A Cry for Help: Leadership Issues in STEM Education

• In Event: Evening Extravaganza: Taste of Brussels Reception, Author Meet & Greet, Lifetime Achievement Awardee and Keynote Meet & Greet, & Hosted Poster Session
  In Poster: Public Leadership Display Posters

Short Description

This poster reports on global research focused on uncovering proven leadership approaches that could be effective in helping STEM teachers embrace new paradigms. This research sought to gather leadership insights from effective teachers in the U.S., Ireland, the U.K., and South Korea through interviews, observations, and a case study analysis.

Detailed Abstract

Teachers in the Science, Technology, Engineering and Mathematics (STEM) arena face unprecedented and overwhelming expectations of change as educators around the world strive to better prepare secondary students for the rigors associated with STEM courses. According to Matt Larson, president of the National Council of Teachers of Mathematics (NCTM), “today, it seems as if nearly everyone agrees that high school mathematics needs to change. For far too long high school mathematics has not worked for far too many students” (2016, p.1). Global competition has all but mandated real-life approaches to STEM education, yet academic leaders have grossly lagged behind in assisting teachers with the paradigm shifts in the newly evolving instructional approaches. This presentation will provide research results from interviews and observations of teachers and academic leaders from Indiana, Ireland, the U.K., and South Korea as educational districts attempt to address this vital global issue.

High school mathematics scores, as measured by international tests, have remained flat for more than a decade; and have been sliding relative to our international peers (Larson, 2017). To examine ways to address these issues, the research began by going directly to our better teachers and asking them the secrets of their success. This research summarizes what was learned from these highly effective teachers. In addition this research reports on results from a case study focused on one school district’s struggles to adopt recommended new approaches in Indiana; their leadership approach designed to assist teacher restructuring will be detailed as well. Academic leaders have been slow to engage in the dialogue about academic reform, for mathematics teachers in particular. Matt Larson called for additional support for professional learning by mathematics teachers (Larson, 2017) and Darling-Hammond stressed the importance of teachers becoming “adaptive experts” (2005, p. 3) as they learn and grow.

The case study chronicles an approach directed at helping leaders during these turbulent times: (a) in evaluating current teaching approaches, (b) in developing faculty development sessions aimed at increasing student rigor, academic engagement, continuous in-classroom assessment coupled with real-life applications (c) in establishing a collaborative teaching approach to on-going experimentation and improvement; and (d) in addressing leadership issues vital to successfully achieving significant organizational change. A step-by-step example of how change can be led will be provided to session participants based on Black and Gregerson’s (2014) effective theoretical model for leading change. A report on successes and failures of this change approach will be discussed, with suggestions for improvement provided.

Finally, Clarke and Hollingsworth’s (2002) provided an effective framework for teacher collaboration for continuous learning and growth. The framework was affirmed by academic leaders in the study as they designed teaching, learning, and growth opportunities that allow teachers to discover what works within a research-informed framework rather than a top-down leadership mandate. The Japanese approach of Lesson Study informs this collaboration as leaders guide teachers in creating lessons plans together and then help each other by observing the execution of the approach and confirming or denying its success (Hart, Alston, and Muarata, 2011).

The research, which included interviews and observations of more than 100 teachers and academic leaders in four countries, will provide a clear basis for instructional improvement and keen insights for leadership focus directed at supporting long-awaited instructional changes. Academic leaders must leave the field of spectators and join the hard work of instituting significant organizational change in the STEM arena. If all students deserve equal access to high quality curricula and instruction, then leaders must work with teachers to provide balanced attention to conceptual understanding, reasoning, and problem solving as well as procedural understanding. This would entail major changes in the teaching approach as it is currently too easy to focus attention on the best and brightest students. According to Larson, “it is our collective responsibility to act.” (2016, p. 2). He recommends enhancing professional collaboration.

What we learned from our best teachers was that improving mathematics instruction included an increase in academic rigor through real-life, problem-based approaches. This approach, which involves a more conceptual understanding of critical mathematics content, must be focused on students of all abilities. Researchers like Carol Dweck hypothesize that a growth mindset enables teachers and leaders to target students of all ability levels in motivating more and more students to continue advanced courses in mathematics related fields (2016).

This research reinforces Carol Dweck’s research as some of our best teachers confirm the elements of their success stems : (a) high expectations for all students; (b) a passion for teaching; (c) genuine care, concern, and nurture of all students; and (d) a determination for teachers to continue to collaborate with each other to learn and grow in their profession. Interviews and observations confirmed the importance of teachers demonstrating enjoyment and enthusiasm for their job. Two components under cognitive demand were both mentioned by more than 50% of teachers in interviews and observed in 50% of the classrooms: (a) providing a disciplined, structured environment and (b) high expectations. One teaching component that was mentioned by more than 50% of teachers in interviews and observed more than 50% in the classrooms, was continuous assessment throughout a lesson.

The research provided five key components mentioned and observed by a majority of teachers from the study: (a) building relationships; (b) care, encouragement, and support; (c) enthusiasm; (d) passion for teaching; and (e) providing extra help to students. Two components under formative assessment were mentioned more than 50% in interviews and observed 50% of the time: (a) keeping students accountable and engaged, and (b) effective questioning and discussion. This research identified and confirmed common practices of teachers who are most adept at motivating students to high levels of achievement. Teachers indicated as essential the importance of providing students with hope and extra assistance while engaging all students with high cognitive demand. The more challenging the content, the more critical the extra help and encouragement becomes. Teachers emphasized that a caring disposition while allowing for continuous assessment with frequent adjustments provided the most successful.

Participant

• Jim Freemyer, Indiana Wesleyan University