Instrumental and Missional Thinking
Short Term Goals
In the short term, I would like to create/find/re-develop more STEM units and lessons to have a predominantly math focus. I am finding that science aligns so well, technology and engineering are the tools used to explore and math can often be an add-on. I am setting the goal to create a STEM lesson strongly aligned to at least one unit from seventh and one unit from eighth grade before the end of the school year. This would not be just an activity or exploration, but an in-depth project or lesson aligned to the standards and goals for the respective grades. Administrators seem to fear STEM instruction in math but support it in science. I feel that the root cause of this fear is the district emphasis on meeting standards as assessed by standardized exams. It is my mission to demonstrate that STEM lessons can not only support math standards but also enhance overall math learning by making instruction relevant to the real world and engaging for all learners.
Long Term Goals
My long-term goal would be to ultimately create interdisciplinary classes between math and science throughout my school. Back in the early 1990’s, my high school offered dual-credit courses such as Science, Technology and Society or Women in History and Literature. While true dual-credit courses in a CPS elementary school may be a dream, it is my goal to support teachers to create interdisciplinary, cohesive STEM units in their own classrooms. With math as the foundation, teachers could realign science units to support and enhance the math curriculum while incorporating technology, engineering and art. I know that CPS will not change its ways and let go of standardized testing, and I know math and reading will always be part of that assessment. To accomplish my goal while still achieving the district requirements, I must support the prescribed math curriculum while surrounding it with the engagement of STEM.
Short Term Goals
In the short term, I would like to create/find/re-develop more STEM units and lessons to have a predominantly math focus. I am finding that science aligns so well, technology and engineering are the tools used to explore and math can often be an add-on. I am setting the goal to create a STEM lesson strongly aligned to at least one unit from seventh and one unit from eighth grade before the end of the school year. This would not be just an activity or exploration, but an in-depth project or lesson aligned to the standards and goals for the respective grades. Administrators seem to fear STEM instruction in math but support it in science. I feel that the root cause of this fear is the district emphasis on meeting standards as assessed by standardized exams. It is my mission to demonstrate that STEM lessons can not only support math standards but also enhance overall math learning by making instruction relevant to the real world and engaging for all learners.
Long Term Goals
My long-term goal would be to ultimately create interdisciplinary classes between math and science throughout my school. Back in the early 1990’s, my high school offered dual-credit courses such as Science, Technology and Society or Women in History and Literature. While true dual-credit courses in a CPS elementary school may be a dream, it is my goal to support teachers to create interdisciplinary, cohesive STEM units in their own classrooms. With math as the foundation, teachers could realign science units to support and enhance the math curriculum while incorporating technology, engineering and art. I know that CPS will not change its ways and let go of standardized testing, and I know math and reading will always be part of that assessment. To accomplish my goal while still achieving the district requirements, I must support the prescribed math curriculum while surrounding it with the engagement of STEM.
