Supervising STEM

Supervising STEM

Identifying, Finding, and Recruiting STEM Leaders for Career and Technical Education

The U.S. Department of Labor notes that companies have reported more than three million job openings every month since February 2011 because of an absence of applicants with the skills to fill these positions (Woellert, 2012). The National Science Foundation also reports that there are currently between two and three million unfilled positions in the STEM areas (science, technology, engineering, and mathematics) and the shortfall in STEM employees is likely to increase. The Department of Commerce shows that in the past 10 years, STEM jobs grew at three times the rate of non-STEM jobs, a trend likely to continue and accelerate (Langdon et al., 2011).

In the 21st century, scientific and technological innovations have become increasingly important as we face the benefits and challenges of both globalization and a knowledge-based economy. To succeed in this new information-based and highly technological society, all students need to develop their capabilities in science, technology, engineering, and mathematics (STEM) to levels much beyond what was considered acceptable in the past.

With the great thrust toward STEM and preparing today’s learners for careers in technology comes the pressing need for STEM and Career-in-Technology leaders – those who possess the knowledge of educational and who can identify the characteristics of STEM and CTE (Career Technology Educators) candidates to provide the 21st century teaching.

STEM and Career Technology Educational instructors have the ability to help students explore and prepare to enter a specific occupation by using a variety of techniques to teach academic and technical content. They instruct students on how to develop certain skills by creating engaging lesson plans and assignments and applying classroom knowledge by demonstrating tasks, techniques, and tools used in an occupation and by making connections between their experiences and job discipline and student potentials by engaging students in lecture, discussion, hands-on learning connecting and making the industry connection.

STEM and CTE leaders must have the ability to identify, find, and recruit instructor who can provide effective and progressive STEM education. To be an advocate of technology and to be able to motivate students to learn the functions and workplace applications of technology, career educators themselves must be technologically proficient. They must seek opportunities to learn about, use, experiment with, and apply technology to learning so that they can integrate it into the classroom, align it with student learning goals, and use it for engaged learning projects.

Alternate means of identifying candidates is through professional affiliations. Academic and CTE professionals should be members of organizations related to their area of expertise. [Examples: Science – American Association for the Advancement of Science; Technology – Information Technology Association of America; Math – National Council of Teachers of Mathematics; Engineering - Institute of Electrical and Electronics Engineers] Professional Societies and affiliates as well as career fairs are avenues for recruitment.

STEM and CTE leaders need a vision for promoting STEM in their communities by recruiting local business, industry and research partners we are fostering cross-sector partnerships that provide informal learning opportunities and that may help themselves by being able to recruit potential career –oriented students for future jobs. Career educators can help local businesses by guiding students to develop the skills these businesses have identified as crucial to their operations. This long-term collaborative goal spans the curriculum and connects the school to industry.

Other methods of promoting the STEM program in an effort to attract supporting businesses is through a student project day in which students have the opportunity to showcase their portfolios and demonstrate ways they are going to contribute to their field of study. Ultimately, students should have the opportunity to present a final project to an authentic audience at least once a year. CTE teachers can help students develop a portfolio of their authentic learning experiences as evidence of their readiness for further learning and the workplace. Representatives from industry and business would be invited to come and view these presentations and recognize students’ achievements. STEM-based field trips and guest-speaker invitations are also opportunities to collaborate and discuss real world issues with those who are giants in their field.

By bringing together a diverse group of community members to plan, design, and create innovative changes in how we teach and learn. Businesses can assist educators by providing them and their students’ opportunities to learn about current workplace practices, job opportunities, and necessary skills through internships. Career and technical education leaders should form partnerships with business and industry leaders, ask them to serve on advisory councils to advise on the technical and academic knowledge and skills employees need.

CTE leaders should ask business and industry to provide internship and educational opportunities for updating their knowledge of the workplace as well as to serve as speakers in their classes.

Through proper leadership and team engagement, one can discover the untapped talents, expertise, and resources that exist within the community. Building a “buzz” in the community about what STEM is by taking advantage of social media, newspapers, town blogs, the school’s website will increase the likelihood of businesses promoting the program.

The leadership team has the ability to guide the community through the vision, design, and implementation of an education innovation. They will be able to communicate the interests of the community they represent and influence the opinion of the community.

A boss controls people and dictates initiatives, but a leader inspires and encourages a collaborative approach. All stakeholders should share a common vision for their school and all should feel comfortable, free, and safe enough to question leadership and management in an appropriate manner.

Leaders must undoubtedly possess a true passion for what they do. Included in this is an unselfish loyal and benevolent concern for the good of others. If we want our students to succeed, our teachers must succeed, and they can flourish better in an environment filled with unconditional positive regard. They need to know that they have leaders that not only hold them accountable, but are compassionate. Strong leaders encourage teachers to use learning style inventories to help teach students in a manner that they are accustomed to learning.

Professional development can come in a variety of forms such as "mentoring, modeling, ongoing workshops, special courses, structured observations, and summer institutes" (Rodriguez and Knuth 2000, p. 4). It must provide opportunities for teachers to explore new roles, develop new instructional techniques, refine their practice, and broaden themselves both as educators and as individuals. Effective professional development is necessary for all teachers involved in educational reform and should focus on developing teachers’ capabilities and knowledge to teach content and subject matter, address teachers’ classroom work and the difficulties they encounter in their school settings, and provide multiple and sustained opportunities for teacher learning over a substantial time interval. Encouraging teachers to instruct through less traditional means is part of being an innovative leader.

The remaining requirements for potential supervisors, associated administration, and support staff candidates fall into the category of ‘basic expectations’. These include knowledge of subject matter and learning environment. Also the fostering of foster a learning environment rich in differentiated instruction, conceptual learning, experiential learning, and one which includes rigorous academic integration. It is crucial for supervisors of CTE to be aware of the current trends in business and industry as well as future trends and encourage teachers to contribute to the educational process by staying current with new teaching initiatives for advancement in their field and the field of pedagogy.

It is more important now than ever for young learners to be prepared for their futures armed with the knowledge and skills to solve complex problems, gather information, and make decisions. These are the sorts of skills that are developed through STEM. All learners should be prepared to think critically and have the opportunities to become innovators and leaders who can solve the challenges facing our county and the world.

References

Langdon, D., McKittrick, G., Beede, D., Khan, B., & Doms, M. (2011). STEM: Good jobs now and for the future. Washington, DC: Retrieved from http://www.esa.doc.gov/sites/n...

Rodriguez, G., and Knuth, R. (2000) Critical Issue: Providing Professional Development for Effective Technology Use. Naperville, IL: North Central Regional Educational Laboratory, http://www.ncrel.org/sdrs/area...

Woellert, L. (2012). Companies say 3 million unfilled positions in skill crisis: Jobs. Bloomberg. 90 Available at: http://www.bloomberg.com/news/... - 07 -25/companies-say-3–million–unfilled–positions–in–skill–crisis-jobs.html