When Teasley Middle School in Cherokee County, Georgia, opened for the 2013-14 school year, teachers and administrators were looking for an opportunity to help students in grades 6 through 8 better understand STEM learning content.
Teasley is a Title I school with more than half of its students receiving free or reduced lunch. It also has the highest percentage of English language learners and students with disabilities among middle schools in Cherokee County School District, which has 41,800 students and is 40 minutes north of Atlanta.
Look for role models. Districts should find preschools that are already teaching STEM, consider what elements make it a strong program, and think about ways they could modify instruction for their own classrooms, says Phil Hampton, network director of VC STEM, an alliance of organizations working to enhance STEM instruction for students of all ages.
Preschool math performance predicts future academic achievement more consistently than reading or attention skills, according to new research from New America and the Joan Ganz Cooney Center at Sesame Workshop.
Champaign Unit 4 School District in Illinois wanted to give its teachers a very clear pathway to evolve their math instruction to meet rigorous, Common Core state standards.
District leaders were very happy with earlier results from McGraw-Hill’s Everyday Mathematics and saw Everyday Mathematics 4, its latest iteration, as an enticing solution, especially in teaching the Common Core state standards, according to Susan Zola, assistant superintendent for achievement, curriculum and instruction.
Today’s educators need versatile products that can be used to teach more than one aspect of STEAM. Schools want to engage students with hands-on activities that, for example, blend art and reading with core science and math instruction.
With the U.S. Department of Education doling out billions of dollars to promote diversity and to support low-income schools in 2017, administrators across the country are also working to better serve students of all backgrounds, abilities and interests.
As superintendent of the Franklin County Public Schools, I am always pleased when our programs successfully support our mission, which is “To prepare students for college and career readiness and to become contributing citizens.”
High-quality instruction in science, math, engineering and technology requires both teaching expertise and content knowledge. Yet, at the elementary school level, many teachers haven’t had specialized education or training in science.
LAUSD’s 186th Street School jumps at a chance to expose primarily low-income students to the possibilities of a medical science career when a local health care provider offers a science enrichment curriculum for gifted-and-talented fifth-graders.
Five years ago, Boston Public School’s John Eliot School in the city’s North End neighborhood was declared an innovation school. What that meant for principal Traci Walker-Griffith was more autonomy in choosing the elementary school’s curriculum for her 570 students. One of the first curricular changes she made was bringing in Everyday Mathematics.
Matthew Peterson, CEO and co-founder of Mind Research Institute, is intent upon transforming the perception of math from intimidating to something that’s exciting and approachable. And the Math Fair is integral to this effort, giving attendees plenty of fun, hands-on mathematical experiences.
Pat Skorkowsky, superintendent of Clark County School District in Nevada, has expanded a franchise principal concept in which successful principals take over management of multiple schools, replicating the same educational approach in each.
Following a successful pilot last year with two principals, the initiative involves training a core of administrative leaders who can continue to implement the policies and goals that have been working at each school.