J.6-3(a)_New_Egyptian_STEM_School_Startup_Manual.pdf

New Egyptian STEM School

Startup Manual

Executive Committee

December 2016

Submitted by

ECASE

The Education Consortium for the Advancement of STEM in Egypt

A USAID Funded Project

This publication was made possible through support by the United States Agency for

International Development. The opinions, findings, and conclusions or recommendations expressed herein are those of the author(s) and do not necessarily reflect the view of the

United States Agency for International Development.

Table of Contents

1.0 Introduction to Egyptian STEM School Startup

2.0 New Egyptian STEM School Startup Manual

2.1 New Egyptian STEM School Startup Roadmap

3.0 STEM School Design Features

3.1 STEM Design Process

3.2 Design Feature: Infrastructure: Building, Classrooms, and Equipment

3.3 Design Feature: Operations and Systems

3.4 Design Feature: Leadership Recruitment and Training: Principal, Deputy

Principal, Teacher and Assistant Recruitment, Selection, Evaluation, and Retention

3.5 Design Feature: Student Admission

3.6 Design Feature: STEM Culture and Learning Environment

3.7 Design Feature: Integrated STEM Curriculum

3.8 Design Feature: Assessment System

3.9 Design Feature: Educator Professional Development

3.10 Design Feature: College Guidance

3.11 Design Feature: Public Private Partnerships (Parent and Community)

3.12 Design Feature: Sustainability

4.0 More Information - The Design Blueprint

Appendix I: STEM School Checklist and Timeline

1.0 Introduction to Egyptian STEM School Startup

The Egyptian STEM Schools were established through a series of Design Studios that engaged Egyptian leaders in the design of the New Egypt STEM Schools. Design Studios are a series of meetings used to systematically build the design for a new Egypt STEM Model

School (or the improved design of an existing school). The guiding collection of documents for this process is called the Egypt STEM School Blueprint. The Blueprint contains the essential framework necessary to create the next Egypt STEM School. The first of twelve design features of the next Egypt STEM School is the design process itself. For new schools, this begins with experiences to create a “picture” of STEM and answer the question, “what is

STEM?” Experiences include “STEM learning tours” of existing STEM model schools, such as

Ma’adi and 6 October, for the leadership and stakeholders of the new schools.

To maintain quality and fidelity with the Egypt STEM School model, the Ministry will open schools with framework and curriculum identical to the other schools in the network. Open schools will end up with some level of differentiation as a result of intentional school specialization processes that take advantage of local assets. This school specialization process will not impact curriculum or other essential elements of an Egypt STEM school.

Instead, school specialization will impact extracurricular activities, partnerships, school culture and relationship with the community.

This New School Manual provides an overview of the Decrees and Design Principles of the

Egypt STEM Schools. The accompanying checklist and timeline will guide the Ministry to ensure all Decrees and Design Principles are addressed. The Design Blueprint is a tool that provides easy access to all documents supporting the Egypt STEM School model, from detailed decree language, to hiring and recruiting practices, professional development, curriculum, assessment, school culture, and more.

The Ministry, taking responsibility for opening a new school, should consult local stakeholders to take advantage of opportunities that will make the school more successful such as location ideas, interim facilities or resources, and key infrastructure partners.

Once the school has been opened and a Board of Trustees (BoT) has been formed, the BoT will conduct an asset survey to determine the resources available to the school for problem solving and to create opportunities for STEM students. This process is called school specialization, and it allows each school to reflect and leverage its surrounding community, businesses, higher education resources and facilities without compromising fidelity to the shared Egypt STEM school model. The BoT and the Principal of the new school will work together with the asset map created by the BoT to implement an action plan and generate unique opportunities for their students.

What is different about a STEM School?

STEM Schools aim to prepare students for a world that is driven by innovation and invention to better all of our lives … a STEM world. STEM workers of the future need STEM skills for STEM careers. Yet all citizens need STEM literacy to be successful in any job.

Egypt’s STEM schools create 21st century citizens who are problem solvers, innovators, inventors, self-reliant, logical thinkers and technologically literate.

The Egypt STEM Model Schools were created using a design process. The design process is a problem solving strategy. It teaches someone how to think critically and carefully through a problem so that at the end of the process a clear, reasoned, and purposeful solution is reached. STEM students utilize the design process to develop a reasoned, thoughtful and strategic approach to addressing Egypt’s Grand Challenges.

The Whole School Design Process

Egypt STEM Model Schools focus students on Egypt’s Grand Challenges.

Improve the use of alternative energies

Recycle garbage and waste for economic and environmental purposes

Deal with urban congestion and its consequences

Work to eradicate public health issues/disease

Increase the industrial and agricultural bases of Egypt

Address and reduce pollution fouling our air, water and soil

Improve uses of arid areas

Manage and increase the sources of clean water

Deal with population growth and its consequences

Improve the scientific and technological environment for all

Reduce and adapt to the effect of climatic change

As a result of Design Studios conducted with Egypt’s stakeholders, a set of eight education goals became Egypt STEM Model Schools Design Principles or “non-negotiable” qualities of every STEM school in Egypt. These are:

● Subject matter students will learn

○ The scientific, mathematical and social dimensions of Egypt's grandest challenges

○ The content and ways of knowing that display of scientific, mathematical and technological literacy and subject matter proficiency

● Students will develop themselves

○ Self-motivation, self–direction and a hunger for continued learning

○ The ability to think independently, creatively and analytically

○ The ability to question, collaborate and communicate at a high level

● Students will relate to the wider society

○ To be socially responsible leaders

○ Able to apply their understanding to advance creativity, innovation and invention with a real-world vision with a consciousness and eye toward a more contemporary Egypt

○ Be admitted to and successful in a university course of studies and then in the Egyptian labor market as well as the world labor-market

From these Design Principles, the first two pilot schools were designed with an innovative, integrated curriculum, authentic assessments, Capstone projects, Fab Labs, and new pedagogy. These resulted in a vision statement for the Ma’adi STEM School for Girls that serves as a model for future schools: “The Egyptian STEM School for Girls in Ma’adi, Cairo seeks to create independent learners equipped with the 21st century skills of critical thinking, collaboration, communication and creativity through project based learning approach. Through this approach our students are equipped with the skills needed to address the grand challenges that face Egypt.”

A video made by the Ma’adi School by the students exemplifies the STEM culture that is possible with this type of school design. The video can be seen at the following URL:

https://goo.gl/5PtHlf . Another video validating the importance of this STEM school design captures an interview with a prominent Egyptian engineer: https://goo.gl/eaPlqa .

The Egypt STEM School is a sustainable system of interconnecting parts, built upon guiding design principles, STEM culture and learning environment, infrastructure and a plan for advancement. On that foundation are elements of the school that are interconnected and dependent on each other.

https://goo.gl/5PtHlf https://goo.gl/eaPlqa

2.0 New Egyptian STEM School Startup Manual

This manual describes the minimum requirements for establishing New Egypt STEM

Schools. The table that follows, the New Egypt STEM School Startup Roadmap, gives an overview and connects the guidance, procedures, tools and templates referenced in this manual to the Egypt STEM School Blueprint. The links to the some of the documents are found in the Design Feature sections that follow.

This manual, the New Egyptian STEM School Startup Manual along with the Master

Checklist and Timeline, and the Egypt STEM Schools Blueprint were developed to ensure quality and fidelity with the Egypt STEM Schools model. Used together, these three tools guide new Egypt STEM School startups. All three of these tools can be found through the

Egypt STEM Schools Blueprint website. Over time, as these tools are used and new information learned, they will be maintained and updated.

New Egyptian STEM School Startup Roadmap

1. STEM School Design Feature—features, attributes, that must be considered when starting up a new STEM school.

2. Procedures for each Design Feature—instructions to conduct activities in support of a Design Feature.

3. Forms/template/tools/guidance—list of example resources that are used with the procedures and any other information relevant to an Action Area, including training, information, reference or other guidance.

What is the Egypt STEM Schools Blueprint?

A blueprint is a useful, well organized description of what you want to build.

• The school you want to build has a list of essential "Design Features" that are necessary for success.

• Each Design Feature has one or more "Success Indicators" that let you know that you've created that design feature.

• A "New School Master Checklist and Timeline" provides guidance for prioritization and timing of "Actions."

• Each "Action" may have resources found in "Tools and Documentation" including one or more tools, perhaps guidelines or someone else's work that you can duplicate, and it will provide some evidence that you've completed that action.

Below is the URL for the project’s Design Blueprint that makes accessing relevant documents simple. The detailed contents of the site can only be accessed by holders of stemmaster accounts. This can be changed to allow public access when requested by leadership.

https://sites.google.com/a/stemmaster.moe.edu.eg/blueprint/home

2.1 New Egyptian STEM School Startup Roadmap

STEM School Design

Feature

Executive Committee Action Checklist

Executive Committee Led or Delegated

Forms/template/tools/ guidance (Examples) See

Egypt STEM School

Blueprint

1.0 STEM School Design

1.1 Where do we begin? _Review Ministry Decrees

_Review roles and responsibilities

_Identify local stakeholders (Local STEM

Committee, Governorate officials, etc.) that might inform key decisions about the new school that do not compromise the fidelity of the Egypt STEM School design

_Establish a STEM School Design timeline

MOE Decrees

STEM School Checklist and Timeline

1.2 What is a STEM

School?

_Introduce and create picture of STEM education in Egypt and the world

_Conduct STEM Learning Tours to Ma’adi, 6 of October and other identified schools

_Share guiding documents and processes with local stakeholders.

PowerPoint: STEM

Education: The Promise for Egypt

Outline for STEM

Learning Tours

Education: The Promise for Egypt

Ministry of Education Decrees

Egypt Grand

Challenges

Egypt STEM Schools

Design Principles

Design Process

Local STEM School Specialization

1.3 What are Board of

Trustees roles and responsibilities in a STEM

School?

_Facilitate Board of Trustee (BoT) selection process

_Train Social Workers to lead the BoT

Training

_Train Social Workers to setup, implement and interpret Asset Mapping

_Support local school specialization

BoT Decree

BoT Training Materials

Asset Mapping Materials, including sample survey

1.4 What are the systems

and Design Features of a successful and sustainable

STEM School?

_Ensure local stakeholders as well as central

Ministry leadership involved in opening the school have been trained on the Design

Features.

_Setup a repository for the new school documents

_Use the Egypt STEM School Blueprint to communicate the minimum set of design features needed for a STEM School along with the success indicators

Schools Systems

Google Drive

Management Training

Egypt STEM School

Blueprint

2.0 School Infrastructure:

Buildings, Classroom, Equipment

2.1 How do the school site, design and construction

support learning?

_Work with MOE design architects to meet

STEM school needs

Site selection, design and construction documents and processes

Facility Checklist

2.2 What are the

technologies needed for teaching, learning, and educational system?

_Update and order technology for school, classrooms and labs

_Prepare plan to distribute and install technologies

Technology Checklist

2.3 What are the

technology systems need to support the STEM school Infrastructure?

_Update, order and prepare the technology hardware, software, networks, needed to support a robust technology infrastructure

_Update, prepare, plan and implement training for all stakeholders with appropriate training

Deploying Google Apps for education

2.4 What equipment, tools

and supplies are needed for Fab Labs?

_Update and order Fab Lab equipment

__Prepare plan to distribute and install Fab

Labs

Fab Lab Reference

Manual

Fab Lab Installation

Training Manual

2.5 What equipment, tools

and supplies are needed for labs?

_Update and order lab equipment

_Prepare plan to distribute and install lab equipment

Lab equipment list

2.6 What books, textbook

and reference, materials, supplies and online licenses are needed to support STEM teaching and learning?

_Update and order books, materials, supplies and online licenses

_Prepare plan to distribute books, materials, supplies and online licenses

Textbook Lists

Library Lists

Supply List

2.7 What is the

replacement plan for labs, equipment, materials, supplies, books, etc.?

_Prepare replacement plan for equipment, materials and supplies

_Track Inventory for replacement plan

3.0 Operations and

Systems

3.1 What is needed to

communicate to students and families STEM School

Expectations?

_Update, prepare, and distribute Egyptian

STEM School Parent and Student Handbooks

Egyptian STEM School

Parent and Student

Handbook

3.2 What school systems

need to be in place to support STEM learning?

_Update, prepare and distribute STEM

School yearly calendar that includes start and end dates, testing dates, Capstone

Exhibitions, holidays, etc.

_Update, prepare and distribute criteria for daily schedules and work with principals to create teacher and student schedules

_Update, prepare and distribute school procedures, including Field Trip rules

Current Calendar

Example Schedules

Current field trip rules

Parent and Student

Handbook

3.3 What school systems

need to be in place to support data management, curriculum, and assessment, Capstones?

_Assign Google system management to TDC and monitor that all needs are met

Google Drive

Management Training

3.4 What lab safety

procedures are in place?

_Update, prepare and implement School Lab

Safety

School Lab Safety Manual

3.5 What is the

procurement process for all school equipment, materials, labs, books, supplies?

_Update, prepare and implement the procurement plan

4.0 STEM School

Personnel Hiring, Training and Evaluation

4.1 What are the criteria

and process for hiring school leadership:

Principals and Academic

Deputies?

_Prepare timeline for hiring Leadership

_Implement approved STEM school leadership hiring process

_Update, prepare and implement new leadership training

School Leadership

Selection Reference

New School Leadership

4.2 What are the criteria

and process for hiring teachers?

_Prepare timeline for hiring teachers

_Implement approved hiring process

_Update, prepare and implement new teacher training

Teacher Selection

Reference Manual

New Teacher Training

4.3 What are the criteria

and process for personnel evaluation?

_Prepare timeline for personnel evaluation

_Implement approved evaluation process

Personnel Evaluation

Using classroom observation tool

5.0 Student Admission

5.1 What are recruitment

strategies to attract students?

_Update, prepare and implement feeder schools programming

5.2 What are the criteria

and process for student selection?

_Prepare timeline for student selection

_Implement approved student selection

Student Selection Manual

5.3 What is the

orientation process for new students?

_Implement student orientation

Student Orientation

6.0 STEM Culture and

Learning Environment

6.1 What are student

expectations for a STEM culture and learning?

_Update, prepare and distribute STEM

School Parent and Student Handbook

STEM School Parent and

Student Handbook

6.2 How do students

monitor their progress?

_Work with students to learn how to track their own learning

Student Tracker Training

Student Tracker User

Guide

6.3 How do students

access and use Fab Lab?

__Work with students to learn how to apply

Fab Lab to learning

Fab Lab user (Student)

6.4 What opportunities do

students have beyond the school day?

_Prepare, update, implement the

Supplemental Curricular opportunities

_Identify opportunities for students to present, compete, etc.

Supplemental Curricular

Activity Reference

Manual

6.5 How are students

prepared to select and apply to postsecondary opportunities?

_Review, update and implement the College

Guidance plan

College Guidance Student

Training Manual

7.0 Integrated STEM

Curriculum

7.1 What is an Integrated

STEM School Curriculum?

_Introduce STEM School Curriculum Design

Process

_Review, localize, and prepare the

Integrated STEM School Curriculum

PowerPoint: STEM

School Curriculum

STEM Learning Goals-

Design Principals

Design Process

Curriculum Design

Manual (CDM)

STEM School Curriculum

Curriculum Review

Manual

Curriculum App

7.2 How do Capstones

integrate the STEM School

Curriculum?

_Update, review, prepare and implement

Capstones as the integrated curriculum

Capstone Challenge Bank

Capstone Design

Capstone Learning Transfer Questions

Capstone Teacher

Workbooks

Capstone App

Curriculum App

7.3 How do Fab Labs

integrate the STEM School

Curriculum and make it relevant?

_Update, review, prepare and implement

Fab Labs

Fab Lab Training

7.4 How do practical labs

make the STEM School

Curriculum relevant?

_Update, review, prepare and implement

STEM discipline labs

STEM Discipline Lab

Handbooks

8.0 Integrated STEM

Curriculum: Assessment

System

8.1 What is a formative

assessment system and how is it used to support student learning?

_Prepare, update and implement a tracker system to monitor learning

_Prepare, update and implement Capstone

Journal Assessment

Using data to improve assessments, guide instruction, and make policy decisions

Tracker

Teacher Tracker User

Guide

Writing Learning

Transfer Questions

Capstone Journal Process

Capstone Journal Process

Technical Guide

Capstone Journal Web

App Review

Capstone Journal and

Portfolio Evaluation

Online

Capstone Web App

Capstone Journal

Scoring-Quality

Assurance

8.2 How are STEM School

students summatively assessed?

_Review, design, prepare and implement summative assessments

Capstone Assessments

Assessment item and exam development

Test of Concepts (TOC) item and exam development

Grading, scoring, and reporting of curriculum-based exam

Guide for Writing, Administering, and

Scoring Practical

Examinations

Capstone Reference

Capstone Exhibition

Training

Capstone Grade Data

Management

Capstone Grade Quality

Assurance

Capstone Evaluator Analysis

Capstone Rubrics

Capstone Exhibition

Scoring

Capstone Portfolio

Evaluation

9.0 Educator Professional

Development

9.1 How are STEM School

leaders prepared to lead?

STEM school leader training

School Leadership

Reference Manual

Capstone Manual-

Academic Deputy

Capstone Startup

Checklist - Academic

Deputy

Capstone Manual- Capstone Leader

Capstone Startup

Checklist - Capstone

Leader

Leadership Training

Manual

School Administrator

Tracker Training

School Administrator

Tracker User Guide

Executive Committee

(Researcher) Tracker

Training

Executive Committee

(Researcher) Tracker

User Guide

Leadership coaching

Curriculum Leadership coaching

Using the Classroom

Observation Scale

Assessment for School

Leaders

Fab Lab Manager

9.2 How are Teachers

prepared to teach and facilitate student learning in a STEM School?

teacher training

Pedagogy Training

Manuals—Beginning and

Experienced Teachers

Assessment Manuals:

Beginning and

Experienced Teachers

Curriculum Training

Manuals—Beginning and

Experienced Teacher

Capstone Training—

Beginning and

Experienced Teachers

Capstone Teacher

Workbook—Beginning and Experienced Teacher

Capstone Leader

Training

Portfolio Evaluator

Training

Laboratory Training

Manuals—Beginning and

Experienced Teachers

9.3 What is the plan for

educator continuous learning?

_Establish Professional Learning

Communities (PLC) with clear goals, reporting systems and schedule

_Establish opportunities for educators to participate in learning opportunities, with higher education, business, communities etc.

Teachers learn about

PLCs during the

Professional

Development Institute

(PDI)

10.0 College Guidance

10.1 How are students

prepared to select and apply to postsecondary opportunities?

_Identify a team to review, update and implement the College Guidance plan

College Guidance Student

11.0 Public Private

Partnerships (Parent and

Community)

11.1 What training is

provided to assure Public

Private Partnerships are prepared to support STEM

Schools?

_Prepare and train local leaders, stakeholders and experts

_Facilitate Board of Trustee (BoT) election

_Train Social Workers to lead the BoT

_Train Social Workers to setup, implement and interpret Asset Mapping

_Support local school specialization

_Prepare a list of MOE approved partners for schools to access

Public Private

Partnership Training

Manual

Capstone External Evaluator Training

BoT Decree

BoT Training Materials

Asset Mapping Materials, including sample survey

12.0 Sustainability

12.1 What needs to be in

place to assure STEM

School sustainability?

_Review MOE Decrees and make recommendations as needed

_Review, update, prepare and implement

Stakeholder Feedback Surveys

_Review, update, prepare and implement school accountability process

_Plan for fiscal sustainability

Relevant MOE Decrees

Existing Capstone

Stakeholder Feedback

Surveys

Examples from other schools

_Plan for documentation and data management for future planning and schools

_Annually review Design Principals and

Design blueprint and create an action plan for continuous improvement

3.0 STEM School Design Features

The Executive Committee members should focus on the Design Features for this work. In these general areas the Executive Committee members will either lead the activities or assign the responsibility. It is the Executive Committee member’s responsibility to understand each of the Design Features and the responsibilities, as well as the interfaces, inputs, and outputs needed to provide support to those involved in the work and to the other Departments of the Ministry of Education (MOS). Ultimately the Executive Committee members are responsible for all aspects of the work for STEM School Start-up.

The key to success is to realize that as much focus must be put on the interfaces between these design features as the design features themselves. The components, or Design

Features of the Egypt STEM School are listed here. Together, they make up the major building blocks of a successful STEM school.

1. STEM Design Process

2. Infrastructure

3. Operations and Systems

4. Leadership/Teacher Recruiting, Training and Evaluation

5. Student Admission

6. STEM Culture and Learning Environment

7. Integrated STEM Curriculum

8. Assessment

9. Professional Development

10. College Guidance

11. Public Private Partnership

12. Sustainability

This manual includes the New Egypt STEM School Startup Roadmap and a Checklist with a

Timeline to guide the work to startup a new STEM School. The most current version of the

Checklist and Timeline are in the Egypt STEM School Blueprint. This manual includes examples of materials available to support the work with the most updated tools and manuals found in the Egypt STEM School Blueprint. https://goo.gl/BrmTqt

Each Design Feature section gives insight and guidance to the Executive Committee. The

Executive Committee decides if the work is to be delegated or led by an Executive

Committee member, with the Executive Committee maintaining responsibility for results.

https://goo.gl/BrmTqt

3.1 STEM Design Process

With this framework understood, the next step is to build that sustainable foundation described in the system diagram above. The Executive Committee should consult with local stakeholders before doing the following:

● Establish a STEM School Design timeline with milestones and measurable outcomes

● Develop the New School document repository and protocols

● Establish STEM School Calendars (Project, Professional Development, School)

● Immerse the New STEM School Startup personnel in framing documents, processes and procedures

○ Egyptian STEM Model School: Guiding Design Principles approved by MOE

○ Egyptian Grand Challenges

○ MOE Decrees

○ Design Process: design, development and implementation process

● Support the STEM School Startup personnel to

○ Participate in STEM School Learning Tours

○ Set Aspirations for School

○ Participate in design, development and implementation of the STEM School

● Establish and train a STEM School Board of Trustees (BoT)

○ Collaborate with partners to Map Governate Assets and conduct a Needs

Assessment

It is important to consider the design, information, work and learnings from our leaders, peers, friends and students as we design our STEM school. Beginning with prior work will inform our work. We learn from both successes and failures. Guiding documents and process include:

● Egyptian STEM Model Schools “Guiding Design Principles”

● MOE Decrees

● Egypt’s Grand Challenges

● Design Process

Each school will share in the basic design of the Egypt STEM School, but also reflect its own geographical and cultural context as well as the many assets that surround it. New schools will be opened with the same basic design as every other Egypt STEM School. “Specializing” your school creates local pride and ownership, which leads to greater sustainability by considering local resources and context.

“School specialization” can come in many forms as described in the table below:

STEM School Component Localizing the Component

Infrastructure Add local touches to your facility

Staff Connect them to local partners

Students Celebrate local pride

STEM Culture Bring the local “DNA” into your school culture

Integrated STEM Curriculum Use localized activities and connections to meet or provide evidence of Learning Outcomes

Assessment Use local business and universities for Capstone assessment

College Guidance Use local college and supports

Public Private Partnership Use BoT and local PPP for the majority of your portfolio

Sustainability Celebrate success locally, turn to local supports to help with issues

Board of Trustees

The school’s Board of Trustees, or BOT, is described in Ministerial Decree Number 220

(2011) “Concerning the Re-organization of the Board of Trustees, Parents, and Teachers”.

The chapters include:

● Chapter 1: Objectives and Membership Composition

● Chapter 2: Roles and Responsibilities

● Chapter 3: Financial Functions

● Chapter 4: General Provisions

● Chapter 5: Boards of Trustees at the MoE Idaras and Moderays and National Boards of Trustees (at the MoE Central Level)

A training manual covers specifically the duties of the BOT that are different from the traditional roles. Whereas most BoTs are quite good at solving problems for schools, few are expert at creating new opportunities for students such as are found in Egypt’s STEM

Schools. To help the BoT with this process, they are trained in Asset Mapping for their school.

All communities have assets that can be leveraged by schools to enhance the learning experiences of their students. Often these assets are overlooked or taken for granted. We want to make the best possible use of the assets that already exist in the Governorate in order to create the best possible relationship between the new STEM school and the community of which it is an integral part. The BoT will create a list of assets using their own knowledge, their networks, and a survey in the communities served by the school.

These assets will then be used by the school leadership (with the approval of the Ministry in each case) to impact school specialization. The BoT will create and sustain public-private partnerships with a subset of these assets that will create mutually beneficial relationships for the school and the community.

STEM Learning Tour

A STEM Learning Tour is an opportunity to experience another Egypt STEM School for the

STEM School Startup personnel to learn from the experiences of others and to generate ideas for your own school. The objectives of a STEM Learning Tour are:

● Understand the elements necessary to advance STEM literacy for all students

● Gather evidence of best practices in a platform STEM school to further understand possibilities for STEM education

● Explore a model of an Egypt STEM School

● Understand the development and role of partnerships in support of STEM programs and practices

A sample agenda for a STEM Learning Tour could be as follows:

● Meet with the STEM School Principal

● Visit Classes

● Meet with School leaders, such as curriculum leaders, site managers, etc.

● Lunch with STEM School Faculty and Students

● Visit more school programming examples

A STEM School Learning Tour Briefing Book made available that covers these topics:

● Overview of Learning Tour

● STEM Learning Tour Briefing Guide

● Objectives for STEM Learning Tour

● Suggested Discussion Points and Guiding Questions

● Participants

● STEM Learning Tour Agenda

● STEM High School Overview

● STEM Network

● TIES STEM Education Monograph

● Rigor Defined

● Fab Labs

Design Studios

The Design Studio process will inform how your STEM School Startup personnel moves through the Design Features of the STEM School to make decisions. For consistency, it is recommended that the process be followed for all Design Features, knowing that some of the outcomes are already standardized and little room is left for school specialization.

A Design Studio is an iterative method for solving a problem that is widely used in engineering, art, public health, and any place where a practical solution is needed. It is the application of the Engineering Design Process, the same process students use in the

Capstones, and part of the integrated curriculum. It is participatory. It gathers together participant experts to listen and learn from them. Consensus is the goal, but disagreements are valued and respected. Conveners collect what was said and written by the participant experts at the Design Studio, organize their results, and then reflect what was said back to the group for validation. Organizers should strive to minimize formal presentations to the group, use mostly introductions, and provide background information, activity instructions and ground rules.

The Design Studio process will follow these steps:

● Design Studio Process

● Define/clarify the Problem/Issue

● Gather information/research previous solutions

● Identify solution design requirements

● Develop possible solutions

● Construct prototype, test, evaluate, redesign

● Communicate

Engineering Design Process as used by Egypt’s students in Egypt STEM Schools.

Using the Design Studio format, the STEM School Startup personnel can now address each of the Design Features, Success Indicators, and resources to make recommendations and decisions

Use the STEM School Checklist and Timeline to help prioritize actions. In some cases, the

Ministry may acknowledge that all aspects of this Design Feature will reflect the standardized model and the Design Studio process can be brief.

The following begins the process with Design Feature 1: STEM Design Process.

Design Feature: STEM Design Process

Define/clarify the Problem/Issue

Issue: Develop STEM Schools to prepare students to meet Egypt’s goals and dreams for the future

Success Indicators for this Design Feature:

All STEM School form and function arrived to through the Design Process

Results-driven, high-quality STEM education accessible to all students

High-quality STEM education to ensure STEM literacy and interest for ALL students established

STEM knowledge-capture available to partners, collaborators and to the STEM education community at large

Egyptian STEM School governance and management plan driven by Guiding Design

Principles (MOE Approved 2012)

Mission, vision, and Blueprint Design created with representation of STEM School Partners, such as, Governate, MOE, Executive Committee, USAID, ECASE, board members, Principal, teachers, and community and business partners

A governance and management model developed with defined roles, responsibilities, and decision-making structure

STEM School Startup personnel established with clearly defined membership, roles, and responsibilities

MOE Decrees and practices support equity and access for all students

Gather information/research previous solutions

Resources: Manuals/Resources to use, such as: (See the Design Blueprint for many more)

MOE Decrees goo.gl/fW37Q4

PowerPoint: STEM Education: The Promise for Egypt goo.gl/R5WWCy o Ministry of Education Decrees o Egypt Grand Challenges o Egypt STEM Schools o Design Principles o Design Process o Local STEM School Contextualization o Local School Aspirations

Outline for STEM Learning Tours STEM Learning Tour

Ministry of Education BoT Decree goo.gl/HDE4pD

Board of Trustees Training Materials (Board of Trustees and School Leadership) goo.gl/Aeu9Nq

Asset Mapping Materials, including sample survey goo.gl/PVwH2z

Egypt STEM School Blueprint

Google Drive Management Training goo.gl/HPUCM6

Executive Committee members or designees will focus on the “Success Indicators”. Begin the work with a review of current information(processes, procedures, documents, etc.) and previous solutions to (1)identify and record ideas/actions to apply to the new STEM School, (2)note additional ideas/actions needed for the new STEM school, and (3)identify challenges and supports needed for implementation. Report out the information to the group for review, reflection and feedback.

Identify Solution Requirements, Develop Possible Solutions, Gather Feedback, Communicate

Use feedback as needed to update ideas and actions, prioritize ideas and actions--most important first, including challenges and supports. All information is recorded and prepared with recommendations to contribute to the whole school design process.

3.2 Design Feature: Infrastructure: Building, Classrooms, and Equipment

Define/clarify the Problem/Issue

Issue: Prepare building and select equipment, materials and supplies to support STEM learning

Success Indicators for this Design Feature:

All school structures built to prepare students to demonstrate their ability to think independently, creatively and analytically (Ministerial Decree No. 382 dated 2/10/2012)

Facilities and spaces are designed for face-to-face and virtual collaboration: small group learning, project rooms, inquiry studios, and exhibition spaces

Technology infrastructure supports learning 24/7, including a digital platform to maximize digital methods of data storage and communication

Classroom/lab instructional materials and equipment purchased to prepare the next generation of leaders and thinkers

Your Site selection, design and construction documents and processes Facility Checklist Graphic Calculators BOQ & Specs goo.gl/cRnugF

IT Equipment BOQ & Specs goo.gl/DX6Kl

Students' Laptops Specs goo.gl/k39DCh

Local Area Network & Electric Conduits Specs goo.gl/HLE1kL

Deploying Google Apps for education Fab Lab Reference Manual goo.gl/pW9fkh Fab Lab Installation Training Manual goo.gl/i2IRoi Bill of Quantities for Fab Lab RFQ (2015) goo.gl/2NQk1J Fab Lab BOQ & Specs goo.gl/QMKIqs

Electronic Laboratory BOQ & Specs goo.gl/anzgm4

Science Laboratory Safety Items BOQ & Specs goo.gl/KZywSy

Laboratory furniture BOQ & Specs goo.gl/tFi8Hg

Science Labs BOQ & Specs goo.gl/Swqiz7

Textbook Lists Library Lists Supply List previous solutions to (1)identify and record ideas/actions to apply to the new STEM School, (2)note additional ideas/actions needed for the new STEM school, and (3)identify

3.3 Design Feature: Operations and Systems

Issue: Develop operations and systems to support STEM learning

Success Indicators for this Design Feature:

School operational structures designed to support professional learning, such as teacher teams, school year calendar, daily schedules with common planning time

School operational structures support student learning and personalized experiences through daily schedules with flexible blocks of time

Parent and student handbooks developed with Partners that supports advancement of a strong Egyptian STEM Culture

Systems designed and implemented to ensure sustainability and continuous improvement, i.e., school design, governance, leadership, operations, accountability, curriculum development, and professional development

Assessment, evaluation and reporting systems are designed and implemented using digital technologies to gather data to inform instruction, intervention and enrichment, and to enhance stakeholder communication

Communications/marketing systems in place to engage, inform and gather feedback from

● New Egyptian STEM Model School Student and Parent Handbook goo.gl/Ia60kc

● Teacher Handbook (Sample) goo.gl/9rYXIT

● Yearly Calendar goo.gl/VJrO1Q

● Daily Schedule goo.gl/0BHcKC

● Deploying Google Apps for education

● Marketing

● Communications

● STEM School Safety Handbook (all lab courses) goo.gl/lVjtW5

● Google Drive Management Training goo.gl/HPUCM6

● Capstone Process Management Questions goo.gl/vHf71t previous solutions to (1)identify and record ideas/actions to apply to the new STEM School, (2)note additional ideas/actions needed for the new STEM school, and (3)identify

3.4 Design Feature: Leadership Recruitment and Training:

Principal, Deputy Principal, Teacher and Assistant Recruitment, Selection, Evaluation, and Retention

Issue: Hire and induct school leaders and teachers to prepare STEM students

Success Indicators

● Innovative programs and marketing to support the recruitment and selection of the school principal, deputy principal, teachers and assistants designed, developed and implemented

● STEM Model School personnel hiring process implemented following the Teacher

Selection Criteria which produced by ECASE as a guideline (Ministerial Decree No.

382 dated 2/10/2012)

● STEM School personnel evaluation designed, developed and implemented

(Ministerial Decree No. 382 dated 2/10/2012)

● New principals, deputy principals, teacher’s plans for orientation, induction, acculturation, mentoring, professional development, and administrative support designed, developed and implemented

School Leadership Selection Reference Manual

New School Leadership Presentation goo.gl/G9LsLx

Leadership Checklist for New Schools goo.gl/SscXKh

Teacher Selection Reference Manual goo.gl/EC1RL5

Capstone Leader Manual and Startup Checklist goo.gl/HY8eOk

Academic Deputy Capstone Manual and Startup Checklist goo.gl/hP2y3n

Capstone Leadership Training: Academic Deputy And Capstone Leaders goo.gl/yQMTsL

Laboratory - Beginning Teacher Practical

Presentation goo.gl/EmmQDd

Beginning Teacher Capstone Training https://goo.gl/sldgTb

Assessment-Presentation Beginning Teacher goo.gl/Wft9yh

PARLO Train Formative goo.gl/rSCGF4

COS Evaluation Form goo.gl/bqqD3e

Beginning Teacher-Pedagogy and

Lesson Planning-Trainer goo.gl/9Rk1Gr

Capstone Web App User Guide for STEM Unit, Building Leadership and Teachers goo.gl/TXTqWi

School Leadership Standards ESSS goo.gl/ivSK1D

Annual School Principals Performance goo.gl/0e7Oeo https://goo.gl/sldgTb

Evaluation Protocol

Annual Deputy Principal Performance

Evaluation Protocol goo.gl/XlhUZD

Teacher Competencies ESSS goo.gl/A7OirL previous solutions to (1)identify and record ideas/actions to apply to the new STEM School, (2)note additional ideas/actions needed for the new STEM school, and (3)identify

3.5 Design Feature: Student Admission

Issue: Recruitment and identification of STEM students

Success Indicators

● Innovative programs and marketing to support the recruitment and identification of students were designed, developed and implemented

● Identification, recruitment, and selection of students capable of excelling in a project-based, inquiry-driven curriculum with a focus on STEM completed with

Process and criteria guided by the Student Selection-Admission Criteria document produced by ECASE. (Ministerial Decree No. 382 dated 2/10/2012)

● Designed, developed, and implemented programs to facilitate successful student transition into rigorous college-prep curriculum and a STEM focused classroom environment

Student Selection Manual goo.gl/ea8wJ1

Student Orientation

Capstone Student Orientation goo.gl/JzsHZK

English and Leadership STEM Camp goo.gl/wspW3N previous solutions to (1)identify and record ideas/actions to apply to the new STEM School, (2)note additional ideas/actions needed for the new STEM school, and (3)identify

3.6 Design Feature: STEM Culture and Learning

Environment

Issue: Development of a STEM School Culture that supports student learning

Success Indicators

● The school supports a culture of high expectations with trust, inquiry, creativity and possibility. (Ministerial Decree No. 382 dated 2/10/2012)

● All members of the school community understand their different roles and share responsibility, accountability, and commitment for each student to learn across all student-learning outcomes

● The culture promotes questioning, collaboration and a high level of communication

● Personalized learning through design, development and implementation of an advisory program, enrichment and intervention system, academic choice, leadership opportunities in the school and beyond, and a system for hearing and responding to student voice.

● All students provided access and expectations to engage in school-sponsored extracurricular academic activities that expand STEM opportunities beyond the school day, provide for enrichment and intervention, and promote college connections (Ministerial Decree No. 382 dated 2/10/2012)

● New Egyptian STEM Model School Student and Parent Handbook goo.gl/Ia60kc

Student Tracker Training

Student Tracker User Guide

Fab Lab user (Student) Training Manual goo.gl/kImFaJ

Supplemental Curricular Activity Reference Manual goo.gl/ZHDb2H

College Guidance Student Training Presentation goo.gl/zA3hNp

English and Leadership STEM Camp goo.gl/wspW3N previous solutions to (1)identify and record ideas/actions to apply to the new STEM School, (2)note additional ideas/actions needed for the new STEM school, and (3)identify

3.7 Design Feature: Integrated STEM Curriculum

Issue: Development of a STEM School Curriculum that supports student learning and is specialized to community

Success Indicators

● A rich, rigorous transdisciplinary academic curriculum for all students in use incorporating the Model STEM Schools 2.0 Integrated STEM Curriculum (Ministerial

Decree No. 382 dated 2/10/2012 and Ministerial Decree No. 238, dated on 3/7/

2012)

● The curriculum is relevant and engaging through the use of practical problem-solving processes and tools of engineering and technology as incorporated into

Capstones and FabLab (Ministerial Decree No. 382 dated 2/10/2012 and Ministerial

Decree No. 238, dated on 3/7/ 2012)

● Curriculum, assessment and pedagogy all part of a system-each portion informs the others

Curriculum Design Manual (CDM) goo.gl/iJKFfY

STEM School Integrated Curriculum goo.gl/szrRVJ

Curriculum Review Guide goo.gl/fS9QCw

Curriculum App goo.gl/K3KYdi

Capstone Challenge Bank goo.gl/WG8S7l

Capstone Design Training goo.gl/9gHwKN

Capstone Learning Transfer Questions goo.gl/1o3Kcb

Capstone STEM Unit Training goo.gl/WqIVNf

Capstone Teacher Workbooks goo.gl/1B67fJ

Capstone App goo.gl/4OrUqt

Fab Lab Training goo.gl/pRLkOQ

Capstone Web App User Guide for STEM Unit, Building Leadership and Teachers goo.gl/TXTqWi

SEC Pres SmithsonConshohocken2012 goo.gl/gX0LYf previous solutions to (1)identify and record ideas/actions to apply to the new STEM School, (2)note additional ideas/actions needed for the new STEM school, and (3)identify

Use feedback as needed to update ideas and actions, prioritize ideas and actions--most

3.8 Design Feature: Integrated STEM Curriculum:

Assessment System

Issue: Development of an assessment system of the STEM School Curriculum that supports student learning and is specialized to community

Success Indicators

● Relevant, authentic and ongoing assessments and evaluation measures evidenced-based designed, developed, and implemented to improve instruction and student learning as incorporated in transdisciplinary Capstones. (Ministerial Decree No. 382 dated 2/10/2012 and Ministerial Decree No. 238, dated on 3/7/ 2012)

● The assessment system includes formative and summative assessments, incorporating intervention and enrichment, designed to support success for all students (Ministerial Decree No. 382 dated 2/10/2012 and Ministerial Decree No.

238, dated on 3/7/ 2012)

● Assessment system includes digital portfolios and performance assessments.

(Ministerial Decree No. 382 dated 2/10/2012 and Ministerial Decree No. 238, dated on 3/7/ 2012)

● Students are prepared to pass both standardized and performance-based measures

Resources: Manuals/Resources to use, such as: (See the Design Blueprint (DBP) for many more)

Using data to improve assessments, guide instruction, goo.gl/7Dpp4O and make policy decisions

DataUse Training Manual goo.gl/6SqBwC

PARLO Train STEMschools goo.gl/QWFi1I

PARLO Training Manual goo.gl/2FVmx1

STEM Unit - Learning Transfer Questions Presentation goo.gl/B6K1Vf

Capstone Journal Grading Training Supplement goo.gl/781Apc

Capstone Journal Process Technical Guide goo.gl/Kjzo8S

Capstone Web App goo.gl/ygKliM

ItemWriting Train Doc1 (more documents DBP) goo.gl/k4qGHi

TestFeedback Doc Consults goo.gl/BtEZAb

TOC Pres ToCandURToverview goo.gl/ZIJCB7

Grading, scoring, and reporting of curriculum-based exams

Guide for Writing, Administering, and Scoring Practical Examinations goo.gl/YRVCV5

Capstone Reference Manual goo.gl/at1jAl

Capstone Grading Matrix goo.gl/44UasQ

Capstone Master Evaluation Database (2015-2016 semester 1 – Capstones goo.gl/DNTuEi

Capstone Grade Quality Assurance goo.gl/dnEZwd

Capstone Evaluator Analysis goo.gl/sJEq1X

Capstone Exhibition Rubric goo.gl/XBy0TK

Capstone Journal Rubric goo.gl/Q1DqcQ

Capstone Journal Teacher Calibration Training goo.gl/Gwh4As

Capstone Exhibition Reference Manual goo.gl/wZDfx2

Capstone Portfolio Evaluation goo.gl/w9RChB previous solutions to (1)identify and record ideas/actions to apply to the new STEM School, (2)note additional ideas/actions needed for the new STEM school, and (3)identify

3.9 Design Feature: Educator Professional Development

Issue: Development of educator professional development to prepare educators for teaching and learning in a STEM school and to provide a system for ongoing teacher learning

Success Indicators (Pedagogy)

● Vision Driven—to prepare students to be scientifically, mathematically and technologically literate and proficient, able to apply their understanding to advance creativity, innovation and invention with a real-world vision (Ministerial Decree No.

382 dated 2/10/2012 and Ministerial Decree No. 238, dated on 3/7/ 2012)

● Teaching and learning experiences advance the academic disciplines with an integrated/trans-disciplinary approach, by applying the engineering design process, and exploring connections among these fields to prepare students to be designers, innovators and critical thinkers to solve complex challenges, as demonstrated in

Capstones and FabLab (Ministerial Decree No. 382 dated 2/10/2012 and Ministerial

Decree No. 238, dated on 3/7/ 2012)

● Service learning, peer-to-peer learning, Capstone, FabLab, and internships are designed, developed and implemented to feed the imagination and support self-directed learning to enhance STEM learning outcomes

● The curriculum delivery is relevant and engaging through the practical problem-solving processes and use tools of engineering and technology as demonstrated in

Capstones and FabLab (Ministerial Decree No. 382 dated 2/10/2012 and Ministerial

Decree No. 238, dated on 3/7/ 2012)

Success Indicators (Professional Development)

● An ongoing professional development model of continuous learning based on student results, Educator needs, and the short- and long-term goals of the Model

STEM School as informed and evaluated by multiple sets of quantitative and qualitative data designed, developed and implemented including Professional

Development Institutes (PDI)

● A professional learning community environment exists and committed to the learning of each student

● A system provides professional development for all Model STEM School personnel through varied formats, media, times, and locations designed to meet the many, varied needs focused on student learning

Resources: Manuals/Resources to use, such as: (See the Design Blueprint for many more)

School Leadership Reference Manual

Capstone Manual- Academic Deputy goo.gl/2jTu71

Capstone Startup Checklist - Academic Deputy goo.gl/W4Hvec

Capstone Manual- Capstone Leader goo.gl/kCGuqU

Capstone Startup Checklist - Capstone Leader goo.gl/oQezdc

Capstone STEM Unit Training–Manual and Startup Checklist goo.gl/PgfqU4

Leadership Training for Principals goo.gl/U11VYA

Developing School Leaders-Trainer goo.gl/jQNhtL

Leadership Checklist for New Schools goo.gl/o1UPtP

PARLOTracker Pres goo.gl/WXsuRB

Assessment-Beginning Teacher Presentation-Jan 2016 goo.gl/ubKcHU

Assessment- Experienced Teacher Trainer goo.gl/eMFjSB

Beginning Teacher-Capstone Training Folder 2016 https://goo.gl/sldgTb

BT-Pedagogy and Lesson Planning-Trainer goo.gl/zs8AbB

Capstone Experienced Teacher-Training folder goo.gl/jT52AF

Capstone Journal Grading Training Supplement goo.gl/gerC5T

Capstone Journal Teacher Calibration Training goo.gl/5B1hM8

Capstones Portfolio & Journal Evaluation Online-Presentation goo.gl/TPPq0U

Curriculum Training for Experienced Teachers –…