Facilitator Resources
Building The Capacity Of Educators
Suites of resources on a range of early STEAM topics for facilitators and coaches to use in professional learning with educators.
Ongoing PL
Effective STEAM PL contributes to meaningful changes to teaching practices. Sustaining this learning takes multiple PL opportunities over time.
This final section covers strategies that support participants’ long-term growth:
- providing ongoing coaching and individualized support
- considering other opportunities for sustained learning, such as communities of practice or lesson studies
- gathering feedback from participants to inform future PL sessions
Provide Ongoing Coaching and Individualized Support
During PL sessions, facilitators may provide real-time coaching and support for educators. For example, facilitators can use part of the feedback and reflection time to connect with individual educators.
Following a PL session, facilitators can provide individualized support through coaching for educators in their settings. Coaching further builds on educators’ learning and helps them apply new strategies. Coaching also helps extend the duration of PL, which can lead to educators’ improved teaching practices and, in turn, improved outcomes for children (Desimone, 2009).
For more coaching resources, visit the Early Math Coaching self-study module.
Sustain Participants’ Learning
It takes time to shift mindsets, deepen knowledge, and enhance practices. Effective PL promotes participants’ confidence and positive feelings about STEAM. After each PL, participants need opportunities to reflect on their knowledge and practice new strategies over time. Continue to promote a sense of belonging and sustain participants’ learning by considering the following strategies:
- Offer coaching sessions to educators.
- Connect with educators through email or social media, as appropriate.
- Invite educators and leaders to join professional learning communities or communities of practice.
- Encourage leaders to observe STEAM learning experiences and set STEAM goals.
- Consider how community partners, such as COEs, science centers, or colleges, can contribute to STEAM PL sessions and ongoing supports.
- For more resources on planning PL experiences and ongoing supports, visit the Building Systems to Promote Early STEAM in Your Agency and Early Math Coaching self-study modules.
- Educators might join the National Association for the Education of Young Children or the U.S. National Science Foundation or subscribe to the National Science Teaching Association or National Council of Teachers of Mathematics to access journals and other tools.
- Educators of color can build professional connections through organizations that support diversity in STEAM fields (Rosa & Mensah, 2016). For example, facilitators may suggest that educators get involved with organizations such as the American Indian Science and Engineering Society, the National Association of Black STEM Teachers, or the National Girls Collaborative Project.
Gather Feedback from Participants
Educators use different methods (for example, observation and documentation) to assess the progress of children’s learning in an ongoing way. Similarly, facilitators can gather feedback from participants before, during, and after PL sessions to assess their level of satisfaction and understanding of session content.
For example, physical or verbal signs of laughter, joy, and enthusiasm can indicate educators’ positive engagement during the session. On the other hand, signs of confusion, frustration, or lack of relevant conversations might indicate that participants are unsatisfied or disinterested.
Checks for understanding might include opportunities for participants to ask questions about the session content. They could also include open-ended questions that allow participants to make connections to their own teaching practice. For example, “How would you adapt this activity for the children in your setting?” These reflection questions can help break up large amounts of content and make sessions feel more interactive and less like a lecture.
PL sessions do not often go exactly as planned. Facilitators should include flexible time in the agenda so they can adapt activities based on participants’ engagement. For example, if participants are highly engaged in a meaningful discussion about a session topic, facilitators might extend the discussion by a few minutes to allow all participants to finish sharing their ideas.
Reflect:
What is one strategy you plan to use to gather feedback from participants?
Gather Feedback Using PL Surveys
At the end of PL sessions, facilitators might invite participants to complete a brief survey. Surveys can be administered anonymously or with a space for participants to share their contact information so that facilitators can follow up with additional support.
Use this Professional Learning Survey: Example Items to explore examples of survey items facilitators can use or adapt to gather feedback from participants about a PL session they just attended.
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Start Your STEAM PL Session Plan
In this module, you learned about key adult learning principles and CPE’s approach to STEAM PL. You also explored strategies and resources to plan for and facilitate STEAM PL, which include the following:
- promoting active, playful learning
- developing a clear and coherent content focus
- supporting collaboration
- modeling effective practices
- offering coaching and individualized support
- encouraging feedback and reflection
- considering opportunities for sustained learning
Reflect on this module’s content as you plan STEAM PL sessions and ongoing supports. Use the STEAM PL Session Template to support your planning.
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Self-Study Modules
Building Your Capacity
Modules for leaders, professional learning facilitators, and coaches to build their knowledge and skills in how to provide early STEAM professional learning.
