Coaching in STEM
Currently, Science, Technology, Engineering and Mathematics (STEM) have become an essential part of education to be able to meet the needs of the global job market. Throughout the years, teachers have been asked to try new strategies in their classrooms with the curriculum, and more recently integrate technology and engineering into their math and science instruction (National Research Council, 2011). Therefore, schools are facing the problem of teachers having a lack of content knowledge in those areas, and are thus unprepared to teach technology and engineering (ASEE, 2004).
On the other hand, there is an emphasis on developing inquiry skills in the science standards, and many STEM teachers do not have not the skills to teach inquiry successfully (Bybee & Fuchs, 2006). According to Lamberg (2018), the leaders must be lifelong learners that develop expertise in their teachers and “combine noticing and reflection to lead powerful learning experiences”(p. 63). Taking that into account, coaches must read current research and study before they get into a new project, under the STEM lens (Lamberg, 2018).
To support these expectations in teachers, coaches must provide relevant professional development workshops where teachers have active roles, and present them with content that will match the realities of their classroom with unlimited follow-up (Garet, Porter, Andrew, & Desimore, 2001). This coaching also needs to be linked with classroom practice, teacher professional development, and student achievement (Ball & Cohen, 1999).
Jacobs, Lamb & Philipp (2010) studied teachers noticing student mathematical behaviors. This directly connects to STEM learning inasmuch as teachers struggle to be aware of everything happening in the classroom and responding to learning behaviors. Coaches can focus on how teachers notice children’s mathematical thinking by unpacking the decisions made by the teachers to focus on a particular decision making via verbal or written feedback. . Jacobs, et al (2010) claimed groups who have similar goals and experiences demonstrate distinct patterns and this connects to STEM in a way where teachers can participate in effective professional development as a professional learning community facilitated by the mathematics coach.
Additionally, the implementation of cognitively challenging tasks (Boston & Garrison, 2015) provides students opportunities to problem solve and utilize higher level thinking skills. The ability to engage students in more complex tasks that go beyond rote memorization is a skill that the mathematics coach will need to build and foster within the school community in order to master STEM skills.
In order to improve instruction within the STEM branch of curriculum, Berebitsky-Larson (2017) declared that “schools and districts need to provide substantial support to teachers” (p.33). For that, a coach must create the environment for teachers be able to “see in more than just one color, in other words, to discern the complex shades of teaching and learning” in the current world (Rodgers, 2002, p. 250). Finally, Opfer & Pedder (2011), stated the practices and teacher learning must be conceptualized into a complex system which reflects perfectly the teacher’s background as well as the learning environment. This conceptualized approach will be supported by professional development programs where collaborative processes will be in place to improve teacher performance within the STEM areas.