ABSTRACT
The creation of STEM- and STEAM-literate societies is crucial to living well in connected communities. If teachers in High Possibility STEM Classrooms are to be commonplace within whole school structures, then High Possibility STEM Schools will require systemic changes to assessment, reporting, and organizational arrangements. Professional learning in engineering is the missing link within the Integrated STEM agenda and is a content area that middle leaders in elementary schools will consider when there is sufficient time and mentorship. Long-term partnerships with academic colleagues in universities, collaborations with industry specialists, and the harnessing of expertise in local communities are fundamental to achieving the critical goals of Integrated STEM.
