like flying a plane in fog without instruments.” Ball & Forzani, 2012
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STE Guiding Principles An effective science and technology/engineering program: 1. 2.
3.
4. 5. 6. 7. 8. 9.
Develops students’ ability to apply their knowledge and skills to analyze and explain the world around them (RELEVANCE) Addresses students’ prior knowledge and preconceptions (RELEVANCE) Investigation, experimentation, design, and analytical problem solving are central to an effective science and technology/engineering program. (RIGOR) Provides opportunities for students to collaborate in scientific and technological endeavors and communicate their ideas (RIGOR) Conveys high academic expectations for all students. (RIGOR) Integrates STE learning with mathematics and disciplinary literacy (COHERENCE) Uses regular assessment to inform student learning, guide instruction, and evaluate student progress (COHERENCE) Engages all students, Pre-K through grade 12 (COHERENCE) Requires coherent district-wide planning and ongoing support for implementation (COHERENCE) 4
Rigor: The balance of Concepts, Practices and Applications
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STE Guiding Principles An effective STE program engages all students, Pre-K through grade 12 with regular STE instruction (EQUITY & COHERENCE) The chart below provides the time assumed to be provided for STE instruction by grade span to inform the standards development:
Grade Span
Assumed Minutes per Day (Hours per week)
K–2
25 minutes/day (~2 hours/week)
3–5
35 minutes/day (~3 hours/week)
6–8
55 minutes/day (~4.5 hours/week)
9–12
65 minutes/day (~5.5 hours/week)
Massachusetts Department of Elementary and Secondary Education
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Quick Reference Guide to 2016 MA Science and Technology/Engineering (STE) Framework Shared Vision and Goals
Instruction and Assessment
Science Learning
Administrative, Instructional Leadership, and Partner Support
for all Students
Professional Learning Opportunities
Curriculum, Materials, and Resources
7
Contact Info & Feedback Nicole Scola [email protected] Marianne Dunne [email protected] Feedback Survey: Materials: http://bit.ly/ESEConvening2017
8
Massachusetts Department of Elementary and Secondary Education
Explore district strategies and tools that address the 2016 STE Standards Share STE resources for aligning curriculum and instruction with the 2016 STE Standards
Massachusetts Department of Elementary and Secondary Education
2
STE Guiding Principles An effective STE program: • Develops students’ ability to apply knowledge and skills to analyze and explain the world around them • Addresses students’ prior knowledge and preconceptions (RELEVANCE) “Teaching without attention to learners’ perspective and prior knowledge is like flying a plane in fog without instruments.” Ball & Forzani, 2012
3
STE Guiding Principles An effective science and technology/engineering program: 1. 2.
3.
4. 5. 6. 7. 8. 9.
Develops students’ ability to apply their knowledge and skills to analyze and explain the world around them (RELEVANCE) Addresses students’ prior knowledge and preconceptions (RELEVANCE) Investigation, experimentation, design, and analytical problem solving are central to an effective science and technology/engineering program. (RIGOR) Provides opportunities for students to collaborate in scientific and technological endeavors and communicate their ideas (RIGOR) Conveys high academic expectations for all students. (RIGOR) Integrates STE learning with mathematics and disciplinary literacy (COHERENCE) Uses regular assessment to inform student learning, guide instruction, and evaluate student progress (COHERENCE) Engages all students, Pre-K through grade 12 (COHERENCE) Requires coherent district-wide planning and ongoing support for implementation (COHERENCE) 4
Rigor: The balance of Concepts, Practices and Applications
5
STE Guiding Principles An effective STE program engages all students, Pre-K through grade 12 with regular STE instruction (EQUITY & COHERENCE) The chart below provides the time assumed to be provided for STE instruction by grade span to inform the standards development:
Grade Span
Assumed Minutes per Day (Hours per week)
K–2
25 minutes/day (~2 hours/week)
3–5
35 minutes/day (~3 hours/week)
6–8
55 minutes/day (~4.5 hours/week)
9–12
65 minutes/day (~5.5 hours/week)
Massachusetts Department of Elementary and Secondary Education
6
Quick Reference Guide to 2016 MA Science and Technology/Engineering (STE) Framework Shared Vision and Goals
Instruction and Assessment
Science Learning
Administrative, Instructional Leadership, and Partner Support
for all Students
Professional Learning Opportunities
Curriculum, Materials, and Resources
7
Contact Info & Feedback Nicole Scola [email protected] Marianne Dunne [email protected] Feedback Survey: Materials: http://bit.ly/ESEConvening2017
8
Massachusetts Department of Elementary and Secondary Education
