Teaching Tool or Learning Tool? Principal Framing of the Role of Resources in Educator Learning. (Poster 7)

• In Event: System-Building for Improving Elementary Science Teaching and Learning: From the Classroom to the Central Office

Abstract

Purpose
In this paper I explore how two principals in one rural school district framed the role of resources in supporting new STEM teaching practices among building educators and how this shaped educator learning of new instructional practice.

Theoretical Framework
Drawing from the concept of implementation resources, which explores how materials associated with implementation (events, resources, action steps) can influence the spirit of implementation, this paper looks at the actions of the principal through the lens of an insider activist (Scully and Segal, 2002; Buchter, 2021).

Modes of inquiry
I used a comparative case study design to examine the actions of two school leaders in one rural school district in the Midwest engaged in implementing STEM instructional practices.

Data/Analysis
Data collected included four 30 minute interviews with school administrators, twelve 30 minute interviews with teachers, and survey results from 147 educators (response rate 86%). Data were analyzed using inductive coding (Yin, 2016) and then grouped into salient themes (Saldana, 2013). I used memos extensively to assist in my sensemaking of the data (Lochmiller & Lester, 2017).

Findings
While both principals described their role in the implementation of new STEM instructional practices as facilitators, responsible for getting information to teachers and helping them secure needed resources and training, the ways in which they supported and framed teacher use of instructional resources differed greatly, leading to levels of engagement with new instructional practices within each school. Educators’ reported experiences support the notion that principal framing influenced their use of resources and implementation of new instructional practices.
1. The middle school principal described herself as a facilitator, connecting teachers to resources, however through the use of collaborative planning time and weekly meetings with a technology coach she promoted the new technology resources as tools for educator learning. Middle school educators described a school-wide effort to engage in new STEM instructional practices, including in the arts.

2. The high school principal described his role as providing information to teachers and getting them resources when they asked for them. While this school also had a technology coach, the principal framed the role as technical troubleshooting and policy development and technology resources as tools for instruction. Educators described the adoption of new STEM instructional practices as occurring within the science and workforce technology departments.


Significance
This paper contributes new understanding of the role of school principals in the implementation of new initiatives. Specifically, findings uncover how principals leveraged and framed the utility of material resources in ways that not only shaped educator access to those resources, but also influenced the depth and breadth of implementation.

Author

• Jennifer Karnopp, San Diego State University