Teacher Engagement in the Transition to a STEM-Focused School

• In Event: 68.038 - Curriculum Innovation, Religious Programs, and Faculty Formation in Catholic Schools

Abstract

The growth of charter schools and school choice policies in the U.S. has increased the potential for competition among schools, with some schools seeking academic niches to appeal to potential students. This study examines the early stages of organizational change in three Catholic elementary schools transitioning to STEM-focused Catholic schools, using qualitative data to better understand how and why different levels of teacher engagement occur and under what conditions teachers are able to “buy-in” to significant changes in instructional focus and practice. Findings suggest that school leaders play an important role in shaping the curricular shift through the provision of resources, professional support, ownership of the process, and whether and how they hold teachers accountable for the changes.

Author

• Julie W. Dallavis, University of Notre Dame