By NEIL ZOLOT
NORTH READING — New Science Technology Engineering Math (STEM) coordinator Michelle Caulfield is putting the program through a rigorous analysis, hopefully on the way to improvement.
“We’re focused on how we can make the curriculum successful,” she told the School Committee at the board’s meeting Monday, November 27.
Her PowerPoint presentation indicated both the Middle and High School Math and Science Departments have been “completing analysis, updating and revision of the curriculum, and looking at areas of strength and areas to be improved.”
That includes professional development sessions, department meetings and coaching for teachers. Caulfield herself is involved. “I like to see what’s going on,” she said about observations. “I go in frequently,” which dovetails with future plans to use peer-to-peer observation between teachers and sharing best practices to direct and guide instruction.
Understanding by Design
Other activities have included writing curricula in a consistent format aligned with Understanding by Design templates in accordance with standards set by the New England Association of Schools and Colleges for “written curriculum in a consistent format for all courses in all departments that includes units of study with guiding/essential questions, concepts, content and skills, and integrates the school’s vision of a graduate.”
New assessment tools are also being used, specifically iReady Diagnostic Assessment for Algebra 1 students in High School and Edulastic for Middle School science. It is already being used at the High School. The first iReady diagnostic is this fall; the second will follow mid-year exams and the third in the spring. “Tools will be consistent 6-12,” Caulfield explained.
She feels using standardized tools and assessments will help “someone who is new here feel comfortable.”
Some staff members also attended a recent Massachusetts Science Leadership Association conference in Marlborough. Subjects covered include adapting high-quality science curriculum for moderate and severe learning difference students and a new “OpenSciEd Equitable Instruction with Open Equitable Instruction observation and Continuum Tools,” by Boston College professor of Science Education Dr. Katherine McNeill.
Eventually, STEM instruction is expected to shift from traditional lecture-based instruction to student-driven learning. “The ultimate goal is for students to be presented with phenomena and be given the tools to explain it,” Caulfield said. “The shift supports students in taking an active role in knowledge construction in science classrooms. It gives power to students. There’ll be no difference in standards, just the way we’re teaching.”
“Kids will determine what they need”
She concedes it will be challenging for teachers “because we’re realigning how they’ll teach. It’ll be less scripted; kids will determine what they need and the teacher will be a facilitator. I’ll have to see how it affects everyone.”
“This is a long term initiative we are just beginning to explore,” Superintendent Dr. Patrick Daly added. “Many teachers and classrooms already employ a discovery-based approach but this provides us with curriculum materials to explore and professional development to help us think about how we can teach science in the most engaging and sustainable way possible.”
Caulfield also conducted a survey of STEM staff. “My goal is to implement strategies and techniques to create a positive working environment for the 6-12 STEM faculty, ensuring everyone feels valued, respected and supported in their work,” read her introduction to the survey.
The results indicate the STEM staff is satisfied as 100% answered that they felt supported, with 53.9% marking 5 on a scale of 1-5 and 47.1 marking 4.
A total of 88.2% answered that they feel Caulfield is contributing and creating a positive work environment. No staff members answered no, although 11.8% chose “undecided.”
Additionally, 100% answered yes to that question that they felt Caulfield valued and respected their work, while 94.1% answered they felt she was able to support them and 5.9% answered undecided.
“It’s good to get that feedback,” she said.
Caulfield was a math teacher.
“We were fortunate to find someone in our system with science and math experience,” Daly said of Caulfield becoming the district’s STEM coordinator.