The responsibilities of the modern school superintendent may already seem boundless, from making the most of shrinking budgets, to working 21st-century skills into the K12 curriculum, to meeting the escalating standards of NCLB testing.
As I started my new job as STEM (Science, Technology, Engineering and Math) facilitator for six counties in northern Nevada not long ago, one of my first self assigned tasks has been to clarify just what being a STEM school (or its other itinerations STEAM and STREAM and there are others) means … or can mean or should mean. Partly because I’ve been asked that question, so obviously I better have a clear idea of what STEM is how STEM education is perceived by all concerned, but also so I have a feel for just how far I can push the edge and I can facilitate others in pushing the edges. In discussions here and online I’ve heard some interesting interpretations.
School leadership is complex. It’s often an enigma. It is simultaneously invigorating and exhausting.