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Extern Peer Presentation Template

This list is to serve as a general framework to assist students with video presentation planning about their externship

This resource developed by Judson ISD is a power point presentation for teachers/Externs that provides the essential project design elements to develop a PBL lesson using the externship experience to enhance classroom instruction that connects with business and industry.

How could I use this resource?

Campuses can utilize this resource for professional development and/or professional learning communities to promote teacher collaboration in the development of PBL lessons.
1. The leader must review the entire presentation and divide the power point into sections for the length of time utilized for professional development.
2. The leader should align power point slides with the professional development goals.  i.e. PBL instruction, Externships, connecting workplace learning to classroom instruction, etc.
3. Allow teachers to work on the activities and provide teachers ample time to collaborate.
4. Decide upon a launch date and launch the project.
5. Utilize additional PLC time to evaluate the project and determine areas that need improvement and successes.
6. Challenge teachers to complete another PBL lesson..

Why is this resource useful?

This resource will be valuable for any campus that need additional resources for training teachers in project-based learning.   It also provides teachers the opportunity to collaborate with each other as well as provide a practical approach to PBL.  Campuses interested in making the connection with businesses, STEM fields, and careers, and the classroom can utilize this resource as a starting point to develop their externship program.  

Externship Photo Permission

Permission must be obtained from the Industry Partners to photographer their work facilities and employees.   A permission slip must be signed and dated by the appropriate Industry personnel.

How could I use this resource?

1. Prior to taking any photos and publish that document the Externship Program, the Stem Coordinator or authorized personnel must seek permission from the Industry Partner to photograph its facilities and employees. 
2. The permission form granting or not granting permission must be signed and dated by the Business Industry Externship host authorized personnel
3. The signed and completed form should be returned to the Stem Coordinator or the authorized representative for filing and reference. 

Why is this resource useful?

It is most Districts’ policy to seek permission before photographing and publishing individuals.
It may be deemed illegal to take and publish photographs on private property without permission.  The activity may be deemed as trespassing.  If granted permission, taking a photo of the worksite and its employees during the externship program is a valuable tool used to document the program and its successes.   The publishing of the photos documents the program success and is an excellent marketing tool for the STEM program and the related Industry Partner.   Industry Partners also benefit from the exposure of their participation in the Externship Program. 

Externship Student Reflection Checklist

Reflection tool designed to help guide students during the externship experience itself

The resource was developed by Harmony School of Science- San Antonio for students who will be attending an internship.  After the internship, students will develop a presentation that will be presented to 8th grade students to provide information about the various pathways that are offered at the high school campus.

How could I use this resource?

Explained the internship process to students and discuss the students’ responsibilities.
2. Distribute the checklist and explain that the checklist will assist the students in gathering information about the career.  Encourage students to ask questions that are of interest to them that may not appear of the checklist.
3. Encourage students to be creative in developing their presentation

Why is this resource useful?

This resource can be utilized by others to assist students in gathering information about careers.  Even though it was developed for the internship, it can be utilized to assist students when doing research on a particular STEM career as well.

Innovation Academy Guidelines

Guidelines for the Academy Instructional Model including an overview of the model, classroom artifacts that demonstrate the model and information on the PBL planning and implementation Process and additional artifacts

The UTTIA District Model explains the research-based model for creating and sustaining a school culture that promotes collaboration, connectivity, and excellence for all students. It includes a bulleted summary for each of the topics in the model, providing the reader a quick view of a large body of content. To borrow a common analogy, it gives the reader the “big rocks” and the “medium rocks” of problem-based learning (PBL), PrBL (problem-based learning), and instructional coaching. Should the reader want more information, there are many books available that provide deep dives into the topics in the model. This provides a one-stop-shop for PBL, PrBL, and instructional coaching.

The primary instructional model being used at the UT Tyler Innovation Academy schools is project- or problem-based learning. Project- or problem-based learning is an inquiry-based instructional model where students learn content standards through their creation of a project or finding a solution to a problem.

Why is this resource useful?

Project- and problem-based learning provide students to learn their content while doing both of these job skills of the future. For most teachers, this kind of instruction isn’t an easy shift. Most current teachers learned using a much more traditional type of instruction. Depending on the age of the teacher, this was okay at the time for the future jobs of that time. In 2018, we have a problem with our workforce. The workers that colleges and high schools are producing must have the skills to do the work of today. Education must be responsive to the job market and PBL/PrBL are excellent ways to do that. Teachers need support no matter what kind of instructional strategy they use. Instructional coaching is a respectful way of helping teachers grow their practice so they can help students grow in their learning.

Middle School Survey

Survey and reflection questions for middle schoolers about transitioning, academic habits and interests

Northeast ISD uses student surveys to assess needs of the STEM program, including Summer Bridge.  This input assists the evaluation of the program and plan for future school years. Many of the survey questions address transition from middle to high school, and Summer Bridge is a large component of transition. 

Parent Survey

Survey and reflection questions for parents whose child attends summer program

Summer Bridge Surveys allow districts to receive feedback from all participants—parents, students and staff. This feedback is reviewed yearly and used to revise, refine and enhance the Summer Bridge experience for parents, students and staff.

Student Survey Questions

This artifact was created and administered to the 8th grade students to gauge prior knowledge of careers

The resource was developed by Harmony School of Science- San Antonio for students who will be attending an internship.  After the internship, students will develop a presentation that will be presented to 8th grade students to provide information about the various pathways that are offered at the high school campus.

How could I use this resource?

1. The survey should be administered to students at the beginning of 8th grade.
2. Data collected should be summarized and analyzed by the Stem Coordinator or appropriate personnel. 
3. Information should be reviewed to determine the student's Stem career knowledge.
4. Information gathered should be used to assist in the development of student instructional support plans for the Stem career pathways and assist the campus in aligning pathway offerings and student interest.
5. The information should be reviewed with students and counselors to assist in determining the best pathway for the student. 
6. The survey questionnaire should also be periodically reviewed with the goals in alignment with the survey’s purpose and the related benchmarks.

Why is this resource useful?

A survey is an excellent tool to collect feedback from a primary stakeholder - the student.   This information and feedback should be used to identify areas of strength and weaknesses in the student's understanding of the Stem Pathways.  This data can also provide opportunities for the campus to strengthen its support plans for students thus yielding greater student success.   The tool should be shared with other campuses to establish a district-wide survey which increases the participant population and yields more reliable and actionable data.  Any improvement to this process will directly benefit the STEM Education Program.

Teacher Externship Journal

Key questions to be gathered during the course of a teacher's externship

This resource developed by Judson ISD is a comprehensive journal completed by the Extern to document the experience by providing detail information in three major areas: Background Information, Externship Experience, and Industry/Business Perception.

How could I use this resource?

1. This tool should be provided to the Teacher at the beginning of the Externship.
2. The Extern should journal their experience for the duration of the Externship.
3. The Extern will be required to interview Industry partner employees to include their input and feedback.  
4. This completed journal is submitted to the STEM Coordinator or the appropriate personnel.  
5. Information gathered from this journal should be summarized and communicated to the Program Coordinator and Industry Partner.  The information should be used to make recommendations for improvements and enhancements to the Externship program..

Why is this resource useful?

The Extern Journal log is an excellent record of the Extern’s experience and will provide immediate feedback that can be used to determine the effectiveness of the program.   This information and feedback can also  be used to identify areas of improvement and opportunities to enhance the Program from both the Schools/Districts and Industry’s perspective.   The information should be cataloged and maintained to document the completion and compliance of the Externship  program.  The tool can be shared with other campuses to establish a consistent district-wide tool used to evaluate the program at the District/Program level.  Any improvement to this Externship process will directly benefit the STEM Education Program.

Teacher Externship Program Application & Pre-Survey Form

This resource developed by Judson ISD is a Teacher Externship Placement form that captures the teacher’s interest, education, academic field, areas of expertise and industry experience

This resource developed by Judson ISD is a Teacher Externship Placement form that captures the teacher’s interest, education, academic field, areas of expertise and industry experience.

How could I use this resource?

1. Teachers complete the Externship placement form.
2. The Applicants information is reviewed by the STEM Coordinator or appropriate personnel for completeness and interest. 
3. The applicant is then matched with Industry partners to align the teacher’s interest and skillset with an industry partner.

Why is this resource useful?

It is important to align a Teacher’s interest and expertise with an industry partner.  This alignment heightens teacher interest and maximizes their skills and knowledge and thus the success of the partnership and the STEM program.

Teacher Externship Program Post-Survey Form

Reflection form for teacher after completion of externship

This resource developed by Judson ISD is a survey to be completed by the Extern participant at the completion of the Externship. 

How could I use this resource?

1. The survey should be administered immediately after the completion of the Externship. 
2. Data collected should be summarized and analyzed
3. The survey data should be used to provide feedback to all stakeholders.
4. The survey questionnaire should also be periodically reviewed with the goals in alignment with the survey’s purpose and the related benchmarks.ermine areas that need improvement and successes.
6. Challenge teachers to complete another PBL lesson..

Why is this resource useful?

A survey is an excellent tool to collect feedback from a primary stakeholder.   This information and feedback should be used to identify areas of improvement and opportunities to enhance the Program from both the Schools/Districts and Industry’s perspective.   The tool should be shared with other campuses to establish a district-wide survey which increases the participant population and yields more reliable and actionable data.  Any improvement to this Externship process will directly benefit the STEM Education Program.

Writing Centers Consultant Training

Agenda for training consultants for writing centers

These resources use the word consultant for the students who are trained and who will be staffing the writing centers.

This document includes:

  • Agenda for two half-day consultant training (pg. 1-2)
  • Flyers for the Titan Literacy Camp used to recruit students to be tutors in the writing centers (pg. 3-4)
  • Script for calling parents and a letter to parents inviting their teens to be student leaders in the writing centers (pg. 4-6)

The following steps will get you started in creating your own writing centers.

1. Use data to determine the need for writing support.

2. Create a list of items to be purchased or located.

To create the center, you’ll need the following:

  • Tables and chairs, not desks
  • Computers and printer
  • Writing resources
  • Stipends for teachers to manage the center
  • Funds to train student leaders to be the writing consultants

3. Secure funding for the writing center.

Guiding Questions:

  • Does the district/campus currently have funds to create the center?
  • Does the district/campus have partners who might donate resources for the center?
  • Does the district have a fund that teachers/campuses can apply for project funds?
  • Are there local foundation that might fund it?
  • If the answer is “no” to the above, can the materials be gathered from existing resources with a plan to add resources as needed?

4. Create a plan for creating a student-run center.

Considerations:

  • Location – Since students may be alone in the center at times, the center should be located in a very visible location.
  • Decide when the center will be open. Before school? Lunches? Advisory? After school? Saturdays?
  • Determine the qualities/characteristics of the students who will man the center.
  • Decide what you want the student leaders to do tutoring on.

5. Putting the plan into action.

  • Plan a training retreat for the student leaders.
  • Recruit student leaders.
  • Set up the writing center.
  • Advertise to the students.

6. After six weeks, evaluate the effectiveness of the center and make changes as needed.

Writing Centers Resources

Bibliography of important writing texts and teacher resources

This is a large list of literacy resources including:

  • Information for the writing center tutors
  • Writing in science and engineering
  • Style manuals
  • Notetaking
  • Grammar handbooks and posters
  • Guide to notetaking
  • Furniture and office supplies to create the center

For campuses who wish to improve writing across the content areas, see pg. 2-3 for resources that support teaching writing.

The resources in this toolkit are available for anyone to download, edit and use. We do require you to create an account so that we can email you with updates about the toolkit.