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1. Integrated STEM Professional Development: Utilizing Best Practices in an Online Format

   Haines, Sarah; Asim, Sumreen; Wieselmann, Jeanna; Menon, Deepika (April 2024, Proceedings of the 2024 New Perspectives in Science Education International Conference. Filodiritto Proceedings.)

   Online professional development (PD) can reach teachers from widespread areas. Here, we describe PD activities that are part of a project focused on integrated science, technology, engineering, and mathematics (iSTEM) teaching self-efficacy and effectiveness among early-career elementary teachers. Toward our objective of building a community of elementary teachers focused on improving their iSTEM teaching, we are conducting online PD institutes over four summers. These PD institutes are designed using Desimone’s five critical features of effective PD: content focus, active learning, coherence, duration, and collective participation. Our institutes engage teachers in an initial synchronous online session, which is followed by independent work time to put their learning into practice. It concludes with a final synchronous online session where teachers share their asynchronous work, receive feedback, and identify the next steps in enacting their learning in the classroom. Below we describe the first year’s PD activities. 

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2. Integrated STEM professional development: Utilizing best practices in an online format

   Haines, S; Asim, S; Weiselmann, J; Menon, D (April 2024, Proceedings of the 2024 New Perspectives in Science Education International Conference)

   Online professional development (PD) can reach teachers from widespread areas. Here, we describe PD activities that are part of a project focused on integrated science, technology, engineering, and mathematics (iSTEM) teaching self-efficacy and effectiveness among early-career elementary teachers. Toward our objective of building a community of elementary teachers focused on improving their iSTEM teaching, we are conducting online PD institutes over four summers. These PD institutes are designed using Desimone’s five critical features of effective PD: content focus, active learning, coherence, duration, and collective participation. Our institutes engage teachers in an initial synchronous online session, which is followed by independent work time to put their learning into practice. It concludes with a final synchronous online session where teachers share their asynchronous work, receive feedback, and identify the next steps in enacting their learning in the classroom. Below we describe the first year’s PD activities. 

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3. Integrated STEM professional development: Utilizing best practices in an online format.

   Haines, Sarah; Asim, Sumreen; Wieselmann, Jeanna; Menon, Deepika (April 2024, Conference proceedings)

   Online professional development (PD) can reach teachers from widespread areas. Here, we describe PD activities that are part of a project focused on integrated science, technology, engineering, and mathematics (iSTEM) teaching self-efficacy and effectiveness among early-career elementary teachers. Toward our objective of building a community of elementary teachers focused on improving their iSTEM teaching, we are conducting online PD institutes over four summers. These PD institutes are designed using Desimone’s five critical features of effective PD: content focus, active learning, coherence, duration, and collective participation. Our institutes engage teachers in an initial synchronous online session, which is followed by independent work time to put their learning into practice. It concludes with a final synchronous online session where teachers share their asynchronous work, receive feedback, and identify the next steps in enacting their learning in the classroom. Below we describe the first year’s PD activities. 

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4. Collaborative global learning within an integrated STEM professional development using children's literature

   https://doi.org/10.1111/ssm.18328  

   Asim, Sumreen; Haines, Sarah; Wieselmann, Jeanna; Menon, Deepika (January 2025, School Science and Mathematics)

   Elementary‐level teachers often express the need for assistance and support in teaching integrated science, technology, engineering, and mathematics (STEM) lessons. Many lack content knowledge in these disciplines, and many also report a lack of adequate opportunities to teach these subjects during their preservice programs or their in‐service careers. We addressed this need by offering online professional development (PD) opportunities in integrated STEM, using model lessons that are anchored in the BSCS 5E instructional model, also known as the learning cycle. Our broader goal is to establish a professional learning community for both preservice and in‐service elementary teachers focused on integrated STEM education. We based our design and implementation of an engineering‐focused PD sequence on research literature, integrating STEM content areas and emphasizing key factors for maximizing impact, such as active learning, content focus, coherence, duration, and participant engagement. In this article, we outline the structure and describe the activities we conducted over the summer, which included elements of collaboration, interaction, and reflection. Our team also chose to incorporate picture books featuring international STEM role models, like Zaha Hadid, in the book titled The World is not a Rectangle: A Portrait of Architect Zaha Hadid by Jeannette Winter. The insights gained from this iteration of the PD will inform the planning of future online PD offerings for elementary teachers. 

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5. Design Decisions in Translating Face-to-Face Video-Based Elementary Science Professional Development to an Online Environment

   Kowalski, S. M.; Belcastro, A.; Hvidsten, C.; Constantine, A.; Faruqi, F.; Askinas, K.; De Vaul, R.; Snowden, J.; Roehrig, G. (April 2021, Annual meeting program American Educational Research Association)

   Objective Over the past decade, we developed and studied a face-to-face video-based analysis-of-practice PD model. In a cluster randomized trial, we found that the face-to-face model enhanced elementary science teacher knowledge and practice, and resulted in important improvements to student science achievement (student treatment effect, d = 0.52; Taylor et al., 2017: Roth et al., 2018). The face-to-face PD model is expensive and difficult to scale. In this poster, we present the results of a two-year design-based research study to translate the face-to-face PD into a facilitated online PD experience. The purpose is to create an effective, flexible, and cost-efficient PD model that will reach a broader audience of teachers. Perspective/Theoretical Framework The face-to-face PD model is grounded in situated cognition and cognitive apprenticeship frameworks. Teachers engage in learning science content and practices in the context in which they will be teaching. In addition, there are scaffolded opportunities for teachers to learn from model videos by experienced teachers, try model units, and ultimately develop their own unit, with guidance. The PD model also attends to the key features of effective PD as described by Desimone (2009) and others. We adhered closely to the design principles of the face-to-face model as described by Roth et al., 2018. Methods We followed a design-based research approach (DBR: Cobb et al., 2003: Shavelson et al., 2003) to examine the online program components and how they promoted or interfered with the development of teachers’ knowledge and reflective practice. Of central interest was the examination of mechanisms for facilitating teacher learning (Confrey, 2006). To accomplish this goal, design researchers engaged in iterative cycles of problem analysis, design, implementation, examination, and redesign (Wang & Hannafin, 2005). Data We iteratively designed, tested, and revised 17 modules across three pilot versions. Three small groups of teachers engaged in both synchronous and asynchronous components of the larger online course. They responded to surveys and took part in interviews related to the PD. The PD facilitators took extensive notes after each iteration. The development team met weekly to discuss revisions. Results We found that community building required the same incremental trust-building activities that occur in face-to-face PD. Teachers began with low-risk activities and gradually engaged in activities that required greater vulnerability (sharing a video of themselves teaching a model unit for analysis and critique by the group). We also identified how to contextualize technical tools with instructional prompts to allow teachers to productively interact with one another about science ideas asynchronously. As part of that effort, we crafted crux questions to surface teachers’ confusions or challenges related to content or pedagogy. Facilitators leveraged asynchronous responses to crux questions in the synchronous sessions to push teacher thinking further than would have otherwise been possible in a 2-hour synchronous video-conference. Significance Supporting teachers with effective, flexible, and cost-efficient PD is difficult under the best of circumstances. In the era of COVID-19, online PD has taken on new urgency. AERA members will gain insight into the construction of an online PD for elementary science teachers/ Full digital poster available at: https://aera21-aera.ipostersessions.com/default.aspx?s=64-5F-86-2E-15-F8-C3-C0-45-C6-A0-B7-1D-90-BE-46 

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