STEM for Teachers
Teacher Professional Development Programme
Our Caribbean is becoming more and more driven and is developing at a tremendous rate. Our success lies not only in what we know as a people , but by what you can do with what we know, it’s imperative that our students be equipped with the knowledge and skills in order to solve major problems, gather and evaluate information, and make sense of that information.
We have been recently contracted to manage the Science, Technology, Engineering and Mathematics (STEM) Teacher Training programme, which seeks to improve the delivery of STEM subjects in the country and to develop more qualified teachers in the field of STEM.
As an evening and Saturday Programme supported by the British Council, UWI and NIHERST, the key components of the programme are Mentorship, Leadership, Technology, Assessment, Pedagogy and Externship.
Our Selection Criteria
Teachers need to know their subject content and how to teach that content to their students as well as pedagogical techniques must be appropriate to and effective with a variety of different learning styles.
We expect that teachers will be able to plan, assess and report for effective learning as well as communicate effectively with their students. Teachers must have the skill to create and maintain safe and challenging learning environments through the use of classroom management skills. One must be able to promote active learning and successfully encourages students to think imaginatively, critically, and independently; importantly one must be able to manage student behaviour.
This programme requires persons who are continually seeking improve their professional knowledge and practice; Teachers who are actively engaged members of their profession and the wider community (Communicating with Families and Contributing to the School and District);
A minimum of 7 years classroom experience. Teachers with more than five years’ experience may apply if they can demonstrate participation in a related project, superior examination results and student engagement through participation in various STEM related activities.
Attitudinal Change and Leadership
The content of the Attitudinal Change and Leadership module introduces the techniques of questions, self-reflection and self-assessment to help participants recognize limitations, analyse situations and arrive at solutions among other skills on their own and within team settings. It empowers individuals to use their voice wisely and draw out leadership skills equipping Teachers, when trained, with the competencies, capacity, confidence and motivation to deliver improved programmes in the classroom.
This module will develop Master Teacher trainers with the knowledge and skills to mentor the teachers they will then train guiding them through the process of mentoring and teaching essential mentoring skills.
Our Core Stem Modules
This course examines the influence of cognitive, motivational, and sociocultural factors on students' learning in classroom contexts, with an emphasis on implications for classroom instruction and improved student achievement.
This course examines the influence of a variety of factors on a student’s learning in classroom, such as cognitive, motivational, sociocultural and environmental factors. It looks at the issues and challenges students face, and by extension teachers, and how different approaches can change how student’s engage with them, encouraging more positive responses and motivation of students and the impact of that change on teachers.
In this module teachers learn the importance of infusing STEM in the education context and develop a foundation for success through this introduction to theory and practice for teaching, learning, and assessing integrated STEM education. They learn to use instructional technologies and technology education, as tools for promoting best practices of "STEM pedagogical strategies" and student understanding in STEM disciplines.
Assessment, Evaluation and Effectiveness
This module primarily develops effective assessment practices of teachers. It focuses on a balanced assessment approach emphasizing the use of formative and summative assessments. It utilises quality rubrics as a vital component of effective classroom assessment and addresses national requirements that influence classroom assessment. Further, it examines the concept that quality assessment - curricular assessment procedures, tools, and techniques – are vital to student success.
The digital course uses technology as a tool to reinforce, extend and deepen learning through integrating the tools and resources of the Internet into their instructional dialogue. Starting with learning standards and/or instructional competencies, student lead teachers adapt Internet resources and internet-based teaching strategies to their classroom environments. Constructivist and other learning approaches are used and modelled for all activities. Student lead teachers will utilize the current tools and resources of the Internet, as well as, consider evolving standards and capabilities with a view to enabling their students to discover, master and communicate knowledge and information in this globalized environment.
Mathematics, Science and Technology
Teachers will examine an integrated approach to the teaching of mathematics, science and technology (MST), particularly in the context of real world problem solving. Emphasis will be on designing instructional strategies using technology to support problem-solving skills, abstract and quantitative reasoning, mathematical modelling and mathematical fluency in students. Collaborative and project based student- centred learning and assessment techniques will be the guiding principles throughout the course. Master teachers will create strategies to coach and support teachers in the development of instructional materials to address the needs of diverse learners in the context of reflective practice.
Teachers explore ten strands of mathematical study: problem solving, reasoning and proof, communication, connections, representation, number sense and operations, algebra, geometry, measurement, probability and statistics and two major strands of science study: life and physical science. Field experiences are required and integrated into the course.
This interdisciplinary course will provide teachers with the opportunity to experience supervised practical application of the knowledge and skills learned in the STEM disciplines. Teachers will complete a practicum experience assisting with teaching a course in their school and participate in a weekly seminar to discuss their activities, challenges and reflection on teaching.
Teachers of STEM subjects may not experience or become knowledgeable about the applications of their disciplines in industry through the course of standard teacher preparation. A bridge is needed to connect educators to the industry reality. That is the impetus behind this course. ‘Real World’ Externships provide educators with the experience to inform and steer students to science, technology, engineering and mathematics (STEM) related careers. This is accomplished by teachers working side-by-side with local businesses and organisations in or near the community they serve.
The two week full-time externship is a work assignment in a local company where teachers will work on projects that apply their subject matter in real-world work situations. The application process will include an interview both with the company and with the course instructors