Creation of a variety of assessments to evaluate STEM Competencies in Teachers

Assessment to evaluate Teacher's lesson delivery on building STEM competencies for classroom teaching

Teaching context: Teachers delivering a session on ‘Building STEM competencies in the classroom’. 

The focus is to build STEM competencies i.e STEM knowledge, attitudes, and skills in secondary school students through classroom subject teaching.

Teacher profile: Teachers with a Master’s degree in STEM subjects, and experience in classroom teaching of more than two years teaching STEM subjects like Science, Technology, Engineering, and Mathematics to secondary school students. Teachers understand the meaning of STEM competencies and have basic experience in designing and executing STEM lesson plans. 

Observation:

Ø Planning of the lesson plan to build STEM competencies in students.

Ø Organization of classroom materials to deliver STEM lessons.

Ø Strategies and methodologies employed by STEM teachers within their subject in the classroom to build STEM competencies through the lesson.

Ø Impact of the lesson on the secondary school students.

A set of guidelines has been created for observers before, during, and post the lesson to give 3600 feedback and support.

The pre-lesson conference is to understand the need for the teacher to design the lesson that way and what was her or his perspectives as the teacher knows her students better than most. This helps to not judge the teacher on the day of the lesson.

Also during the pre-lesson conference, if the observer shares the rubric and checklist for observation, the teacher is better prepared and the process offers transparency making the bond between the observer and observee candid.

The observation during the lesson carries guidance for the observer as it is mandatory that the observer is a silent spectator keenly noting down the classroom dynamics.

The post–observation conference is important as both the observer and observee had connected prior to the lesson about the goals and expectations of the lesson and now they review whether it has been met or not. Together, they evaluate the rubric assessment and checklist to see which parameters were met and which were not and the reason for success or not.

The feedback could be a mix of facilitative or authoritative or stand-alone based on the data analysis of the lesson by the observer. At no time, is the self–esteem of the teacher compromised.

A follow–up is important as regular monitoring helps the teacher to grow.

Conducting a pre-lesson conference

Preparation of STEM Lesson plan by the teacher.

The planning of the lesson includes lesson objectives, use of resources, teaching methodology to cater to a diverse group of learners and active learning strategies, plan of assessment, and measures to evaluate learning outcomes to build STEM competency.

Lesson plan discussion with observer [checklist] –

Ø Observer will peruse the lesson plan of the teacher and comprehend the ‘Why’ and ‘How’ of designing the lesson plan with the teacher through an informal discussion.

Ø Observers will have an open mind and not pour their perspectives or experience to the teacher prior to the lesson.

Ø A rubric and checklist are shared and discussed prior to the lesson with the teacher to make the observation process transparent.

Links to Rubric and Checklist

Rubrics and Checklist 

Observation during the lesson:

Implementation of STEM lesson plan:

Ø The teacher executes the lesson plan with the observer sitting silently throughout the lesson.

Ø The observer uses his checklist and rubric to record the lesson delivery.

Ø The observer records the work done by students in the handouts and assessments.

Ø The observer records the usage of technology by students in the classroom.

Ø The observer records the number of times the lesson plan was tweaked to support student learning.

Conducting post-lesson conference

Post the lesson, the observer makes the observee comfortable through healthy discussions and helps the observee reflect upon the lesson to note down its effectiveness.  

1. Review of the lesson by an observer with the observee using a rubric created for facilitation intervention.

The Observer uses the facilitation intervention types table to encourage autonomy, release negative feelings and elicit self-discovery in the teacher post a successful lesson.

Cathartic [Observee talks about feelings like fear, frustration, or anger] 

Ex: technology failed during the class bringing in unnecessary halts to lesson delivery.

Catalytic [encourage teacher involvement in self-discovery]

Ex: the need to use a particular resource to grasp the concept.

Supportive [affirm the value of the observee’s  qualities, attitudes, and actions and raise the self-esteem of the observee]

Ex: Critical thinking and collaboration was sustained throughout the class.

The Observer uses the authoritative intervention types table only if the lesson delivery is way below the class expectations.

Prescriptive [ Strong direction required]

Ex: No time management, no resources managed

Informative [Observer shares his/her own knowledge about teaching situation]

Ex: Class control was minimal and an experienced teacher shares practical tips for classroom management.

Confronting [challenging the teacher over certain aspects of the performance in the classroom considered problematic]

Ex: Some racial remarks were given out unconsciously which could create a further course of action.

 2. Analyse impact data on students – The observer measures the STEM competencies built within the students post the lesson. The observer analyses the worksheets or handouts or assessment records and tabulates the data to get a better understanding of the lesson's effectiveness.

The observer writes an observation paragraph stating the positive aspects of the lesson and some improvement strategies.

3.  Follow-up plan – The observee shares the data analysis along with the feedback with the observee and supports the teacher to reflect on her or his practices and incorporate the feedback for better delivery.

The observer then conducts another lesson observation post a fortnight or more to give the observee time to work on the feedback.

Regular monitoring and constructive feedback build a stronger bond between the observer and the observee creating more growth and development opportunities for the teacher.