STEAM Teacher-Led Model

PD Model

The PD for Case Model 1 was conducted by a small local company that worked exclusively with the school. The school and the PD provider had an existing relationship prior to the study, as the PD provider had led workshops on computer science with the school in the previous academic year.

The case model PD focused primarily on teachers learning how to define CT, learning the different theoretical applications of CT, and trying out hands-on activities that could be adapted to a range of grade levels and content areas.

Year 1: PD focused on teachers learning about the theory behind CT and developing their own definitions, which was challenging to teachers.

Year 2: PD included working with students to develop schoolwide definitions for CT concepts.

The PD experiences over both years focused simultaneously on both plugged and unplugged CT lessons.

  • PD provider to school ratio: 1 to 1
  • Years the school participated in the PD program: 2017–2019
  • Primary focus of PD: Teacher self-efficacy
School Description

Located in Brooklyn, the school in Case Model 1 is a pre-K through grade 5 elementary school. The school was founded in 2014 and serves approximately 500 students each year. Of those students, approximately 84% fall below the poverty and economic need line. The majority of students are Hispanic (78%), and roughly a third of the student population are English language learners.

  • Grades: Pre-K–grade 5
  • School size/enrollment: 500
  • Race/Ethnicity: Asian 14.4%, Hispanic 78.2%
  • English language learners: 33.8%
  • Poverty and economic need: 84.6%
  • Borough: Brooklyn
Pathway to Schoolwide Integration

This school relied primarily on the STEAM teacher to lead most of the CT integration effort. The STEAM teacher and the PD provider developed the vision for integration and planned and implemented the steps necessary toward achieving that vision.

Year 1: The STEAM teacher and the PD provider led the integration efforts by supporting a team of 10 teachers across the different grade levels to create individual lesson plans for integrating CT. Initially teachers developed lessons across different content areas; however, implementation was very limited.

Year 2: The STEAM teacher continued to drive the CT integration efforts and worked with the PD provider to integrate CT into the science curriculum of each grade. The STEAM teacher—exclusively—then taught all students the integrated curricula. The PD provider continued to host PD sessions that were open to all teachers in the school as “a la carte” experiences, meaning that teachers were able to sign up for individual sessions as they desired.

  • Vision of schoolwide integration developed by: STEAM teacher and PD provider
  • Content area(s): STEAM class, primarily science curricula
  • Grade levels: All grade levels
Lesson and Assessment Practices

Year 1: PD focused on teacher-created, CT-integrated units across multiple content areas; however, teachers found this very challenging. Instead, teachers and the PD provider created numerous “evergreen” activities that could be used throughout different content areas and across grades.

Year 2: The plan was revised and focused on the STEAM teacher creating, testing, and refining CT-integrated activities with support from the PD provider. While the school did not implement formal assessment practices, the STEAM teacher did have students reflect on their use of CT concepts when problem-solving in science.

  • Lesson development: STEAM teacher and PD provider integrated CT within existing curricula
  • Primary instructional approaches used in lessons: Using academic language, reflecting on cognitive strategies, and pair programming
  • Primary assessment practices used: Exit tickets and student-developed self-reflection rubric
Structures for Sustainability

Because all CT implementation and instruction are being conducted and delivered by the STEAM teacher, all students in the school receive exposure to CT concepts. This practice also allows for the STEAM teacher to serve as an expert and to provide CT support to teachers throughout the school. However, the challenge to this model is the potential for the STEAM teacher to experience burnout or depart.