Understanding the Work of Facilitators: STEM Professional Development

• In Event: Roundtable Session 18
  In Roundtable Session: Coaching and Facilitation in Professional Development

Abstract

Typically, professional development programs are implemented within a framework designed to help teachers make specific changes in either their approaches, their use of materials, or their beliefs (Fullan, 2007). Although the frameworks may be clearly listed, how the project facilitators communicate the heart of the innovation is poorly understood. Typically the work of facilitators is a “black box.” Little is known about the specific techniques of facilitators, responsible for implementing change at the school. This study, part of a NSF grant to refine a professional development approach to integrating STEM, is focused on the role of the facilitator as captured in various settings. Findings suggest three common themes for effective facilitation: facilitation style, content and pedagogical knowledge, and supportive affect.

Authors

• Ellen B. Meier, Teachers College, Columbia University

• Caron M. Mineo, Teachers College, Columbia University

• Rita Sanchez, Teachers College, Columbia University

• Dawn M. Horton, Teachers College, Columbia University

• Jessica Yusaitis Pike, Teachers College, Columbia University