1. STEM Coordinator: An Emerging Position in STEM Schools
Who are they? What do they do? Do I need one?
Alexis Soffler, PhD & Jennifer Chadwick-Conway

2. This presentation will be on:
Our personal experiences of a STEM coordinator at an elementary school level, some research on the position
Reflections on areas of success and challenges
Considerations and Recommendations for what to look for when hiring
Tips and suggestions

3. Intended Audience
Administrators and STEM Specialists in the first years of STEM transition
Thinking of hiring a STEM specialist
Just hired one and looking for suggestions for effectively using them
Have one and are looking to “up the game”

4. Who we are Alexis Soffler, PhD: STEM Coordinator/Specialist
Jennifer Chadwick-Conway: Elementary Principal
Our school- Shepardson Elementary School, Fort Collins, Colorado

5. “Going STEM”- Gah! We need a STEM Coordinator!
School transition to STEM 5 years ago, STEM specialist hired 2 years ago because of…
Increased workload
Higher level of specialized content knowledge to support teachers and programs
New demands on community connections and projects
Keeping up to date with research, news, policy, and products
Centralized position to handle questions, problems, and ideas relating to STEM
This is not new, nor just us… The data!

6. Who is a STEM Specialist?
STEM facilitators, specialists and coordinators are employed by schools, universities, companies, and not-for-profits
This job did not exist 5 years ago, now a quick search of “STEM education coordinator” (or support/professional/coach, etc.) returned over 1,000 hits on Simply Hired
They perform a range of duties from research to program implementation to administrative assistant in STEM programs
They are funded through a variety of mechanisms
Fundamentally different from science and math specialists in that STEM is a different “beast” (but we will draw on research from science teaching because there is not a whole lot on STEM)
IN SUM- There is no one definition… But you probably need one!

7. Most elementary schools are not prepared for high-level STEM
40% of K-5 teachers have had four or fewer semesters of college level science. (Weiss, Banilower, McMahon, & Smith, 2001)
Two-thirds of teachers did not feel well prepared to teach science (Weiss et al., 2001)
In 2000, as many as 15% of elementary students in the United States received some science instruction from science specialists in addition to their regular classroom teacher, and 12% received instruction solely from a science specialist (Weiss et al., 2001).
Advocates for elementary science specialists argue that the more substantial science content and pedagogical knowledge and high priority and support for science teaching will result in higher quality science learning experiences for elementary children (Abell, 1990; Gess-Newsome, 1999; Hounshell & Swartz, 1987; Jones & Edmunds, 2006; Nelson & Landel, 2007; Neuman, 1981; Schwartz et al., 2000; Williams, 1990).
JEN- You see this, right?

8. Specialists Make a Difference in Thinking, Planning, and Increasing Quality… But not on Tests
“Science instructional planning of the science specialists better aligned with reform-based practices in comparison with the regular classroom teachers in the same district.”
“Students taught by the elementary science specialists were engaged in inquiry-oriented activities and demonstrated critical thinking abilities.”
“In comparison to students in the non-specialist district, students taught by the science specialists were not significantly different in achievement on state science tests.” (Schwartz & Gess-Newsom, 2008) pg 20 & 21
STEM specialists are for increasing quality learning, don’t bother if raising tests scores if your only objective!
ALEXIS- STEM specialists provide depth, mentorship and modeling instructional methodologies and pedagogy. They also provide content specialty.

9. A STEM Special with a STEM specialist? Be thoughtful…
Schwartz et al. (2000) demonstrated the exclusive use of science specialists for all science instruction, the model implemented in the targeted district, may have diminished science teaching abilities of the regular classroom teachers in that district.
However, collaborative and “some teaching” models have been successful (Schwartz & Gess-Newsome, 2008)
Administrators must think out of the box!

10. What the STEM coordinator does at Shepardson- 60% position
Professional development (10%)
Co-teaching (30%)
Evaluating and enhancing materials and programs (10%)
Program development and event planning (10%)
STEM leadership and representative in community, district, state, and national arenas (10%)
Liaison with community (5%)
Grant writing (5%)
Direct instruction for students (10%)
Support and shared leadership in STEM with principal (10%)
Professional development – we wanted PD that is going to empower all of our teachers to be STEM teachers and integrate STEM into everyday. We also wanted PD to be relevant to Shepardson. - Jen
These times are estimates over the course of the year- these vary on what is at hand.
Professional Development
Inquiry, specific lessons, rub goldberg 21st century skills, citizen science
Co-teaching – this was another specific approach on our parts to empower our teachers to be STEM teachers and to reinforce PD that teachers have received. – Jen
Co-taught rube goldberg
Co-taught mastodon
“hard topics”, extra hands, support for new methods (inquiry)
Evaluating and enhancing materials and programs
*Engineering is Elementary
*Co-planning with teachers (4th grade energy unit menu)
Program development and event planning
*STEM Night
*Work with CSU, Rotary, etc.
STEM leadership and representative in community, district, state, and national arenas
*Worked with state on sample curriculum
*Meetings with Rotary, Rocky Mountain Innosphere
Liaison with community
*Parents
*Groups
*Point person for contact
Grant writing
Direct instruction for students
*Small groups
*”Back and forth” co-teaching
*AT Timnath, teach STEM class
Support and shared leadership in STEM with principal
*Work on vision statements and school goals
*STEM Team meetings
*Shepardson Model

11. A day in the life… Bat houses with Home Depot Co-Planning Lessons
Mastodon Matrix
STEM Night
Researching materials- digital microscopes
Direct Instruction

12. Things that happened in the past 2 years with a STEM coordinator
Creation of a school STEM lab
Creation of an integration model of STEM in all content areas
Approx. $10K in grant money
1,000+ hours of in-school professional development and STEM support
Personal relationships with state level STEM leadership, academia, and local community partners
Creation of “STEM Time”
Creation of a math games lending library
Citizen Science initiative
STEM Night doubled in size and presenters
Creation of school materials and brochures for communicating to parents regarding STEM
Changes in web presence (facebook, blog, and website)
Beginning stages of academic research
JEN - WHY INVEST in a STEM COORDINATOR? – Jen briefly discusses how a STEM coordinator has changed the school environment. Basically introduce the slide.
ALEXIS – goes over the slide. Main point, the changes can be global.

13. Administrators
“We found that teachers’ level of implementation closely followed the principals’ level of interest, knowledge, and excitement for science.”
“If the role of the specialist was to provide support and leadership to enhance science instruction, and if the administrator provided the necessary leadership and support, the employed model was likely to be described as successful.”
Pull-out models of an isolated science (STEM) class erode the vision necessary for school-wide values and endeavors.
However, a combination of direct teaching (one day a week?) and STEM mentorship and program development for the rest of the time was effective. (Schwatrz & Gess-Newsome, 2008) pg. 25

14. Challenges for Administrators
Funding
Finding the combination of high content knowledge, teaching knowledge, and leadership abilities of qualified specialists (PhDs?)
Deciding what your STEM coordinator’s role is
Managing non-traditional people in non-traditional roles
STEM is fast paced, intense, and there are no clear objectives or boundaries
JEN’S Slide
Add some stories

15. Challenges for the STEM Coordinator
Hesitance from teachers entering new territory
Balancing time in a position that has many varied responsibilities and is largely self-directed
Connecting and applying research, policy, vision, and pedagogy to standards and state/district requirements
Having both a specialized but global understanding of elementary education
ALEXIS’S SLIDE
This picture is an example- “Hey! I don’t know what to do today!”
I had to “make time” (re-schedule paperwork, other phone calls, etc.), quickly combine understandings of standards, grade level, STEM and science methods and what tools we have at our disposal). Very much- on the fly. Here, we used hula hoops and “on the go outdoor packs” I made earlier to do sampling and observations. 4th grade.

16. What works
A fundamentally new position (not a teacher, coach, administrator, etc.)
A qualified person with diverse skills
Shared leadership regarding STEM in the school WITH the administrator
STEM coordinator as a specialist and co-decision maker
Principal as administration specialist, big picture, and co-decision maker in regards to STEM
Takes a tight team!
Tag team this slide
Talk about how we complimented each other and learned from one another.
Jen -New territory to have someone at the elementary level who helps you make decisions about the focus and vision of your school. It can be hard to give up some of that control and trust someone else.
This is 4th grade rockets- took teamwork with principal, STEM coordinator, and teachers to make it happen.

17. Qualities in a Successful STEM Coordinator
High level of content knowledge
High level of teaching ability
Understands trends of different STEM fields and large-scale STEM directions
A representative of the school to outside organizations
Ability to communicate
Energetic and inspiring
Able to work between organizations, STEM professionals and academics, the school, teachers, parents, and students- understanding and connecting
Big picture thinking, real classroom actions
Clear school vision, objectives, and priorities
Ability to understand and actualize a school vision and goals
You are probably looking for a PhD or a very veteran specialist in one of the STEM areas due to the complexity of the role.
Alexis - High level of content knowledge -
Jen - High level of teaching ability
Teaching is important and knowing the elementary classrooms
Alexis - A representative of the school to outside organizations
Alexis - Ability to communicate
Jen - Energetic and inspiring
Motivator
Helpful
Helps people see the benefit
Alexis & Jen- Able to work between organizations, the school, teachers, and students- understanding and connecting
Jen & Alexis - Big picture thinking, real classroom actions
Jen - Clear school vision, objectives, and priorities
Alexis- Probably looking for PhD- “great teachers” don’t always have the ability to mobilize teachers and advise administrators- 3 STEM specialists hired 2 years ago in our district, only 1 survived! Difference was PhD. I use WAY more of it than I had anticipated from philosophy to applying research to “clout” needed to get the attention from STEM professionals

18. Science Education PhD’s Recruiting
STEM draws heavily from science education, and with NextGen taking the lead, that trend will continue.
64 institutions offer a form of science education PhD
In 1999 (latest data) there were 177 PhD’s in science ed. conferred, and each institution averaged about 2. This is DOWN- in the 1970’s, there were about 230 total/yr.
A decline in the number of k-12 teachers going on to PhD’s (due to cost of tuition, working, and parenting) means very few k-12 savvy PhD’s
Only 10% of PhD’s had experience or interest at the elementary level
This means that every year, there are about 2 new science education PhD’s in elementary nationally, plus whomever else is “looking”.
(Jablon, 2002)
ALEXIS’S Slide

19. What you can offer… You are competitive!
Freedom and flexibility to try new things appeals to “thinkers”
Immediate, daily, and direct influence on education, teachers, and children
The opportunity to build a rounded CV for strong career progression
Public schools often pay higher than entry level faculty at the university (even at a “teacher” salary)
Healthcare, regular hours, ability to balance family and work, etc.
Emphasis on teaching and administrative skills, not research
ALEXIS’S Slide

20. Funding There are LOTS of grants and growing support
Easier to get “stuff” and small grants to start
Success breeds success
Grants need objectives, measurable outcomes for success, aligned with vision, and clear and substantiated uses for the money
Funding for our position comes from building funds (this is the trend- Schwartz & Gess-Newsome, 2008)
Quick mention – ALEXIS
Could be a topic in itself- will say, “Start with stuff”
Here are simple machines that I got a grant for- explicit, clear for connection, etc.

21. Tip 1- Create layers and sustainability
Even after you have hired, work to build sustainable and reinforced infrastructure
Groom your most interested teacher(s) and give them “on the job” training and mentorship
Talk with your local university to discuss their programs and how to create mutually beneficial experiences for the science/STEM education grad students.
Talk to your local financial supporters and community advocates about scholarships for local teachers to pursue advanced degrees
ALEXIS’S Slide

22. Tip 2- Be prepared to work outside of your box
Don’t look for a candidate who will exactly fit your pre-conceived list, look for one who has a solid background and demonstrates an ability to adapt, succeed, and reinvent themselves- STEM changes rapidly and the single position has enormous diversity of roles
You will likely end up sharing leadership and the spotlight (ta-da!) and having to balance non-traditional people in non-traditional roles
JENS SLIDE

23. Tip 3- Find a Partner
Your STEM coordinator will often be a face for your school
Your STEM coordinator will be suggesting lots of different things which have the potential for lots of change
Your teachers and parents will begin to look to the STEM coordinator for leadership, recognition, and validation in the school’s STEM program
In sum- You want to be able to talk to this person freely and trust them as a co-leader in STEM within the school and they will need your support as they face continual, low-level resistance
Tag Team
ALEXIS - Your STEM coordinator will often be a face for your school
JEN - Your STEM coordinator will be suggesting lots of different things which have the potential for lots of change
Alexis - Your teachers and parents will begin to look to the STEM coordinator for leadership, recognition, and validation in the school’s STEM program
Jen - In sum- You want to be able to talk to this person freely and trust them as a co-leader in STEM within the school and they will need your support as they face continual, low-level resistance

24. Getting a STEM coordinator: Backwards Design!
School STEM vision and goals (if you don’t have this to start, this needs to be a first priority)
Prioritize the school needs for STEM
Identify resources and areas where resources need to be built
Set goals for the STEM coordinator, but not steps to reach them
Work to recruit based on the first three priorities
ADD image of your handout

25. Put it in a “take away bag”!
Assess your school as to your individual needs and what you have in place to support STEM (join us tomorrow!)
Invest for raising the quality of STEM and instruction school-wide
Reconsider traditional roles and schedules- think collaborative and flexible
Shoot for the top shelf in your hire, as the STEM field is complex and so is the job
Know this person will be a partner and leader in your school- let them be that!

26. Join us again tomorrow…
Administration in a STEM school
Continue to with needs assessments and group discussions on first steps of STEM programs and schools
Friday, May 17 11:45 AM–12:45 PM
“An Administrator's Journey to Creating a STEM- focused School”
America's Center, 260
THANK YOU!

27. Contact Information
Alexis A. Soffler, PhD
Jennifer Chadwick
Shepardson Elementary School
1501 Springwood Dr., Fort Collins, Colorado 80526
Personal website:
Shepardson Elementary School
1501 Springwood Dr., Fort Collins, Colorado 80526
School website:

28. References
Weiss, I. R., Banilower, E.R., McMahon, K. C., & Smith, P. S. (2001). Report of the 2000 National Survey of Science and Mathematics Education, Chapel Hill, NC. Horizon Research, Inc.
Abell, S. (1990). A case for the elementary science specialist. School Science and Mathematics, 90(4),
Gess-Newsome, J. (1999). Delivery models for elementary science instruction: A call for research. Electronic Journal of Science Education, 3(3).
Hounshell, P.B., & Swartz, C. E. (1987). Elementary science specialists? Definitely!/We know better. Science and Children, 24(4), 20-21
Jones, M. G., & Edmunds, J. (2006). Models of Elementary Science Instruction: Roles of science specialists. In K. Appleton (Ed.) Elementary science teacher education: International perspectives on contemporary issues and practice (pp ).
Nelson, G., & Landel, C. (2007). A collaborative approach for elementary science. Educational Leadership,
Neuman, D. B. (1981). Elementary science for all children: An impossible dream or a reachable goal? Science and Children, 18(6), 4-6.
Schwartz, R. S., Abd-El-Khalick, F., & Lederman, N. G. (2000). Achieving the reform’s vision: The effectiveness of a specialist-led elementary science program. School Science and Mathematics, 100(4),
Williams, D. (1990). Making the case for the science specialist. Science and Children, 27(4),
Schwartz, R.S., Gess-Newsome, J (2008). Elementary Science Specialists: A Pilot Study of Current Models And a Call for Participation in The Research. Science Educator. 17(2),
Jablon, P. C. (2002). The Status of Science Education Doctoral Programs in the United States: The Need for Core Knowledge and Skills. Electronic Journal of Science Education. 7(1).