North Allegheny presents unified technology and engineering curriculum recommendations

A district curriculum team presented a year-long review of North Allegheny's technology and engineering offerings on March 11, urging a unified philosophy, a coherent middle-school pathway and stronger industry partnerships to prepare students for evolving STEM careers.

Heath Lauster, who introduced the review, told the board that the process involved 12 department members, consultations with regional educators and industry, visits to other districts and input from more than 500 North Allegheny students and alumni. "We will present our culmination of our comprehensive technology and engineering education curriculum review, a year long process involving 12 department members, discussions with NA stakeholders and representatives, extensive research, school visits, input from over 500 North Allegheny students," Lauster said.

The team offered three headline recommendations: adopt a unified departmental philosophy that emphasizes design thinking and equity; restructure the K'12 sequence so middle school provides consistent design-process vocabulary and skill progression; and establish continuous learning and community partnerships, including advisory structures and industry mentorships tied to measurable performance indicators.

Board members pressed for specifics. Dr. Adams asked whether the review addressed the impact of AI and changing workforce needs. "Did anybody look at the impact of the AI workforce reduction and the effect that has on college and the effect that has in high school?" he asked. Lauster said industry surveys informed the recommendations and noted the district has an AI task force exploring how to integrate AI literacy and responsible use into existing structures rather than a standalone full-course immediately.

Responding to a question about focused competencies, Lauster said the restructured program will emphasize robotics and a streamlined engineering pathway while expanding applied computer science through robotics and game development and adding emerging technologies and industry certifications. "Engineering pathway, continuation with robotics, applied computer science via robotics and game development, and then the addition of emerging technologies," Lauster said, listing those as priority competency areas.

Teachers and board members described hands-on, cross-curricular examples the team cited: an honors civil engineering and architecture class that runs an "affordable house design" project within Habitat for Humanity guidelines; a middle-school design challenge that will incorporate 3D printing; and pairing courses with ELA and science to merge technical skills with communication and critical thinking. Keith Banks, a teacher who spoke from the floor, said applied activities help students connect math with physical design: "Being able to build something and build something with your hands, work with your hands, and actually create something goes a long way, and it helps kinda cement that into your, into your mind and into your brain." (Keith Banks, teacher.)

The team expects to begin curriculum-writing the next day and presented a six-year implementation plan that pairs phased curriculum development with professional development, equipment upgrades and expanded industry competitions and dual-enrollment options. Lauster said the team will use the recommendations to assign concrete action steps and performance indicators.

Why it matters: The review aims to align course names, materials and progression across the district so students encounter consistent expectations from middle school through high school, while creating clearer pathways to careers and credentials that local employers value.

What comes next: The district will move from review to curriculum-writing and phased implementation; the presenters said they will return to the board with progress updates as the work proceeds.