Initial Impacts of a STEM Professional Learning Institute for Preschool Educators
Location
Culp Center Ballroom
Start Date
4-25-2023 9:00 AM
End Date
4-25-2023 11:00 AM
Poster Number
12
Faculty Sponsor’s Department
Other - please list
Center of Excellence in STEM Education
Name of Project's Faculty Sponsor
Alissa Lange
Competition Type
Competitive
Type
Poster Presentation
Project's Category
Early Childhood Education
Abstract or Artist's Statement
Early math, science, and STEM learning influence in young children’s educational trajectories, but not all children receive equitable access to these experiences. Many preschool educators have an interest in enhancing their STEM teaching but there are limitations in readiness to enact changes in their practice. Professional learning supports that are well-designed can positively influence these factors for preschool teachers, potentially increasing access to key early STEM experiences for all young children. Unfortunately, long-term, time-intensive supports, while effective are cost-prohibitive for many early childhood providers. One solution may be to build capacity with those who support teachers, including coaches, master teachers, and center directors, and to deliver professional learning experiences virtually. The present study examines the extent to which intensive, research-based content, repackaged into a virtual institute and focused on a turnkey model is effective in leading to changes in coaching practice and increasing reach. We investigated to what extent PSI attendees report impacts of participation on their knowledge and confidence in supporting preschool teachers in STEM and to what extent the PSI’s approach is able to expand the reach of our preschool STEM Education professional learning supports. After distributing a survey to 33 participants, we found that over 89% of participants agreed or strongly agreed with positive statements about the impact of participating in the PSI on their knowledge and confidence in supporting preschool teachers in S. T. E. M. and integrated STEM. We also learned through data collected through the attendee’s action plans that the 33 participants reported plans to support 750 preschool teachers. The projects implemented by PSI attendees included a statewide book study in spring 2022 (Iowa), expanding a STEM Lab program in a public school (Texas), creating a community garden (Connecticut), and created an Early Numeracy training based on information learned at the Institute (Washington). Reducing cost while maintaining integrity of professional learning resources can increase access to high-quality early STEM educational experiences for a larger number of educators, and ultimately, of children.
Initial Impacts of a STEM Professional Learning Institute for Preschool Educators
Culp Center Ballroom
Early math, science, and STEM learning influence in young children’s educational trajectories, but not all children receive equitable access to these experiences. Many preschool educators have an interest in enhancing their STEM teaching but there are limitations in readiness to enact changes in their practice. Professional learning supports that are well-designed can positively influence these factors for preschool teachers, potentially increasing access to key early STEM experiences for all young children. Unfortunately, long-term, time-intensive supports, while effective are cost-prohibitive for many early childhood providers. One solution may be to build capacity with those who support teachers, including coaches, master teachers, and center directors, and to deliver professional learning experiences virtually. The present study examines the extent to which intensive, research-based content, repackaged into a virtual institute and focused on a turnkey model is effective in leading to changes in coaching practice and increasing reach. We investigated to what extent PSI attendees report impacts of participation on their knowledge and confidence in supporting preschool teachers in STEM and to what extent the PSI’s approach is able to expand the reach of our preschool STEM Education professional learning supports. After distributing a survey to 33 participants, we found that over 89% of participants agreed or strongly agreed with positive statements about the impact of participating in the PSI on their knowledge and confidence in supporting preschool teachers in S. T. E. M. and integrated STEM. We also learned through data collected through the attendee’s action plans that the 33 participants reported plans to support 750 preschool teachers. The projects implemented by PSI attendees included a statewide book study in spring 2022 (Iowa), expanding a STEM Lab program in a public school (Texas), creating a community garden (Connecticut), and created an Early Numeracy training based on information learned at the Institute (Washington). Reducing cost while maintaining integrity of professional learning resources can increase access to high-quality early STEM educational experiences for a larger number of educators, and ultimately, of children.