Involving STEM Disciplinary Faculty in Deepening Teacher/Teacher Leader Content Knowledge
The involvement of STEM disciplinary faculty in efforts to improve mathematics and science education has been an integral aspect of the Math and Science Partnership program. MSP leaders report that STEM disciplinary faculty play a wide variety of roles in their programs. What do we know about the contributions of STEM disciplinary faculty involved in efforts aimed at deepening teachers'/teacher leaders' mathematics/science content knowledge? What have we learned from the MSP efforts about selecting, orienting, and supporting STEM disciplinary faculty for these roles?
The MSP Knowledge Management and Dissemination project conducted a systematic review of the empirical literature related to deepening teachers' mathematics/science content knowledge. Nine of the research studies identified in this review investigated professional development programs that were explicit about the involvement of STEM disciplinary faculty in deepening teacher content knowledge. Although no studies investigated the unique contribution of involving STEM disciplinary faculty in deepening teacher content knowledge, consistent positive results across the programs support claims regarding the effectiveness of involving STEM faculty in deepening teachers' mathematics/science content knowledge.
The MSP KMD project has also focused on collecting and synthesizing practice-based insights from the MSP community on the involvement of STEM disciplinary faculty in deepening teacher/teacher leader content knowledge. The following topics will be explored in a continuing series on STEM disciplinary faculty involvement in the MSP.
- Selecting STEM disciplinary faculty—MSPs offer advice on how to identify STEM disciplinary faculty who are likely to be successful in roles related to deepening teacher content knowledge. Sample insight: Although deciding which STEM faculty to involve in deepening teacher/teacher leader content knowledge will depend to some extent on the particular roles STEM disciplinary faculty will play, it is generally important to consider selecting individuals who are open-minded, flexible, and reflective about their own teaching.
- Orienting STEM disciplinary faculty to the work—MSPs offer advice on how to go about orienting STEM disciplinary faculty to the work, including how to help faculty come to a shared vision of the work and grounding them in the world of K-12 education. Sample insight: Establishing a collaborative culture among STEM disciplinary faculty and teachers/teacher leaders right from the start is key, but this is not "one and done;" efforts must be ongoing.
- Supporting and scaffolding the work of STEM disciplinary faculty—Careful selection and orientation of STEM disciplinary faculty are necessary, but not sufficient. MSPs offer advice on providing ongoing support to ensure that STEM faculty (and others) are effective in their roles in deepening teacher/teacher leader content knowledge. Sample insight: When supporting STEM disciplinary faculty in developing skills for direct work with teachers/teacher leaders, it is helpful to scaffold their preparation by first having them engage in the work as learners, and then assist in implementing content-deepening experiences, before taking the lead.
- Providing incentives for STEM disciplinary faculty participation in ongoing MSP work—STEM disciplinary faculty have competing priorities. MSPs offer advice on how to remove obstacles to and provide incentives for STEM disciplinary faculty participate in MSP work. Sample insight: Highlighting the scholarship aspects of the MSP effort is a way to pique STEM disciplinary faculty's interest and continued involvement in the work.
