Education
Technology in Schools, Empowering Students to Explore, Build & Create
Throughout Peachtree Corners and Gwinnett County, teachers and students are using some of the latest advances in technology to enhance the learning process.
“As you can imagine, there are numerous course offerings and classroom opportunities that include use of and learning about technology,” said Tricia Kennedy, executive director of Instructional Development and Support at Gwinnett County Public Schools (GCPS). “Just like it permeates society, it permeates education.”
However, teachers and administrators are quick to point out that technology is, after all, just one of the tools necessary for a well-rounded education.
“We want to use the tools, not have them using us,” said Dr. Paul Cable, Greater Atlanta Christian educator. “It’s so easy to get that backward. Technology is not an end in itself, but a means, and we try to use it that way.”
Balancing technological opportunities with classroom interaction is a challenge that area schools are successfully meeting with great results.
This article first appeared in print in our October / November 2019 edition
Gwinnett County Public Schools
In recent years, Gwinnett County Public Schools (GCPS) has seen a lot of increased interest in Science, Technology, Engineering and Mathematics (STEM) based courses.
“Many of our schools are now certified by the state of Georgia as STEM schools because of the quality and array of courses and extracurricular offerings in these areas,” said Tricia Kennedy, GCPS executive director of Instructional Development and Support. “All of our elementary schools now have Robotics programs. Middle and high school students have the opportunity to take courses leading to a career pathway in computer science.”
Kennedy said that online courses have become a part of the norm across the country. Teachers are able to provide effective instructional activities online, and there are opportunities for students to communicate and collaborate with teachers and classmates.
“We have a safe and secure environment for these interactions—our eCLASS C&I course pages,” she said. With online offerings, students can access learning resources from anywhere at any time.
“But we also believe face to face interaction with teachers is very important,” Kennedy explained. “Online learning does require a certain skill set for students, and their ability to work independently. Just like for adults, some students are not as comfortable with that model.”
GCPS is constantly adding resources and supports for students and teachers. “Some of our newer science materials give students the opportunity to participate in real problem-solving through simulations,” she continued.
There are 3-D printers in many of the schools, where students learn programming to solve problems and actually make physical objects. Science classes are equipped with probe-ware so students can collect and analyze data in real-time.
“Technology is used to enhance our students’ learning. It has not taken the place of teachers or the need for students to be actively engaged in class,” Kennedy said. “But technology in school can connect our students to information and opportunities that were not possible in the past . . .just as it does for all of us at work and home.” ■
Paul Duke STEM High School
As a newly opened technology school, Paul Duke STEM High School is equipped with the technology to support its courses in Engineering, Mechatronics, Graphic Arts, Digital Arts, Information Technology and Television and Film Production.
One of two 3-D Printers A day in the Mechatronics class at Paul Duke STEM High School, pictured is
Stephen Cochran, Chair of the Career and Technical
Education Department.
Principal Dr. Jonathon Wetherington explained that each student has their own passions and interests that drive them. “Some of the new classes that students are excited about our Principles and Concepts of Animation, Introduction to Cybersecurity, Game Design and AP Computer Science.” In addition, the Television and Film classes are always among the most requested, he noted.
“Courses that allow students to create, problem solve and apply their talents are why Paul Duke STEM was created, so it’s great to expand our offerings and engage our students with these technology-focused courses,” Dr. Wetherington said. “As a technology-focused school, we leverage digital instruction each and every day because our goal is to have students learning through and with technology.”
All classes are taught digitally on Fridays with the opportunity for face-to-face support. “Our only purely digital classes are offered through dual enrollment with our collegiate partners,” he said.
One of those classes is a new exclusive Cyber Security Program partnership with Mercer University and the FBI Atlanta Field Office that allows students to earn college credit in two foundational cybersecurity courses at Mercer while also engaging in case study learning with the FBI.
Another new option for students is Introduction to Mechatronics, which provides an introductory look at becoming an Electronics Technician or a Mechatronics Engineer.
“Digital learning is not a magic bullet,” Dr. Wetherington said. “It requires a great deal of effort to deliver effectively, and our teachers work diligently to design effective and engaging lessons.”
He added that as students get their academic content digitally, they need to learn time management, independence and self-discipline. “It’s exciting to be able to help students develop these valuable skills at such a young age.” ■
Norcross High School
Students at Norcross High School (NHS) are interested in a number of new opportunities available to them, according to NHS principal Will Bishop.
For example, a newly added Graphic Design class is taught by Mr. Miller who worked in the graphic design field and brings a wealth of experience and knowledge to his classroom. In Music Technology, students can utilize a state-of-the-art music lab to create original pieces in a variety of music genres.
“Walking into the lab you may find a student laying down tracks on a Mac or hammering out a drumbeat on a drum pad,” Bishop said.
NHS has begun a partnership with Gwinnett Online Campus to open a Gwinnett Online Center on its campus. “This will be most helpful to students who want to accelerate their learning, need to catch up on coursework or want to take a class that’s not currently offered at NHS,” Bishop explained.
In addition, several students are taking a Georgia Tech class in Advanced Calculus while sitting in an NHS Media Center conference room. Through a Polycom system, the students can hear, see and speak with the professor leading the classroom as if they were on the Georgia Tech campus.
Bishop said that NHS is excited about some new technology the school has received to support its Career Technical Education classes. Students in Engineering classes are now designing and producing prototypes of their own designs using a 3D printer and laser engraver.
“Of course, the most exciting opportunities for our teachers and students is always about the next big advances in technology,” he said, adding that the introduction of virtual reality (VR) or augmented reality will dramatically alter the learning experience for teachers and students.
“Some of our teachers are utilizing VR sets to visit far off historical settings without ever leaving the classroom,” Bishop said. “A student can put on a VR set and experience holding a heart in their hand or a visit to the Louvre.” ■
Wesleyan School
Wesleyan School is a one-to-one school, meaning one device to one child. In Kindergarten through 4th grade, one iPad is provided for each student. Each 5th through 12th-grade student is provided a touchscreen enabled Windows-based laptop.
Middle School students in robotics. (Courtesy of Wesleyan School)
“Wesleyan has always seen the value of and invested in technology as an important tool for learning,” said Brian Morgan, Wesleyan’s Chief Operating Officer. “In recent years, and thanks to the generosity of a donor, the school has expanded and improved its data center and network capabilities.”
“With technology infrastructure in place, our next goal is for technology to support students transitioning from consumers of content to creators of content,” said Jewel Anderson, Instructional Technologist and STEM teacher.
When technology in the classroom is to create, it can become cross-curricular. For example, fine arts students can draw creations on paper and use the school’s Epilog Legend Laser Machine to transform their creations into 3D art. In other classes, students use technology to apply art to the business world.
“By incorporating interactive technology resources, we’re able to take students’ ideas from concept to creation to completion. Every student has the potential to be a maker,” said Heather Niemann, Middle School Art teacher.
There are more ways technology is used efficiently at Wesleyan, too. Modern and classical language students complete performance-based assessments using their tablets to record themselves, then submit the recordings for assessment and feedback on their language speaking skills.
Sixth-grade robotics students recently worked on a group project; they created their own superheroes, designed scenarios using a coordinate plane map and programmed their EV3 robot to perform tasks and solve a real-world problem.
Wesleyan science teachers use student tablets, modeling programs and 3D printers to lead students through creation of new creatures and organisms. “The beauty of students using the 3D printers is that it reinforces the value of planning ahead and trial and error,” Anderson said. “When a student designs a structure and it isn’t structurally sound, the replica from the printer allows them to find that out.” ■
Greater Atlanta Christian
At Greater Atlanta Christian (GAC), every 4th to 12th-grade student has a school issued MacBook, while younger students have access to IPads and MacBooks for targeted learning projects.
GAC educator Mandy Richey explained that it’s important for students to practice 21st-century skills. “All school levels of GAC teach students how to use technology in a responsible way. Students are using technology to reinforce, research, record and create.”
Technology is infused in the curriculum at age-appropriate levels. Students learn to program as early as Elementary School, continuing in Middle School with MakerSpace, a fully equipped workshop, and ending with AP Computer Science and Robotics in High School.
Middle and High School students create new products using one of five 3D printers. The technology-focused courses include Computer Science, App Development, Web Design and Robotics. There are also robotics teams from Elementary to High School.
However, Rhonda Helms, Lower School Principal, said, “We emphasize that technology is just a tool…a resource. It is not our curriculum.”
GAC resources include Ethos School, the virtual school created by GAC that offers over 50 courses to more than 200 students across the U.S. and around the world. Ethos courses ensure rich, inquisitive dialogue among students, who can choose from over 50 courses.
“With online teaching, I learned how important human contact is,” said Dr. Paul Cable, a member of the GAC Ethos School faculty. “People are formed by example and love; they aren’t formed by forum posts. That’s what I love about what GAC’s Ethos School is doing through all of the points of contact with kids. It’s about forming people, not just dumping information on them and testing them on it.”
Chancellor Dr. David Fincher said that the GAC community thrives on relationships above all. “Students respond and achieve greater heights out of their deep personal links with caring and superb teachers. Designed well, technology learning can make those ties between students and teachers even deeper and more life-changing, not less.” ■
Cornerstone Christian Academy
“Technology has transformed the way Cornerstone teaches young students,” said Melissa Dill, Lower School Principal at Cornerstone Christian Academy. The school recently purchased Lego WeDo engineering sets for grades 2 through 4. “The hands-on STEM activities combine engineering, computer programming and collaboration and are a nice segue way to programming in the middle school robotics and technology classes.”
Students work in Snap, a block programming software, to create motion, light and sound for their robots. Robots are assembled with recyclable materials and components from a Hummingbird Robot kit. (Photography by: Josh Whitlock)
Dill said that students as young as kindergarteners begin coding robots with an innovative, screen-free product called Ozobot. “These bots encourage critical thinking as students use different colors to direct a small bot on a page. Their faces come alive when they realize that they can control a robot by simply drawing lines of different colors,” she said.
Middle School Math/Technology teacher Terri Childers said that 6th-grade students have a Technology elective. “The focus is on learning ways to effectively navigate the internet when researching a topic.” Students also work in two web-based programming apps, Snap and Scratch. Both are block programming apps that can be used to program robots.
“Our 7th and 8th grade students take a technology course that focuses on programming. Programming languages and apps like Robot C, Python and Construct 3 are all part of the curriculum,” Childers said. Construct 3 is a web-based video game creation application and has been a big hit with students. “Having access to free software that allows students to make video games from scratch that track scores, play background music and have animated characters is a valuable tool for learning,” she said.
The entire middle school is a Google Education school, and most middle school classes have digital textbooks that a student can access with a username and password. “Our students keep classwork organized through Google Drive,” Childers said.
The system allows students to easily share work with teachers and collaborate with peers. Since their accounts aren’t tied to any single device, students can access their accounts from anywhere on any device with internet access. ■
Education
The End of an Era: Dr. Mary Kay Murphy’s Final Term on The Gwinnett County Board of Education
December 31, 2024, will mark the conclusion of the distinguished, seven-term service of Dr. Mary Kay Murphy on the Gwinnett County Board of Education — District III. Until then, Dr. Murphy remains actively engaged and dedicated to the important work of Georgia’s largest school district.
The pivotal role the community plays in identifying thoughtful candidates of ethical conduct could not be better highlighted than by Dr. Murphy’s 28 years on the board.
Reflecting on the impending end of her tenure and her involvement in setting the goals of the school system, which she has relished being a part of Dr. Murphy stated, “I’m sorry it’s coming to an end. There’s an attachment that comes with these experiences. I can’t believe how much I’ve enjoyed it and will miss it.”
An illustrious career
The many important roles Dr. Murphy will cherish include chairing the Gwinnett Board and the Georgia School Board Association, serving on the Seventh District Advisory Committee for local school board governance and the Governor’s Advisory Committee on school boards.
Her multi-faceted career provided valuable insights into public school education and state-level funding, benefiting both rural and urban Georgia. A rather extraordinary woman herself, Dr. Murphy humbly treasures memories of having worked with many remarkable individuals.
Dr. Murphy’s journey began amid fears surrounding the system’s decision to embrace Outcomes Based Education (OBE). OBE is a student-centered learning model which focuses on what students know without relying on rote memorization. As the community geared-up for the 1996 elections, worried citizens rallied to prevent what they felt would be a lowering of academic standards in favor of social promotion, where students might advance to the next grade without meeting proficiency levels.
It was a pressing issue casting a shadow of concern over the future of public education when Dr. Murphy began her first term in January of 1997. She commended the community’s united front, emphasizing their collective concern for the well-being and educational outcomes of all children, not just their own.
A perfect fit
This grassroots movement spurred the need for change and the election of new board members including Dr. Murphy, who shared the community’s vision for a robust and equitable education system. Recalling her entry into the role, Dr. Murphy revealed that initially her husband, Michael Murphy, was the intended candidate due to his extensive legal background.
However, he declined because he wanted to focus on his practice, recommending they consider “someone he knew at home” who’d be perfect. Dr. Murphy stepped into the role, supported by her husband who served as her campaign manager throughout her seven terms. She joked that they had only themselves to blame for nearly three decades of many cold or late dinners.
Dr. Murphy emphasized the importance of honest leadership, with a deep-seated commitment to prioritizing public education. During her initial victory she secured 63% of the vote, underscoring the community’s trust in her capabilities.
Throughout her tenure, community feedback played a significant role in shaping her decision to seek reelection. Recognizing the value of introducing a fresh perspective to the board is what guided her choice not to seek an eighth term.
Professional highlights
Dr. Murphy values the magnitude of each board member’s role and broader impact. Every vote affects over a million people — residents, students and neighbors — as it applies to the entire county’s population, not just to their respective districts. The responsibility of shaping educational policies and initiatives is one she has always taken very seriously.
According to Dr. Murphy, Gwinnett County found a beacon of hope in Mr. J. Alvin Wilbanks, when the former president of Gwinnett Technical College assumed the role of superintendent. Under 25 years of his leadership, the school system witnessed significant innovations aimed at addressing students’ academic, social, physical and emotional needs.
One of the most notable achievements during Mr. Wilbanks’ tenure was the recognition of Gwinnett County Public Schools (GCPS) by the Broad Foundation as the Best Urban Public School System in the nation in 2010 and 2014. This acknowledgment, accompanied by $1,500,000 in scholarship awards, highlighted the strides made in closing the achievement gap and ensuring educational excellence for all learners.
Academic knowledge and skills
To combat fears of social promotion stemming from OBE, GCPS pioneered the specialized Academic Knowledge and Skills (AKS) curriculum. This approach led to the school system developing its own standards of excellence which many deem to be higher than those set forth by the State of Georgia.
GCPS teachers are required to teach their academic programs incorporating the AKS component of their discipline. Dr. Murphy is proud of the access teachers have to professional development, allowing them to make the AKS curriculum their own.
International Baccalaureate
Dr. Murphy highlighted various initiatives aimed at meeting diverse student needs. Some of the work of which she is most proud includes being present at the onset of the International Baccalaureate (IB) programs offered at Norcross and Shiloh High Schools, Pinckneyville and Summerour Middle Schools, and Peachtree Elementary School.
The IB programs, with globally recognized standards, are designed to be academically rigorous while promoting intercultural understanding, inspiring young minds to work towards a better world. Never has a cross-cultural approach to creating a just and peaceful world been more important than now.
“It took the vote of five and the leadership of the superintendent to bring that to fruition. It also took insight from the community that thought this was a good use of taxpayers’ money,” Dr. Murphy explained.
Dual-Language Immersion
The Dual-Language Immersion (DLI) programs coincide with research — the time to learn a second language is during the formative years of childhood. GCPS’ 50/50 Model means at least 50% of the day is spent learning in the target language.
Trip Elementary School (ES) offers French. Baldwin ES offers Spanish. Students study Korean at Parsons ES. The New Life Academy of Excellence Charter School provides instruction in Mandarin Chinese. Every year it is a leader in student performance.
DLI has been a great investment, in Dr. Murphy’s view. “It’s an amazing thing to see little folks taking on the responsibility and being alert to the benefits of learning a second language,” she shared.
Philanthropy is key in District III
Dr. Murphy lauded the community’s philanthropic efforts, citing the Norcross High School Foundation for Excellence as an exemplary model of parent-led initiatives. Through events like annual galas, the foundation has raised funds to support teacher grants, after-school programs and infrastructure improvements, enriching the educational experience of scholars for over 20 years.
As Dr. Murphy reminisced about her own experience as a board member, she underscored the profound impact of community engagement and collaboration in shaping the trajectory of public education in Gwinnett County. Through shared vision, advocacy and tireless dedication, stakeholders have transformed challenges into opportunities, ensuring that every child receives a quality education and the support needed to thrive in an ever-changing world.
Many parents participate in the good works of local schools by donating their time and talents even after their kids have gone to college. “It’s been an amazing thing to see their spirit of philanthropy continue,” Dr. Murphy remarked.
“I think District III is in extremely good shape. We’ve got tremendous principals, community members who truly care about these schools and a variety of schools to meet student needs,” she observed.
SPLOST
According to Dr. Murphy, the Special Purpose Local Option Sales Tax (SPLOST) has greatly enhanced school system facilities. The community’s unwavering support for SPLOST referendums has enabled rapid growth and expansion through the construction of 76 new schools since 1997. Norcross High School, funded in part by SPLOST revenues, stands as a testament to the community’s commitment to investing in public education infrastructure.
Under the leadership of the Superintendent, the board works to balance the yearly budget, thereby steering the course of property taxes and allocations. Dr. Murphy revealed this year’s budget to be approximately $2.8 billion dollars and was happy to announce the 19.2 school millage rate would remain the same.
“Even though some of our housing properties have increased in value, our millage rate will not increase. We’ve been able to keep it steady for almost seven years,” Dr. Murphy shared.
The Great Recession
During the economic downfall of 2008, Governor Nathan Deal’s Austerity Cuts included $100,000,000 out of the state budget for public education. Dr. Murphy is proud that GCPS, through the leadership of the superintendent and his staff, made certain that teachers were able to keep 190-day contracts.
“This did not happen in many school systems, where the funding of the property tax would not allow for it. We saw teachers’ salaries cut to 140 days,” Dr. Murphy said.
Extra large
It’s difficult to fathom the logistics of the largest school district in Georgia — the 11th largest in the U.S. GCPS includes 144 schools. When Dr. Murphy first started there were nine schools in District III. Today, her district comprises 30 schools.
Calling attention to the remarkable high schools, some of the largest in the country including Norcross, Duluth, Peachtree Ridge, North Gwinnett and Paul Duke STEM, Dr. Murphy celebrates the options available to students.
“The Norcross cluster was the first to provide two high schools for students so that they and their parents could have an opportunity for school choice. That took place approximately five years ago, when Paul Duke opened,” Dr. Murphy beamed.
Paul Duke
Paul Duke STEM High School on Peachtree Industrial Boulevard was named after the Georgia Tech graduate who founded Peachtree Corners. Dr. Murphy recalled the day of dedication with an auditorium bursting at the seams with Duke’s Georgia Tech colleagues and people who built Peachtree Corners.
Opening two high schools was the solution as Norcross could no longer increase its enrollment to accommodate the rampant growth in District III. Norcross High School maintained its important niche with the IB program from kindergarten through senior year.
Paul Duke became a Science, Technology, Engineering and Mathematics (STEM) school — in keeping with the purpose behind the founding of Peachtree Corners — to provide technology jobs that would keep Georgia Tech graduates and engineers from moving out of state.
The GIVE Center West
Just down the street from Paul Duke is an alternative school, The GIVE Center West or Gwinnett Intervention Education serving grades 6 through 12. It aims to prepare students for graduation and transition back to their home school if they wish, with improved academic and behavioral skills.
Academics and the arts
Since 2014, The North Metro Academy of Performing Arts has brought a new dimension for elementary school families craving something beyond the standard curriculum by integrating it with the performing arts. Instruction at North Metro fosters collaboration, imagination and confidence.
They can’t all be golden
One regret Dr. Murphy expressed was the board’s unfortunate 2023 decision to change the GCPS discipline policy. She readily admits that she initially went along with it believing teachers and principals would receive the professional development needed to make Restorative Justice work with students.
Restorative Justice is defined by Dr. Murphy as a commitment to the relaxation of the initiatives that would punish a student for behavior. “The relaxation was felt from the top of the organization to the bottom. We had unbelievable student unrest, students fighting one another, bringing weapons to school, losing their mooring, basically,” Dr. Murphy recounted.
The aim of Restorative Justice is to have students understand their inappropriate behavior and be self-motivated to change it. A restructuring of student relationships with teachers and counselors is a component of the lighter discipline model.
As a former teacher, I could not refrain from wondering aloud, “How did this happen?” I learned it was the election promise of some board members.
“Elections have consequences,” Dr. Murphy warned. Not far into the process, Dr. Murphy rescinded her vote to support the change in discipline and insisted on a mid-course correction.
New leadership
Crediting Superintendent Dr. Calvin Watts for finding a pathway, Dr. Murphy believes things are moving in the right direction now. “It was a hard lesson and I’m confident our board has learned from it,” she stated.
After Mr. Wilbanks was Superintendent for 25 years, Dr. Watts has risen to meet the challenge of managing both changes and stability.
Yet she remains positive and hopeful about what the coming months will bring.
“There’s an awareness and we have every benefit of some awfully good minds. If there’s one thing we have, it’s a lot of brain power throughout 183,000 students and 25,000 teachers and principals,” Dr. Murphy remarked.
Funding
A generous allotment of federal money, approximately $1,000,000,000, was contributed to the school system by the federal government with the stipulation that it must be spent by September 2024. The money has been instrumental in easing students back into school after extended absences due to COVID.
“It has helped us employ counselors in larger numbers than we’ve had before, social workers, people who can help us face the challenges from COVID. With budget season ahead, the board is now challenged with providing those services without federal funding,” Dr. Murphy said.
Continuous improvement
While school board members are evaluated at the ballot box, as Dr. Murphy pointed out, principals and teachers are evaluated by parents and their students. Dr. Murphy feels the online evaluations provide meaningful feedback.
Weekend warrior
Aside from her day job, Dr. Murphy spent three years traveling in the name of institutional advancement. Fulfilling her role as adjunct professor was important to her. Traveling to Nashville on weekends, Dr. Murphy taught English at Vanderbilt University’s Peabody College. For three additional years she did the same at LaGrange College near Columbus, Ga.
At Vanderbilt Dr. Murphy had about 15 students from all over the country keeping the same weekend schedule. Directing the programs at both colleges, she was glad to follow her students over the course of their three-year programs.
After her final term
After wrapping-up her school board endeavors on December 31, 2024, you can find Dr. Murphy enriching the community from the board of The Georgia Humanities Council.
Championing the humanities, which have added value to the lives of so many besides her own family, Dr. Murphy shared, “The humanities have a historic role to play in creating critical thinkers engaged in community life. I’m looking forward to being a part of this organization and meeting people from all over the state. I’m thinking how appreciative I am of the humanities teachers and professors in GCPS and in the state.”
With her husband, Dr. Murphy looks forward to creating memories and spending quality time with their 11-year-old twin grandchildren — one boy and one girl. They’ll be cheering for them on the baseball field and basketball court.
In the same breath that she expressed the desire not to get too regimented, Dr. Murphy confided, “There’s nothing like a good project to work on.”
A lasting impact
Despite her decision to step down, Dr. Murphy remains steadfast in her dedication to education, acknowledging that the work is far from finished. Looking back on her impactful career, she expressed gratitude for the opportunity to serve her community through the advancement of public education.
Although she’s been recognized in many ways for her steadfast service, two awards hold special meaning for her: the Paul Duke Lifetime Achievement in Education award and the Boy Scout award.
Dr. Murphy concluded, “I’ll always have a great place in my heart for the work on the Gwinnett County Board of Education. It’s given me so much joy and a sense of continuity. There’s always something to learn and it’s important to remember to bring others along.” Preparing to pass the baton to a new generation of leaders, Dr. Murphy’s legacy of integrity, dedication and passion for education will undoubtedly leave a lasting imprint on the Gwinnett County School System.
Find more Peachtree corners education stories here.
“Today marks a significant milestone for Stripling Elementary School in our journey toward fostering curiosity and exploration in the hearts and minds of our young learners,” said Principal Molly McAuliffe as she gathered with staff, students, parents and community members. The occasion marked the launch of the Stripling STEM Garden on Thursday, March 21.
“We embark on an exciting adventure that aligns perfectly with our vision, mission and beliefs. Our vision is clear. We aim to cultivate responsible, empathetic and driven world-class leaders,” she said.
“This garden will serve as a tangible expression of these aspirations. It will provide our students with opportunities to develop the skills and qualities necessary to thrive in an ever-changing world through hands-on experiences in science, technology, engineering and math,” she stated.
“They will learn not only academic concepts but also the importance of responsibility, empathy and drive and become the leaders of tomorrow,” McAuliffe added.
Celebrating the STEM garden
Over the summer, McAuliffe and her team of educators decided to pursue STEM certification, a five-year process that teaches the school to use an integrated curriculum driven by exploratory project-based learning and student-centered development of ideas and solutions.
“At the heart of our mission is the commitment to develop literate student citizens who are effective communicators, critical thinkers, innovative problem solvers and productive members of society,” said McAuliffe.
“This STEM garden embodies our dedication to this mission by providing a dynamic environment where students can collaborate, communicate and think critically as they engage in authentic real-world challenges,” she eloquently stated.
What it means to be STEM-certified
Fourth-grade student Anissa Rodriguez welcomed guests to the ceremony and talked about how STEM has already changed her perception of education.
“I really like STEM because you get to build fun solutions for problems in the world,” she said.
“Last year, in third grade, me and my class did a project where we had to save the animals in Australia from all the wildfires. I liked this project because it helped me build my collaboration and it made me feel like I was doing something important in the world,” she beamed.
And she also shared the enthusiasm just about every student has for the new garden.
“I am also really excited about our school garden … because I will be learning skills through STEM that will help me learn how to garden so that way I can help my grandma with her garden,” she said to chuckles from the crowd.
“It will also help me learn more skills on how to collect data that will impact our next steps. I can’t wait to get my hands dirty with the other students at Stripling Elementary and make positive changes in our community,” she explained.
Building education together
The garden is planned as a true community effort.
“Starting in April, we’re going to have a community workday to help us build the garden beds, and then we’re going to plan pollinator plants,” said Rebecca Phillips, the school’s STEM coordinator.
The school hopes to donate produce to food assistance programs and allow students to take home food.
“We’re going to open the garden during the summers [and allow] families to adopt the garden for a week,” said Phillips. “They can take care of it, and they get to keep the vegetables that grow here.”
The Great Georgia Pollinator Census
Additionally, Stripling will participate in the Great Georgia Pollinator Census, a program designed to educate people about the kinds of insects in the world and how to identify useful insects from pests.
Stripling’s STEM focus will be on agriculture, so the garden and all the lessons surrounding it fit right in with the curriculum, said Phillips.
But to be successful, the school needs the community’s help. The Rotary Club of Peachtree Corners has already donated $5,000, and the Norcross Garden Club has signed on as an advisor.
How to get involved
Community members who are interested in supporting Stripling’s STEM initiative can donate directly to Stripling Elementary School via check.
“We have a STEM account we are using to support supplies for STEM education, including our garden,” said McAuliffe.
Businesses can also donate directly to the school for the STEM initiative either financially or with supplies.
To donate supplies, contact STEM Coordinator Rebecca Phillips at rebecca.phillips@gcpsk12.org.
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