The STEM Teacher Leadership Video Showcase features 3-minute videos submitted by teacher leaders and those engaged in creating teacher leadership programs. View their inspiring stories and make sure to leave a comment! Share on social media and "like" your favorites!Transformative STEM Literacy Initiative
STEM is about looking at patterns and making connections based on observations. The only way students will learn to do this is by giving them opportunities to participate and share in the discourse by making connections from their L1 language to their L2 and by supporting them in applying new patterns of language and expression. The goal of our STEM Literacy Initiative is to develop a transformational literacy plan that stretches across 9th - 12th grade which will forge the toolsets students need to understand complex academic language and build confidence in their understanding of science and engineering.
The capacity to read is a fundamental skill that is crucial for a student’s success in college and career. Students with strong reading abilities can solve problems, make decisions, have more confidence and a higher sense of accomplishment. This is especially important for EL students who face a persistent opportunity gap in STEM classes. This is compounded further, because in most STEM and trade classrooms; teachers lack the training and understanding to effectively teach reading and literacy skills to students.
To address this, myself and a group of teacher leaders at my school created a literacy framework to support a more focused approach to literacy and reading instruction using researched based strategies that are aligned with ELD standards, NGSS and the California EL Roadmap. The key is developing teacher ownership/leadership for implementing the framework and developing rich lessons that support all students to learn and love science and engineering. This is being accomplished through a reciprocal coaching model where a dyad of stem teachers collaborate in lesson design, coordinate observational rounds, and reflect on the lesson and strategies implemented. Both teachers are growing together through a process of mutual leadership.
At the core of implementing this initiative is to build teacher capacity to support their shift in instructional strategies and approaches that sustain literacy development. Not only will the initiative be transformative for the student, but also for the teacher. We began implementation of the framework this last school year with positive results. The video we will create will tell the story of our implementation plan and the impact it has made so far in our students lives and in our teachers instructional practices.
Comments
Interesting Video!
Thanks for this video! Would love to hear more about the professional development program for teacher leaders and teachers. Was this a one day PD, or a continuing course? How have teachers reacted? Do they report changing their practice and do they see it making a difference?
In reply to Interesting Video! by Joni Falk
Hi Joni, thank you for your…
Hi Joni, thank you for your questions. This is a continuing initiative that took my team about a year to develop. It has several components to shift teacher practices. We implement a reciprocal coaching model were we work in dyads to support each others growth on strategies that teachers want to focus on within our framework. This involves develop a lesson together, peer observations, and debriefs. The reciprocal coaching model is different in that all teachers are mentors and are collaboratively together on a common strategy they want to improve on. The other parts include PDs on how to teach reading and literacy in science and engineering and implementing instructional reading moves to facilitate its incorporation into lessons. The framework also includes UDL elements and 3D learning through NGSS. There has been a shift in how STEM is taught and students and teachers are more engaged and motivated.
In reply to Hi Joni, thank you for your… by Jose Rivas
Prof. Dev
Thanks for your reply! Sounds like a great model for PD. I think integrating literacy into STEM is critical. Glad you shared this video.
In reply to Hi Joni, thank you for your… by Jose Rivas
Love the reciprocal coaching model :)
" support each others growth on strategies that teachers want to focus on within our framework. This involves develop a lesson together, peer observations, and debriefs"
This is what teachers helping teachers, lifelong learning should be. Sounds so great. Did it take a long time to get this modeling rolling? Did you start with a build-it-so-they-will-come model? What made it attractive for teachers to adopt? Curious because I often like to learn motivating factors from others :)
In reply to Love the reciprocal coaching model :) by Kathleen Donovan
Implementation
Hi Kathleen,
It took sometime and still is. There is a lot of trust that needs to develop with this type of model. No one teacher is above another so everyone is working together towards a common practice or instructional goal while at the same time designs lessons together. Everyone is developing at their own level and speed and with the instructional observational rounds everyone is learning from each other. In our case, because we are a small school it also allows for a more connected vertical alignment as we only have 1 teacher per science and engineering content area. I am including the link to the research paper I used to develop our model.
https://go.gale.com/ps/i.do?p=AONE&u=googlescholar&id=GALE|A204418639&v=2.1&it=r&sid=AONE&asid=b5da6b20
In reply to Hi Joni, thank you for your… by Jose Rivas
Incredible model
I would love to discuss with you further the PD model that you used with your peers to teach reading and literacy strategies in STEM content. As a STREAM instructional specialist/coach I am always looking to further my expertise in using strategies for teaching literacy in STEM.
In reply to Incredible model by CANDYCE CURRY
PD Model
Hi Candyce,
There are several steps that are involved that are connected to the framework that is linked on this page. From the framework pairs of teachers decide which strategy they want to implement in the the classroom. Teachers work on a lesson together that incorporates the strategy, and decide when a 15 min instructional observation will be held. We use a rubric connected to EL learners and we use ELD levels to better differentiate the content. After the observation teachers debrief and create another lesson together with the same instructional strategy or a new one or a combination of strategies. I am including a link to the reciprocal coaching research I implemented for this intiative.
https://go.gale.com/ps/i.do?p=AONE&u=googlescholar&id=GALE|A204418639&v=2.1&it=r&sid=AONE&asid=b5da6b20
Informative
Thank you for sharing this critical component to integration and the process STEM in the core subject areas. Many of us struggle with making it included and not something else to do. If you and your team are offering in PD We would be interested in learning more.
Thank you
In reply to Informative by Ruth Ray, M.Ed.
Welcome!
Hi Ruth, Thank you for visiting my page. I would be happy to share the components of our program with you. Right now our framework is a work in process. We had a large turnover in our science staff this year so we are having to train and support our new teachers. If you click the link on this page it will take you to our framework page. If you have questions about the framework please let me know in the comments.
In reply to Informative by Ruth Ray, M.Ed.
Ditto!
This is so encouraging!
https://stemtlnet.org/video-showcase/huffman-high-school-empowering-stem-educational-leaders
Watch AND COMMENT on:
Huffman High School: Empowering STEM Educational Leaders
Presented by:
Candyce A. Curry
Welcome!
Good morning, My name is Jose and I am the arts, physics and engineering teacher at Lennox Academy in Lennox CA. I also coordinate the literacy program showcased in this video. Thank you for visiting my page. Literacy is a major factor in STEM education that sometimes gets overlooked. At our school with large population of students who have transitioned to English or are in the process, it was important to understand how we could make science and engineering accessible.
As you watch the video, I am interested to hear how your science and engineering teachers implement reading and literacy into their curriculum?
Also, please click on the link so that you can view our framework. If you have questions about the framework please post in the comments.
This is a fantastic program!…
This is a fantastic program! The implementation of a reading and literacy program truly is a major factor in STEM education. I'm wondering if our school could implement something like this through our FLL Lego Robotics programs.
In reply to This is a fantastic program!… by Kaye Ebelt
Implementation
Hi Kaye,
It is definitely possible! It has several components to implement that would well with any STEM program. Please take a look at the link to our framework and if you have any questions please let me know.
Interdisciplinary nature of STEM and Literacy
I love the model you’ve created for high school students. I’m glad to see it works well to inspire teachers to prioritize both wise concepts within their classrooms.
I run STEM education programs for elementary school teachers 👩🏽🏫. Our curriculum is interdisciplinary and we work to combine both math and literacy connections through hands on STEM activities.
We recently spearheaded a STEAM Careers children’s book series that combined all of these approaches and all of the books are available in English and Spanish and come with a lesson plan attached that demonstrates how we do it at the elementary level. All these resources are free and included for you below. I’d love to hear your feedback about it.
Free Digital copies of the books (In English and Spanish) are at the following link.
https://literacycloud.org/readinglists/62877-steam-powered-series?fs=e&s=cl&fbclid=IwAR2idQy6h2f898OUSXqKcvVRckGrypYiTHwOMMk-jQQALlAqD8-4rKA_68Q
NGSS aligned Lesson Plans (in English and Spanish) for each book and the corresponding and Scientist Interview videos are at this link:
https://www.roomtoread.org/steam
In reply to Interdisciplinary nature of STEM and Literacy by Dieuwertje Kast
Resources
Thank you for viewing my video. I will definitely take a look at your resources and pass it along to my elementary school science colleagues.
Thank you so much for…
Thank you so much for sharing your initiative. I see our English Language Learners struggling in not only my STEAM class, but also in science. I would like to learn more about your model to possibly adapt and use it at the elementary level.
Flo Falatko
https://stemtlnet.org/video-showcase/using-literature-promote-equity-steam.html
In reply to Thank you so much for… by Florence Falatko
EL Learners
Hi Flo,
California developed a Road map and standards for EL students. As science, engineering and trade teachers we miss the connections of the importance of literacy and reading in our subject areas. Along with connecting to NGSS and UDL practices the focus for initiative is to provided STEM teachers a framework that can help them to better teach to these populations and enhance the access to these content areas. Language can be a major barrier and STEM is rich in content language that even English only students struggle to understand. If you view our framework is it differentiate by EL levels based on our CELDT testing. Each strategy is scaffolded to support all learners. Using a reciprocal coaching model teachers work in dyads to support the implementation of reading and literacy in their content.
Reading is Fundamental
Thanks for sharing your framework and links to many useful resources. I especially appreciate the organization of the SEPs with relevant ELA language goals. To build background knowledge and help students understand complex text, I wondered if you’ve heard of or used text sets.
The Case for Multiple Texts
Building Background Knowledge through Reading: Rethinking Text Sets
In reply to Reading is Fundamental by Wanda Bryant
Resources
Hi Wanda,
Thank you for sharing this resource with me. It is definitely that help in make strong connections with our students understanding of concepts. This would fit in well with our reading instructional move. The instructional move connects how students engage with the same text multiple times using key vocabular, partner reading and guided questions. The multiple text can be incorporate across the span of the lesson to engage students even more. Thanks!
Hi Jose! Although your…
Hi Jose!
Although your focus is ELL students this is a great framework for all students. Love how you organized the strategies into the framework. I am curious to know if this framework is building more collaboration between ELA/ELL teachers and STEM? Great video and great to see the good work you are continuing with.
In reply to Hi Jose! Although your… by Margo Murphy
Collaboration
Hi Margo,
Good to hear from you! Hope you are well. The goal is to align and collaborate with our English department. However, we are just focused on our department. We had a large turnover of teachers losing half our department. Right now we are building up the program and I am training and supporting the new teachers. Hopefully, by next school year we will be working actively with other departments.
How do you get the teacher…
How do you get the teacher leaders on board? It is so important for all educators to incorporate the required literacy skills in learning- as students read to learn. I look forward to seeing the growth data as you implement this work!
In reply to How do you get the teacher… by Jodi Zeis
Teacher Leaders
Hi Jodi,
A lot of the times teachers don't see themselves as leaders. So in this model leadership is distributed through the use of reciprocal coaching where students work together to engage in lessons that are meaningful and also applying the elements of our framework. There is no one teacher over an other. The observations we have with each other are purely for the purpose of improving each others craft. It makes it less intimidating and teacher are more willing to be authentic. Since our implementation their has been a more united vision for what we want for our students and our last state test scores for science improved.
Interesting
Sure, I think reading is fundamental but I love to know how you really integrate stem. Are you planning lessons as an entire school I would love actually this? Can you share the rubric for one or two activities? We love to integrate some of the ideas in our school.
How do you find time in your…
How do you find time in your day to work with your colleagues to develop, implement, and revise your framework? This sounds like wonderful work and is so necessary.
In reply to How do you find time in your… by GLORIA KREISCHER GAJEWICZ
Time
Hi Gloria,
As a department we meet once a week for about a 45 minutes to an hour in the morning before school starts. We have a late start so that helps. We a rotating meeting schedule after school were we have longer meetings once a month with our departments. Since the teachers work in dyads each group meets additional times to debrief observations and discuss lessons. Our admin is also supportive in terms of getting subs for observations. I try to make it so that it is not another thing we have to do as a department. It is a common vision that we all have and that we know will help students. The buy in is critical and I made a compelling case why we need to do this. If you have a chance please review our framework linked on this page.
STEM + Literacy
This is a great way to motivate students and engage them in a purposeful mindset. The mutual coaching and support is critical to success with any initiative, but I have found in my own program, that it is easy to feel isolated, and yearn for teacher and admin support. I, too, am wondering about how you time all this into the PD?
In reply to STEM + Literacy by Rebecca Cummings
Time<
Hi Rebecca,
As a department we meet once a week for about a 45 minutes to an hour in the morning before school starts. We have a late start so that helps. We a rotating meeting schedule after school were we have longer meetings once a month with our departments. Since the teachers work in dyads each group meets additional times to debrief observations and discuss lessons. Our admin is also supportive in terms of getting subs for observations. I try to make it so that it is not another thing we have to do as a department. It is a common vision that we all have and that we know will help students. The buy in is critical and I made a compelling case why we need to do this. If you have a chance please review our framework linked on this page.
GaDOEScience resource related to your work☀️
The multimodality stations leverage language development to deepen student understanding of science through listening, reading, speaking, and writing.
Third Grade Pollution
very curious about "develop a lesson together"
" support each others growth on strategies that teachers want to focus on within our framework. This involves develop a lesson together, peer observations, and debriefs"
My school has done some peer observations and debriefs but hasn't yet ventured into developing lessons together, so your sharing about reciprocal coaching is very inspiring!
Reinforce literacy through STEM
Jose,
Too often (more often than I think any of us here would like), teachers 'pull kids' out of science when students struggle with reading, using that time for reading intervention. It is great that you are showing that there is a lot of literacy in science and that it can be embedded! Reading from the comments, it seems like you have some systems in place set up to support. I'm excited to see how it grow!