Full Range Leadership Development, Research Paper Example

Question 1

As an instructional leader within an education system, you have been tasked with overseeing the implementation of a new curriculum that will help to instill the STEM initiatives into all aspects of the schools curriculum. However, at the state level the decision to adopt the Common Core standards is still not decided and has turned into a heated discussion regarding offering standardized curricula in any format.  All educational leaders are responsible for ensuring the students are prepared to meet accepted educational expectations. As one of your school’s curricular leaders you are also responsible for smooth and efficient transitions to any new curriculum.  Your decisions regarding the transition must be grounded in research and theory in instructional leadership, professional development, and data driven decision making. As you decide upon how you will supervise this process you must address the following:

• Provide a context (type of institution, size, location, demographics, etc.) for your answer that will illustrate how your answer meets the needs of your particular educational system.

Background Information and Educational Setting

The setting of the case study is in New York State, within the General Brown Central School District. The school that the current case study is applied to is General Brown Junior-Senior High School. This school has a low community rating, according to the Great Schools website (n.d.), and the leadership, as well as the curriculum are generally criticized by the parents and children. The academic achievement within the school is below national average, with a SAT score of 1620, compared with the national figures of 1720. The school is ranked 419^th in NY (K12 Niche, n.d.), and being a public school, it is one of the largest in the area. Two student ratings were submitted on the above website, both stating that the curricula only provided students with the bare minimum, and only a few high school graduates can go on to college or secure scholarships.

According to the US News Education website (n.d.), there are a total of 689 students currently enrolled to the school, and only 7 percent belong to minority ethnic groups. 27 percent of students are economically disadvantaged, and there are 45 full time teachers in the school. The English proficiency score within the school is 91 percent, in Maths it is 84 percent, while college readiness is only 11.9 percent (US News Education, n.d.).

In a fringe rural setting, the school receives funding, and the resources and facilities provided by the institution are rated low by the students and parents. The K12 Niche site features some reviews focused around the lack of guidance and the outdated equipment. One student states that “The amount of help you get is usually based on how connected your family is, so if your parents aren’t teachers, you’re out of luck.”. This comment indicates that there is room for growth within the General Brown Junior-Senior High School, related to teaching quality, curriculum development, extracurricular activities, and leadership. The school would certainly benefit from the implementation of STEM initiatives to raise the test scores for mathematics and science, while making the content and lessons more enjoyable and challenging for students.

The recent report by the Executive Office of the President (2013) regarding the 5-year strategic plan of implementing STEM concludes that support is available from the government both through funding and the help of “talented STEM role models and mentors,, or by exposing students to real-world learning opportunities at Federal STEM facilities” (Executive office of the President, 2013, p. 5). STEM education is defined as “ an interdisciplinary approach to learning where rigorous academic concepts are coupled with real-world lessons as students apply science, technology, engineering, and mathematics in contexts that make connections between school, community, work, and the global enterprise enabling the development of STEM literacy and with it the ability to compete in the new economy”(Tsupros, 2009) .  According to the U.S. Government’s Department of Education website  (n.d.), there are Federal funding programs available for schools looking to introduce the program. The initial aim of the project would be to introduce STEM through the The Mathematics and Science Partnerships program. The program is designed to “improve the content knowledge of teachers and increase student learning in mathematics and science” (U.S. Department of Education, n.d.). The local educational authority needs to submit a request for proposal for gaining funding from the Federal Government. In order to get the STEM initiative funded, a comprehensive plan needs to be drawn up.

• Describe the communication process you will use with each group of stakeholders as well as how you will support collaboration throughout this community. Remember that your personnel, parents, and larger stakeholder community are very attuned to the discussions at the state level regarding standardized curriculum and the associated standardized testing.

Leadership Approach

Instructional leadership is a way of improving collaboration among teachers in order to improve the learning outcomes of students. Blase & Blase (1999) defines instructional leadership as “the integration of the tasks of direct assistance to teachers, group development, staff development, curriculum development, and action research”. According to Miller, Goddard, & Goddard (2010), the role of principals and educational leaders is changing, due to the new accountability requirements recently introduced by the government. As the authors state, “an effective way to connect teachers is to create structures that encourage 2 Pathway: Leadership, Collaboration, Achievement collaboration” (Miller et al., 2010, p. 3).

Chiu et al. (2015) talks about the importance of aligning organizational vision and mission with individual stakeholder goals and interests. The authors state that leadership communication during the planning process of implementing STEM principles and frameworks should be based on shared understanding and values. Related to STEM implementation, the authors (Chiu et al., 2015, p. 5) state that the vision needs to be based on “establishing a school culture emphasizing shared beliefs, norms, and support of STEM education”. The core of the communication, therefore, should be on delivering the vision and creating a shared mission for all the stakeholders: parents, teachers, support staff, communities, and students, in order to work towards the best possible education outcomes.

Another investigative research focusing on STEM implementation (Scott, 2012) found that the school’s mission related to the initiatives determines the attitudes of students and teachers. The impact on the overall culture is non negotiable, therefore, the communication methods applied by the educational leader should be focused on encouraging collaboration and sharing perspectives.

Afshari et al. (2008) created a framework for utilizing information technology in education leadership. The authors found that information technology can be used to deliver and share knowledge in educational institutions, and modify the culture, as well as the environment. That stated, communicating the objectives of the STEM implementation and the student outcome improvements within the General Brown Junior-Senior High School should focus on the identification of development areas, based on feedback received by students, parents, and governors. While internet sources of feedback reviewed previously can be useful, they are not representative to the entire school population. Complete parent and teacher surveys need to be created, results need to be analyzed in order to develop an implementation plan that focuses on the development areas determined by the feedback received. Further, I would create collaboration and links with parent representatives, in order to share decision making and create a transformational leadership culture.

The main characteristics of transformational leadership related to communication methods within education. Bass & Avolio (1997) defined transformational leadership as an approach that is capable of influencing members, increasing their commitment, and level of engagement to work towards a shared goal. Based on the above definition, it is evident that transformational leadership, as an approach is strongly related to effective communication and the implementation of change (Bayler, 2012).

According to Afshari et al., principals must integrate ICT into the daily communication practice with colleagues and other stakeholders. Further, the integration of ICT into learning when implementing STEM will benefit both students and teachers. I will create working groups for identifying the development areas, coming up with possible solutions, and creating integration plans. It is important to note that the above working groups should represent all stakeholder groups: students, teachers, education authority officials, and parents.

The main elements of successful teaching reform focusing on improving learning outcomes, according to Hightower et al. (2011) are supportive leadership of the school, a high level of engagement with parents and the community, a safe environment for learning and development for both students and teachers, high quality collaboration-based learning and coaching, a culture of respect and trust, effective teamwork focused on shared goals, and appropriate, well-defined workload, tasks, and responsibilities,

•  Describe how you will assist and support the faculty to ensure a high level of student learning. This support should address the faculty’s instructional strategies that meet the needs of all types of learners.

High Level of Student Learning and Support

Hightower et al. (2011) examined the factors influencing teaching quality and its impact on students’ learning outcomes. One of the most successful interventions was found to be preparing teachers to changes in curricula and involving them in teacher preparation programs, providing coaching and further training. In order to improve not only academic results within the school, but also the learning experience of students, it is important to provide guidance and coaching for employees. The introduction of a computer based simple monitoring system for individual learning outcomes, the setting of goals, and collecting feedback from students, parent representatives, and students will be useful when creating the foundation of a change project focusing on improving the overall learning experience and student/parent satisfaction. Teacher test scores also have to be monitored to ensure that all staff is prepared to take on the challenges related to implementing STEM.

One of the most important features of successful program implementation, according to Hightower et al. (2011, p. 10) is human capital management within education. Human resource management processes need to be focused around retaining talent and selective recruitment, while providing teachers with the opportunity to become STEM certified.  Further, the more experience the teachers in the school have and the more support they get from the leadership the better they can deliver the improved curriculum. As Hightower et al. (2011, p. 12) states: “the number of years of teaching experience may be positively related to student achievement”. Talent allocation is another important aspect of leadership: recognizing and nurturing talent among teachers is crucial to maintain retention rates and improve commitment to shared missions. There is a clear link between the professional achievement and development of teachers and the achievements of students. This indicates that learning and academic outcomes of students can be improved by empowering and supporting teachers.

An innovative approach of blended learning activities within classrooms has been introduced by the Center for Digital Education (2012). The issue brief describes the positive impact of blended learning on learning experience and outcomes. The authors of the overview state that STEM curriculum is complex, therefore, it requires an approach that helps students remain focused and find correlations and connections between various subjects and learning topics. As the authors (Center for Digital Education, 2012) confirm, the blended learning approach has the ability to improve the quality and effectiveness of STEM course delivery, as it focuses on discussing issues, collaborating, clearly presenting instructions, recording and rating answers, providing feedback on the quality of teaching and learning material, while making it possible for each student to master the content at their own pace. The introduction of STEM courses in high schools does not only help students achieve a higher proficiency in science and mathematics, but it is also suitable for helping individual learners choose a related career based on integrating the knowledge delivered through the course and finding the use for the information delivered by teacher. Blended learning has several elements that need to be implemented in order to ensure that learners achieve their individual goals and the school maximizes learning outcomes across the entire population. The three elements are technological, operational, and instructor training-based.

• Describe how you will monitor, supervise, and evaluate the use of appropriate teaching strategies that ensure positive and engaging learning environments.

Monitoring and Support

Hightower et al. (2011) mentions the importance of teacher evaluation. According to the authors, teacher evaluation should be closely linked with student achievement. Monitoring progress, knowledge, learning, and student achievement will be based on teacher evaluation reports from students and observing parents/governors, as well as on the grades and progress achieved by each student. The success of STEM programs can be measured in science and mathematics grades, as well as the number of students going being accepted to related higher education institutions. It has been determined in the overview part of the paper that the college acceptance rate among the students of General Brown Junior-Senior High School is below average, and 27 percent of those attending belong to an economically disadvantaged group. This indicates that for many, aiming for scholarship at technology colleges and other institutions would be a way out of poverty, and an opportunity for upward socio-economic mobility.

The main indicators for evaluating the performance of STEM focused education will be based on the assessment of

• adequate and appropriate timing of instructional time and STEM resources
• Assessment of the curricula
• Teacher capacity and competence assessment
• Instructional leader development assessment
• Science achievement and status

The implementation rubric of STEM for middle schools, created by the North Carolina Department of Public Instruction shows a framework that contains all the steps principals need to take to make the system successful and beneficial for both students and teachers. One of the main features of the implementation is to create a collaboration and working relationship with local post-secondary education institutions. The knowledge of teachers at colleges focusing on mathematics and science would be useful when determining the implementation, and the General Brown Junior-Senior High School could create measures for evaluation that are related to college requirements and courses that students are interested in, and will be likely to apply for. Resource planning  should also be evaluated based on education-to-workforce continuum measures, the number of teachers trained and recruited for STEM related activities, and the return of investment related to the public awareness (community and parent association) campaigns.

On the other hand, it is important to focus on three areas when creating an evaluation framework: student achievement and experience, teaching quality, and relevance to work-college – readiness.

The National Research Council (2013) state that the effective systems for STEM monitoring and evaluation evolve over time, as the implementation of the program progresses over time. The system needs to monitor and effectively measure the effectiveness of improvements recommended by the 2011 report of the National Research Council. Further, it needs to evaluate the interest and participation rate among students in STEM-related activities and courses. An instructional leader also has to track the financial and human resource availability and utilization across the school, and the return on material investments. Teachers and principals also need to be regularly evaluated based on their STEM-related knowledge and capabilities. Federal and State support is available for K-12  programs have built in tools to measure the expenditures, outcomes, professional development, and the success of implementation. Further, the school has to apply the  Common Core State Standards in their assessment. Further, “The indicator should enable distinction among different kinds of activities, to facilitate future analyses of the extent to which those activities are evidence based. (National Research Council, p. 45).  The authors of the study (National Research Council, 2013, p. 35) highlight that “the monitoring system should be designed to promote the practices of continuous quality improvement toward achieving the nation’s goals for education and workforce development in STEM”.

• Describe any interpersonal effectiveness strategies and techniques, communication skills, etc. you will use to reconcile the differences of opinion among the various stakeholders to ensure the successful implementation of this major curricular change.

Dealing with Differences of Opinion

Blase & Blase (1999) measured teachers’ perception on principal initiatives in schools, in relation with the difference of opinions and the importance of sharing a clear vision and mission. The authors talk about the symbolic interaction theory related to instructional leadership. According to the theory, the opinion of educators needs to be evaluated using an open-ended questionnaire. The research completed by Blase & Blase (1999) shows that the main instructional leadership approaches that can result in creating shared vision, mission, and an understanding within the institution are: listening, sharing of experiences, using demonstrations and templates, providing options for teachers (free choice and freedom in teaching), revising and going beyond traditional and outdated practices, supporting and initiating risk taking behavior, offering resources and literature to help teachers achieve their true potential, recognizing strengths, and maintaining the focus.

Instructional leaders are drivers for change, have a professional capacity of school staff, can build and maintain strong ties with parents and communities, create a learning environment and culture that is centered around students, and provide teachers with instructional guidance (National Research Council, 2013)

All the above listed methods for implementing change in order to improve learning outcomes of teachers are somewhat related to transformational leadership, therefore, below I would like to review the practices in this method that can support dealing with a difference of opinions, goals, priorities, and approaches. Transformational leadership encourages  a positive and innovative climate (Balyer, 2012). As it is stated by the author (Bayler, 2012, p. 582), “transformational leadership behaviors have direct and indirect effects on followers’ behavior, their psychological states and organizational performance”. This means that it helps aligning personal preferences with the organization’s goals, while making sure that applying idealized influence helps bringing the team closer to agreements. In educational settings, the impact of the four main traits of transformational leadership (idealized influence, inspirational motivation, individualized consideration, and intellectual stimulation) all have a specific purpose and the ability to create better outcomes related to teamwork, collaboration, and the sharing of ideas. Coaching and mentoring, as a part of inspirational motivation and intellectual stimulation can improve teacher engagement, and commitment. At the same time, the behavior of principals and their availability to support staff is considered to be a very powerful tool when dealing with change implementation, as the Bayler’s (2012) research shows. Indeed, the principal and support staff being available to answer questions, adjust procedures, and ensure that guidance is provided on a regular basis is important. Coaching and mentoring was rated extremely highly by interviewees in the research: one of the respondents stated: “He knows what our learning needs are and he encourages us to develop our potential. He makes us believe in our talents. Despite his heavy workload, he is eager to help us. He is a real mentor for us”. School principals need to be present outside of regular monitoring.

After evaluating the attitudes of teachers and the objections related to the STEM implementation strategy, it is also important to create working groups that have members representing different views on STEM implementation. The leader of the school should not be the manager of the change, but the facilitator of discussion and sharing of opinions.

Question 2

In order to determine whether the implementation of the STEM initiatives in your institution has been effective, you will need to design a research study to document and report your results. The results of your study will be utilized as an element for making necessary changes for the following year; therefore, you cannot rely on summative system end of year/end of course testing to provide timely feedback to plan for continuous improvement.
You should provide compelling evidence from the literature and data that you expect to collect to support your research model.

In order to evaluate the effectiveness of STEM implementation, it has been determined that three focus areas need to be examined. First, the overall participation rate of students in STEM related courses and activities, secondly, the academic achievement of students, and thirdly the quality of teaching based on teacher evaluation received by officials, parent governors, and students. The research, therefore, should focus on the above three areas, comparing the above before and one year after the implementation of STEM within the General Brown Junior-Senior High School. As it has been stated, by the , it is important to monitor progress on a regular basis, in order to adjust the programs for maximum effectiveness. The below designed comparison study based on teaching quality, academic outcomes, and participation (engagement) rates of students will attempt to measure the difference in the above areas before the implementation of the program and one year after phasing out the changes within the school. Formative  government tests related to STEM education, such as the indicators  defined by the North Carolina Department of Public Instruction (2013) will be used: increase of STEM uptake  among students, K12  achievement, entry to STEM jobs, and the increase in the number of STEM certified  teachers.

• Provide the research question(s) that will guide your study.

Research Question Development

In order to develop research questions, the variables that are used in the study need to be easy to measure and compare. The below outline will show each area and the related questions, in order to ensure that the research is focused around one topic: the effectiveness of the STEM system.

Student Participation and Engagement:

What is the relationship between students’ achievement in and attitude towards in Science and Mathematics and the implementation of STEM in curriculum?

The above question is examining an important correlation: learning outcomes/engagement and STEM. The main hypothesis related to the above research question is:

H1:  STEM positively impacts student achievement in science and mathematics, and encourages individuals to actively engage in activities (experiments, extra-curricular activities) related to the above subjects.

Teaching Quality in Mathematics and Science

Wilkerson and Haden (2014) created a “best practices” research paper focusing on STEM out of school program evaluation. The main desired outcomes noted bu the authors were increased interest and awareness among students and STEM careers. Both the above objectives are closely related to the quality of teaching.  Therefore, the teaching quality should be measured not only through academic achievement of students, but also their awareness and interest in subjects and related careers. In order to evaluate teaching quality, the school principal needs to clearly define desired outcomes. In this case, the desired outcomes should be improved scores for science and mathematics tests, increased awareness and participation rate in programs. Therefore, the related research question should be as follows:

How does the implementation of STEM improve students’ academic achievement in the related subjects, and how committed are they to doing well in programs?

The hypotheses related to the above research question is:

H2: STEM implementation has a positive impact on the quality of teaching, through providing support for teachers and coaching them to engage with students.

H3: Student achievement in STEM-related subjects is related to the perceived quality of teaching provided by educators.

Academic Outcomes

Measuring academic outcomes is one of the easiest tasks taken on by the researchers. Indeed, using test scores from before and after the implementation of STEM, the researcher will be able to measure the difference and find a correlation between academic achievement and STEM.

The related research question is: How does the implementation of STEM programs relate to test scores in mathematics and science?

The related hypothesis is:

H4: Academic test scores are positively influenced by the implementation of STEM programs.

• Describe the design and method of a research study model that you would use.

Academic Research Development

The research related to outcomes on learning experience, academic achievement, and teaching quality levels within the General Brown Junior-Senior High School will be designed to measure related outcomes.

Choosing a combination of qualitative and quantitative research, the author of the current research would like to focus on both objective and subjective measures related to the implementation of STEM. The main design for combining quantitative and qualitative data related to education is described by Driscoll et al. (2007).

The qualitative survey will be designed to consist of open-ended and closed questions. The perception of teaching will be measured through individual interviews with parent representatives observing STEM lessons and students. The closed questions will provide the researcher with quantifiable data, just like the academic scores before and after the STEM implementation. The qualitative (open-ended questions) part of the study, however, will provide information on how to further improve the program, and how to align it with the preferences of teachers, parents, and students.

The author of the current research would like to apply the concurrent design (Creswell & Plano Clark 2007). This survey and research methodology allows the researcher to create a dataset based on open-ended questions and merge it with the quantifiable dataset (test scores and closed questions) based on corresponding identifiers. The data gained from the two interviews (approximately 15 months apart: before and after the full  implementation of STEM) will then be combined based on pre-identified variables, determined by the above outlined research questions and hypotheses.

The two-phase follow-up study will record test scores and interview results at two points in time: before and after the implementation of the STEM.

The fist phase of the research will cover previous test scores achieved by students in mathematics and science, as well as the perceived quality of teaching, along with interest and engagement in STEM related subjects. The researcher will create written interviews to be distributed within the school among ten teachers, three parent representatives, and fifteen students. The interviews will be carried out towards the end of the academic year, in order to provide the researcher with sufficient data on the entire curriculum.

The second phase of the research will be carried out among the same population: fifteen K12 students, three parent representatives, and ten teachers. As STEM is more than teaching mathematics and science in the classroom, surveyed teachers will not necessarily need to be teaching these subjects. One of the main principles of STEM is that it needs to be implemented across the entire curricula (National Research Council, 2013). The same research questions will be asked during the written structured follow-up interviews, and the variables previously determined will be compared with the findings of the initial survey.

• Provide a rationale for using this model

Rationale

By using the above follow-up, mixed research method combining quantitative and qualitative data, the researcher would like to analyze both attitudes and individual perceptions and measurable, government initiative related outcomes. Using measures such as test scores will allow the researcher to remain focused on the main aims of STEM: improving the quality of teaching, as well as student commitment and achievement. Indeed, the quality of teaching is believed to be closely related to academic scores, and this correlation is extremely important for creating and improving a STEM implementation framework.

Teachers’ perception about the leadership, support and training provided for them by the principal will have an effect on their commitment to the goal and consequently the learning outcomes of teachers. The author would also like to measure the 4I-s of transformational leadership ((idealized influence, inspirational motivation, individualized consideration, and intellectual stimulation) through structured interviews, in order to determine whether or not these traits have an impact on follower behavior. Therefore, the design described above is not only suitable to measure academic achievement, but also culture, engagement, and leadership effectiveness, in relation with managing change to improve learning outcomes.

• What data would you collect, and what data collection methods would you use?

Data Collection and Methods

Data will be collected through written interviews distributed to the school’s principal (Tina M. Lane), who will be informed about the aims of the research and the main focus of the study. As the overseer of the STEM implementation, the author will work in close collaboration with the principal and engage in discussions with stakeholders: student and parent representatives, teachers, and education service officials.

The survey population will be determined by the school’s principal, and informed consent forms will be distributed to participants. The selection criteria will be disclosed with the school leadership, and participants will be informed about the purpose of the study. Interviews will be carried out taking into consideration the guidelines of data protection regulation, and no personal information will be recorded or stored. Participants will have the option to withdraw from the study at any time, without providing a reason. Each respondent will be assigned a role (participant group), and will be identified by a number, e.g.: Teacher1 or Student4.

Data collected will include basic demographic variables, such as participant group, teaching experience in the case of teachers, and sex.

• How would you evaluate, analyze, and report such data?

Data Evaluation and Reporting

Qualitative data will be placed in a database and compared using scientific scoring systems. The analysis of qualitative data collected through interviews will be based on the identification of common and recurrent themes related to leadership, academic achievement, and teaching quality. The main themes coming up in the first and second phase will be compared in order to ensure that a pattern in attitudes, learning outcomes, leadership perception and satisfaction are determined.

The author of the current study will create a list of keywords based on the first interviews’ open ended questions, in order to determine the main focus and development areas that the second phase needs to focus on. Based on the themes and patterns identified, and the changes between the first and second phase interview results, the author will attempt to answer the previously determined research questions and examine the validity of the four hypotheses.

• How would you use the results for short- and long-term planning?

Program Modifications and Evaluation Framework Based on Results

The results of the survey and interview are believed to provide an insight for the school’s leadership at the General Brown Junior-Senior High School for making changes to the STEM implementation and integration principles and framework to achieve the below objectives:

1. Improve teacher commitment and engagement
2. Benefit all stakeholders equally through effective communication and leadership practices focusing on the 4I-s of transformational leadership and the implementation of collaborative leadership methods
3. Determining future measures to evaluate STEM programs and principles in order to continuously monitor the progress, engagement, and results related to the goals of the government initiative.
4. Highlighting the shortcomings of the program implementation, as well as the development areas and correcting errors to deliver excellence throughout the STEM curriculum.
5. Determining the most significant hindering factors of successful STEM implementation

The researcher will use the above results to overcome hindering effects, improve commitment to shared goals and visions, and communicating the programs objectives more effectively.

References

Afshari, M., Bakar, K. A., Luan, W. S., Samah, B. A., & Fooi, F. S. (2008). School Leadership  and Information Communication Technology. Online Submission, 7(4).

Balyer, A. (2012). Transformational leadership behaviors of school principals: A qualitative research based on teachers’ perceptions. International Online Journal of Educational Sciences, 4(3), 581-591.

Bass, B. M., & Avolio, B. J. (1997). Full range leadership development. Manual for the Multifactor Leadership Questionnaire. California: Mind Garden.

Blase, J., & Blase, J. (2000). Effective instructional leadership: Teachers’ perspectives on how principals promote teaching and learning in schools. Journal of Educational   Administration, 38(2), 130-141.

Center for Digital Education (2012) Supporting Student Success in STEM. Blended Learning Technologies Help Students Navigate Complex Courses. Retrieved from http://echo360.com/sites/default/files/CDG12%20BRIEF%20Echo360STEM_FINAL.pdf

Chiu, A., Price, C. A., & Ovrahim, E. (2015). Supporting Elementary and Middle School STEM Education at the Whole School Level: A review of the literature.

Creswell, J. W., V. L. Plano Clark, M. Gutmann, and W. Hanson 2003 Advanced Mixed Methods Research Designs. In Handbook of Mixed Methods in Social and Behavioral Research. A. Tashakkori and C. Teddlie, eds. Pp. 619-637. Thousand Oaks, CA: Sage.

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Executive Office Of The President Of The United States (2013) Federal science, technology, engineering, and mathematics (stem) education 5-year strategic plan. Retrieved from https://www.whitehouse.gov/sites/default/files/microsites/ostp/stem_stratplan_2013.pdf

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K12 Niche. (n.d.) General Brown Junior-Senior High School. Retrieved from https://k12.niche.com/general-brown-junior-senior-high-school-dexter-ny/resources-and-  facilities/

Miller, R. J., Goddard, Y. L., Goddard, R., Larsen, R., & Jacob, R. (2010). Instructional Leadership: A Pathway to Teacher Collaboration and Student Achievement. Online Submission.

National Research Council. (2013). Monitoring progress toward successful K-12 STEM   education: A nation advancing? Committee on the Evaluation Framework for Successful K-12 STEM Education. Board on Science Education and Board on Testing and Assessment, Division of Behavioral and Social Sciences and Education. Washington, DC: The National Academies Press.

North Carolina Department of Public Instruction (2013) North Carolina Department of Public Instruction STEM Education Schools and Programs NC STEM Attribute Implementation Rubric Middle School. Retrieved from http://www.dpi.state.nc.us/docs/stem/schools/rubrics/middle-school.pdf

Scott, C. (2012). An investigation of science, technology, engineering, and math (STEM) focused high schools in the US. Journal of STEM education: Innovations and Research, 13(5), 30-39

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US Department of Education (n.d.) Programs with Primary STEM Emphasis. Retrieved from  http://www2.ed.gov/about/inits/ed/green-strides/stem.html

US News Education (n.d.) General Brown Junior-Senior High School. Retrieved from http://www.usnews.com/education/best-high-schools/new-york/districts/general-brown- central-school-district/general-brown-junior-senior-high-school-13697

Wilkerson, S. B., & Haden, C. M. (2014). Effective Practices for Evaluating STEM Out-of- School Time Programs. Afterschool Matters, 19, 10-19.