NNPS Model

STEM (science, technology, engineering and mathematic) includes some of the most versatile and important careers in the modern world. Most new developments that are making the world a better place to live are from the influences of STEM fields. As the world becomes more technologically developed there is an increase demand for students well-trained in the STEM related fields. To keep pace with this rapidly expanding area of the economy requires an adequate number of P-12 teachers with the necessary content knowledge and skills to train the next generation. Currently, Texas is facing a critical shortage of teachers with strong backgrounds in STEM. This STEM teacher shortage is impacting student learning and if too many teachers pursue degrees

Evaluation is vital to education, whether it is a new reform or a back to basics approach. STEM education remains open to interpretation. Drew states that the quality and efficacy of programs across the United States require quantitative and qualitative evaluations (2011). These studies should include the long-term benefits of grant funding and best practices for sustaining effective STEM programs when the grants and funds from corporate sponsors terminate (Johnson, 2014). Ultimately, the evaluation and research requires dissemination to schools across the country in order to affect the necessary reforms.

From collaborative learning inside of the student’s clusters of desk to hands-on lessons in STEM discovery, Galaviz is continually working to push the STEM envelope at Garfield Elementary. She hosts a Saturday STEM club for 4th - 6th graders, and recently, through a two-year grant funded by NASA and a partnership with Boise State University, she has trail-blazed even more at home learning opportunities. For K-6, each classroom now has the ability to take STEM backpacks home over the weekend. With three different lesson plans, students can now bring STEM home, experimenting and creating with the help of their

Alumni of Historically Black Colleges and Universities (HBCUs) are concerned about the inadequate representation of minorities in science, technology, engineering and mathematics (STEM) related professions. Consequently, DCHBCUAA STEM professionals have designed and organized an instructional hands-on workshop for students in grades 10-12. The workshop is designed to increase their awareness of the exciting opportunities available in the sciences and to provide an opportunity for students to talk to subject matter experts currently working in STEM occupations.

A challenging new opportunity presented itself as Pat became the STEM instructor for Davidson County’s newest, most innovative middle school, Oak Grove. While she Incorporated her passion for driving students to reach their maximum potential she became a leader in the teaching community as the EXCEL (encourage, excellence, character, enthusiasm and leadership) sponsor for our PBIS team, a sponsor for the Robotics Team, and promoted numerous fundraisers throughout the entire school year for the general purpose of extending educational opportunities for all the students at Oak

Bybee, R. W. (2013). The case for STEM education: Challenges and opportunities. Arlington, VA: NSTA Press.

We believe that mathematics, as the language of science and, even more fundamentally, the language of the universe, is essential to any student’s education, especially if he or she wishes to pursue a career in STEM. In middle school, Kaitlyn showed a marked, early interest in STEM subjects. As a result, in the 8th through 12th grades, strong emphasis was placed on STEM coursework; Kaitlyn followed an accelerated, demanding math track of 5 years of high school and college level math and an equally rigorous science curriculum with 4 years of high school and college level science courses. Every science class

While there has been an increase in STEM resources and programs aimed at these adolescents, these programs are usually located in the affluent high schools. Not all of the public schools may not have such resources or funds to provide the prerequisite advanced math and science courses. Additionally, the underrepresented adolescents face socio-cultural barriers and stereotypical beliefs about their potential in these courses from as early as the fifth or sixth grade. These limiters can include students being discouraged to pursue stem or the individuals facing stereotype threats about their abilities in Math and Science classes. Studies have shown that these limiting factors may emerge as early as 10 to 12 years old (Shapiro, et. all, 2015) and will affect the career choices for the adolescents. However, by parents or teachers providing supportive influences which can challenge the barriers and stereotypes, they can potentially boost the potential of STEM career engagement and the participation within the STEM classes for these underrepresented youth. This increase will provide and strengthen a diverse workforce which is crucial to future STEM

The STEM instructors at CCTC have numerous technologically advanced displays, such as robots and virtual welders, to recruit students and create excitement for the STEM programs. Unfortunately, once the students enroll and begin classes, the STEM instructors use lecture and standard laboratory activities that do not engage the students, which leads to a disappointing first-year experience for students (Reisel, Jablonski, Hosseini, & Munson, 2012), and as evidenced by the low retention rate (National Center for Education Statistics, 2016a), students are leaving CCTC. Thus, it is advantageous to reflect on the classroom experience in the STEM department and develop a plan of action to increase the retention rate at CCTC.

The importance of transforming STEM teacher’s professional development (PD) for the middle school is central to the standard-based transformation of STEM education and knowledge-based competition of the global economy. Because the knowledge-based competition of the 21st century economy depends on the competitiveness of STEM education, improvement of STEM education is a national call. In addition, the needs for improvements in K-12 science education align with the needs for improvement in science teacher’s PD. STEM jobs require higher creativity and innovation, thus STEM teachers and educational leaders are expected to encourage creativity and innovation in student learning regardless of barriers. Nevertheless, teachers are expected to overcome all barriers in order to foster active learning by students (Michael, 2007). In general, STEM education requires teacher’s creativity and flexibility. This urges rethinking of the education leaders and researchers about identifying effective professional development for STEM teachers.

I see that you are seeking an elementary school STEM teacher. I believe I am the teacher you are looking for! I am a middle school science teacher with experience teaching technology to elementary school students and STEM to middle school students. In addition to this, I have spent many years helping elementary school teachers incorporate STEM into their required curriculum through the Professor In Residence program at William Paterson University. I hold a Highly-Qualified status and standard certificate in elementary education with subject matter specialization in science for grades 6-8. I taught middle school science for 8 years and STEM for the past year with a focus on the engineering design process. I am familiar with the NJSLS-S as

It is my distinct honor to recommend Dr. B. J. Worthington as Excellence in STEM Leadership Award. Seven years ago, I crossed paths with Dr. Worthington and during this time he was an acquaintance, therefore, I did not recognize what a visionary, passionate, and committed person he was until I was introduced to Moore Magnet Elementary and STEM. From day one, Dr. Worthington envisioned how STEM should unfold inside of our school. Therefore, we had multiple meetings, made plans for implementation, and STEM to succeed, as our school transitioned from a Math and Science school as Moore Magnet transformed of a STEM school. We remain proud of our school and continue to reflect on the journey as we transitioned into this wall-to-wall STEM school.

Mind Over Matter Consulting presents STEM Navigators. This book is a collection of stories from six, successful engineers, educators, entrepreneurs, and high tech talent united to showcase their journey, obtaining degrees in Science, Technology, Engineering, and Mathematics (STEM). Institutions of higher learning encounter students entering introductory courses without fundamental competencies; decreased enrollment in STEM majors; low retention rates. Consequently, these barriers impact student confidence and performance. STEM Navigators presents intervention strategies, resources, and personal advice to direct student success in STEM. Gain insight to define your path in

The science foundation Arizona implemented a STEM immersion guide that covers four steps: exploratory, introductory, partial immersion, and full immersion. Different stages of exploration that involve before and after school programs, not specific during school hours (Science Foundation Arizona, 2017). As a personal thought, observing the schools I work in, in the PVschools district the only school that provides a STEM program is CREST, (Center for Research in Engineering, Science, and Technology) in Paradise Valley High School, where students can focus studying one of the three disciplines: biotechnology, computer science, or engineering. To enroll in the CREST program, students need to apply, show references, and have an interview to enroll in the program. A pragmatic & restrictive program such as in the social efficiency of Labaree (1990’), in his social comparing, making sure

Science, technology, engineering, and math have become unavoidable subjects in the modern world. Even in jobs that are not directly under one of these categories, fundamental understanding of these concepts have become mandatory in the workplace. However, these concepts are not being well-taught to students in primary and secondary schools either because the concepts are not covered or they are not taught with proper teaching methods. This causes even more problems when the students go to college because they will not have a solid understanding of the concepts. By incorporating more involved activities in the STEM education process such as hands-on laboratories and by removing adverse teaching methods, students will better understand the STEM concepts which will carry over to college and eventually their careers.