Do any of these sound familiar?

• Struggling to find space in the already packed STEM curriculum for teaching and or practicing any “soft skills”?
• Still believe that only some students are born to excel in STEM?
• Tired of some students not demonstrating mastery of key standards in your STEM classes?

If you answered ‘yes’ to any of the questions above, then this webinar is for you!

In this live session, we will reveal the mindshifts that have improved STEM classrooms and student outcomes across the globe. 

You will learn how to:

• Acknowledge your Power: Identify the teacher you mean to be and the ability to transform students lives
• Teach transferable skills: Discover the impact of elevating and including skills instruction in your classroom.
• Interrogate your classroom policies and practices: Explore your beliefs about building equitable grading and inclusive STEM curriculum

I have fine-tuned and generated the strategy after making many beautiful mistakes as an educator over 32+ years and they not only work, improved retention and understanding!

Who should Attend?

This session designed for:

• STEM District leaders, instructional leaders and administrators interested in supporting their teachers in building more equitable classrooms where all students can achieve expertise
• All STEM teachers interested in learning the best transferable skills to infuse in their curriculum and how
• Any teacher who is passionate about equitable outcomes for STEM students.

What you’ll take-away:

• The Mindshift: Begin to dismantle the beliefs which may cause a misalignment between your intent for student outcomes and your actual impact.
• The Skills: Learn of three key skills you can teach and practice in your classroom to improve student retention, understanding, and success.
• The Action: Interrogate one instructional practice or classroom policy to implement an immediate change which will improve results for students.

Hey STEM Educators! I’m Shana Pyatt-Buckner, founder of See Different Consulting.  I help STEM Administrators and Educators build equitable STEM classrooms where all students can build expertise. 

I have been an educator for over 30 years and I have learned that perspective is everything and intent means very little when it comes to educating other people’s children.  Early in my science career, I always had two goals when it came to defining my role as a Science teacher, they were first to ensure that no matter what, I sent my students home a little bit better than when they were dropped off.  That could mean I poured knowledge, self-efficacy, passion, or love into them. But I knew they needed to be different and better than when their parents dropped them off.  It was my promise to my parents.  The second goal I had was that they learned.  I didn’t simply teach, my students actually had to prove to me they ALL learned science that day.  That required that I taught and ran my classroom differently from how I had learned to teach traditionally. 

As a teacher, I taught to the “middle” or higher achieving students in the class.  I once believed like many STEM teachers, “There will always be those who get it and those who don’t and those who don’t aren’t cut out for science”.  Part of my problem was, I didn’t see any teachers, especially not in science, who looked like me. As a result, I didn’t believe it was possible for me to become a scientist.  I didn’t believe in myself even though I LOVED science, especially biology. I went to college and allowed my fear of physics and chemistry to sway me from studying science and instead majored in something that came easier to me, English and writing. 

Fast forward to me deciding that the narratives I allowed teachers to show me and I allowed myself to believe were not going to define me, but instead motivate me to defy them.  I went back to school for Science education and eventually became a middle school and then high school science teacher for 18 years.  Throughout those years, I realized that there was a narrative I was telling myself and had been socialized to believe which then dictated how I taught science to my students and framed what I believed about my students abilities in science. I was going about it all wrong. 

It took the brilliance of my special education teacher friends to show me some instructional strategies and classroom practices which benefited all students.  I learned from my humanities friends who shared with me practice activities for vocabulary acquisition and deeper content diving which helped me understand that by building equity into my science classrooms I would be building students’ expertise in science which would lead to their later success in STEM careers.  Now, I feel it is my responsibility to support other STEM educators in sharing all that I’ve learned in my 30+ years as an educator. It is ultimately what I am meant to do.

Shana Pyatt-Buckner

Founder, See Different Consulting, LLC