Teachers

• In Event: Critical Components of Inclusive STEM-Focused High Schools: A Cross-Case Analysis

Abstract

Objectives
This paper synthesizes findings from four case studies of inclusive STEM-focused high schools (ISHS) with regard to teachers and the teaching and learning environment.

Theoretical Framework
In its report on K-12 STEM education, the National Research Council cited “Teachers with high capacity to teach in their discipline” (NRC, 2011) as one of its key elements for successful STEM schools. Literature also indicates that a successful teaching staff at an inclusive STEM high school would be “qualified and have advanced STEM content knowledge and/or practical experience in STEM careers” (Author, 2011).

Methods and Data Sources
A detailed characterization of the teacher experience and teaching environment across schools was developed through cross-case analysis (Stake, 2006) using four comprehensive case studies written for each of four ISHSs. These case studies were written from site-visit data collected through focus groups and interviews with teachers, students, administrators and community partners, classroom observations, and two surveys (teachers, administrators) . Each case study was completed using an identical methodology.

Results
Early exploration of the data suggests there is more to the development of a teaching staff than simply hiring teachers with all of the right credentials. While there is little replacement for a solid disciplinary content background and the ability to guide students in the explorations and knowledge acquisition within subject areas, other factors contribute significantly to an effective teaching staff and the creation of positive learning experiences for students and teachers. Several factors emerged:(1) a school culture wherein all stakeholders believe in the school mission and vision; (2) school level flexibility to select teachers, not only for necessary academic credentials, but also for enthusiasm and willingness to invest time and energy to ensure achievement of the school’s goals; (3) school structures that provide time during the school day for teachers’ ongoing professional development through cooperative and collaborative interaction with peers and experts in the field; (4) administrator mentoring to guide, shape, and direct teacher growth; (5) peer support among teachers to help each other in collectively becoming the best teachers they can be; (6) active and ongoing data collection that provides direction for all decision-making; and (7) evaluation systems that support and guide rather than criticize and penalize.

Further analysis will explore how these characteristics work individually and collectively to shape the successful teaching and learning environments within these schools with respect to the teaching staff.

Scientific or Scholarly Significance of the Study
This paper examines the characteristics of teachers and the teaching environments that facilitate successful learning across the four inclusive STEM schools studied. While not an exhaustive study, this characterization may provide a foundation to support others in making positive changes to create a highly effective teaching and learning environment Besides providing examples of success in diverse contexts, results of this study may also point to convergent experiences that support practices instrumental to an ISHS’s success, and likewise provide examples of success in diverse contexts.

Author

• Nancy Spillane, The George Washington University