Project+Abstract

= = The Onslow County school system has responded to the call for 21st Century skills through an increased emphasis on integrated STEM instruction in K-8 classrooms and the implementation of themed schools which focus on STEM implementation (North Carolina Dept of Public Instruction, 2011; Ready, Set Go, 2011; White House, Press Release, 2011). The STEM Attribute Rubric (2011a) developed by the North Carolina Department of Public Instruction’s STEM Education Schools and Programs was used to evaluate the STEM attributes that describe a quality STEM education in our schools and classroom instruction. It has been determined that many of our teachers lack the professional development necessary to integrate math and science through the use of Project Based Learning.

The Project Based Math (PBM) grant connects current STEM initiatives with previous math and science initiatives that we have been a part of over the past twelve years including Bridges, ENVISIONS, NC-PIMS, PARTNERS, and local professional development. Through these ventures our teachers have examined their teaching and grown professionally. However, with the implementation of the new Common Core for Mathematics and Essential Standards for Science and with the emphasis of an integrated project-based approach to STEM education, our teachers are being required to explore new content and instructional strategies that they are currently uncomfortable with. The overarching goal of PBM is to identify and refine quality STEM-based, sustainable, mathematics initiatives while implementing project-based learning.

Project Based Math will bring together a variety of partners, each with its own area of expertise. Onslow County Schools will recruit and provide professional development to approximately 125 elementary and middle grades teachers (grades 3-8) who will learn how to use Project Based Learning to embed Common Core Math standards into interdisciplinary units of instruction. Teachers will be engaged in a variety of activities and learning experiences that designed to stretch content knowledge and enhance pedagogy skills. PBM will connect teachers to community organizations, IHE partners, statewide math leadership, and one another with tangible resources that will enhance their instruction and ultimately their students’ achievement.

Teachers will be engaged in significant professional development during the school year as well as through summer institutes. During the school year, teachers will be involved in professional learning communities, Saturday sessions, and training through the Buck Institute. The summer institute led by UNC W will focus on content learning within a project based environment.

A partnership with an institute of higher education (IHE) is integral to Project Based Math. Onslow County schools will partner with the Center for Education in STEM at The University of North Carolina Wilmington to develop and deliver professional development that will be designed specifically for this project. The IHE partner will also serve a central role in advising grant leadership and delivering support.

We will engage several secondary partners who will be instrumental in the implementation of researched based project based learning strategies. The Buck Institute for Education (BIE) provides a PBL capacity building program which will form the foundation for sustainable PBL instruction and support within the LEA and throughout the Southeastern Region of North Carolina. Earth Force and Project Tomorrow will provide resources and consultation services in the use of authentic projects and the integration of technology. Sturgeon City will provide a facility for professional development through creation of model projects and will be a valuable link to collaboration with organizations and agencies within the scientific community.

The evaluation of the Project Based Math project will be managed by East Main Educational Consulting, LLC of Wilmington, NC. A responsive evaluation will provide the Evaluation Team with the flexibility to adjust the plan as the project evolves and as needs and constraints change; and it will ensure a continued focus on communication with project stakeholders. The proposed mixed-method approach utilizes multiple data sources including teacher assessments, student assessments, observations, surveys, and interviews. This will allow for data which is both quantitative and qualitative in nature.