Initial Impacts of a STEM Professional Learning Institute for Preschool Educators

Authors' Affiliations

Amie Craven, Department of Early Childhood Education, Clemmer College, East Tennessee State University, TN.

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

Classification of First Author

Graduate Student-Doctoral

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.

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Apr 25th, 9:00 AM Apr 25th, 11:00 AM

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.