STEELS Classroom Implementation Descriptors

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STEELS Hub: STEELS Classroom Implementation Descriptors - SAS

The STEELS Classroom Implementation Descriptors document outlines levels of classroom implementation of Pennsylvania’s Science, Technology & Engineering, Environmental Literacy & Sustainability (STEELS) Standards.

These descriptors are organized into an Innovation Configuration (IC) Map, which uses specific, concrete terms to illustrate what levels of STEELS implementation in the classroom look like (and do not look like) in terms of teacher and student behaviors. 

Key areas for STEELS implementation are defined through the following components and subcomponents.

Component A: Phenomena and/or Problems

A.1 Phenomena (i.e., observable events) or problems (i.e., situations somebody wants to change) are the “why”.

A.2 Meaningful phenomena and problems are experienced as directly as possible.

A.3 Student questions and prior experiences about phenomena and problems drive coherent learning.

Component B: Multi-Dimensional Learning

B.1 Students are the “doers” in instruction by engaging in multi-dimensional learning to make sense of phenomena and solve problems.

Component C: Reaching All Students through Scaffolding and Language Development

C.1 Scaffolding strategies support student learning.

C.2 Vocabulary is introduced in context and only after students have learned the related concepts.

Component D: Student-Centered Classroom Culture

D.1 Classroom culture fosters student-centered learning communities. 

Component E: Multi-Dimensional, Phenomenon- or Problem-Driven Assessment

E.1 Assessment tasks support all students to demonstrate use of multiple dimensions to make sense of phenomena or solve problems. 

E.2 Assessments are used to support students in progressing with their multi-dimensional thinking.

The Implementation Descriptors Guidance document provides guidance to educators at all levels to support the use of the Pennsylvania STEELS Implementation Descriptors for Students and Teachers. It addresses the following questions: 

• What are the STEELS Classroom Implementation Descriptors?
• How are the STEELS Classroom Implementation Descriptors organized?
• What are the uses for the STEELS Classroom Implementation Descriptors?
• What will be needed to move towards full STEELS Implementation?
• Where can I learn more about each of the STEELS Classroom Implementation Descriptors?