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Background The first year of implementation of the Toronto District School Board (TDSB) K-12 Science, Technology, Engineering, and Mathematics (STEM) Strategy included a study conducted with 80 teachers, 50 administrators, 10 STEM Learning Coaches1, and 439 students in 60 STEM pilot schools in the Toronto TDSB. This fact sheet details important findings from STEM Learning Coaches. Ten STEM Learning Coaches, representing various grade levels, participated in the study.

Figure 1: TDSB K-12 STEM Strategy

1 In this Fact Sheet, STEM Learning Coach and STEM Coach are used interchangeably.

TORONTO DISTRICT SCHOOL BOARD’S K-12 STEM STRATEGY RESEARCH SERIES II: IMPACT ON

LEARNING COACHES

IMPACT ON COACHES

IMPACT ON COACHES

IMPACT ON COACHES

IMPACT ON TEACHERS

STEM FACT SHEET II: Learning Coaches Issue 2 August 2017

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What are the perceptions of STEM Coaches regarding the training they attended to support the pilot STEM lead schools?

STEM Learning Coaches were asked a series of questions about the training session they attended in

their role as STEM Coaches in the assigned STEM lead schools. The STEM Coaches had fairly positive

perceptions of the training, reporting that it increased their understanding of STEM education and

increased their awareness of the use of various technologies in STEM education.

In assessing the overall quality of the orientation, STEM Coaches rated the session as “good.”

Suggestions to enhance the orientation included:

a need for more ongoing training

training that focuses on dealing with educator pushback

instruction on how to coach

assessment and evaluation strategies for STEM education

Figure 2: Perceptions of Overall Quality of Training Received

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What are STEM Coaches’ perceptions of the professional learning support they provided?

STEM Coaches were asked about the types of support they provided to their assigned schools. STEM

Coaches provided support in a variety of capacities. They worked regularly with the STEM

Implementation Professional Learning Team, specific departments within the school, and with individual

teachers.

The STEM Coaches reported that they provided a high degree of support in the following areas:

1. professional learning focused on a variety of hands-on learning experiences 2. co-planning with teachers and assistance with classroom lessons and programs 3. professional development for teachers on various technologies

The STEM Coaches said that they provided the least degree of support in the following areas:

1. developing success criteria and metrics to assess the effectiveness of the STEM program 2. providing career information 3. providing assessment and evaluation strategies

Figure 3: STEM Coach Perceptions of Support Provided

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What factors do STEM Coaches consider being barriers to the implementation to the STEM strategy?

STEM Coaches perceived the following to be main barriers to the STEM implementation:

Teacher and administrator perceptions of STEM as another “fad” that will soon go away

Lack of resources (old technology, release time, money for PD, not enough “ready-made”

lessons)

Lack of structured release time for teachers

Lack of support from school administrators

Culture of the school

Figure 4: Greatest Barriers to STEM Implementation

What feedback do STEM Coaches have on the Model of Coaching?

STEM coaches were asked for their feedback on which coaching model they thought was most effective and why. Overwhelmingly, 90% of STEM Coaches felt the best model was to have teachers working in central office as a STEM Learning Coach.

• According to STEM Coaches, the STEM Learning Coach model was considered to be most effective for a number of reasons.

o First, the STEM Learning Coaches could focus their efforts entirely on the STEM strategy with an undivided attention to the initiative.

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o Second, it would be especially challenging for Hybrid teachers to divide their time between classroom teaching responsibilities and coaching. Also, there was no guarantee that Hybrid teachers would use their extra timetable periods for STEM education.

Figure 5: Support for Current Model of Coaching

What types of school leadership do STEM Coaches feel is necessary for STEM

implementation?

STEM Coaches were asked for their input on the types of school leadership needed for successful implementation of the TDSB STEM strategy. Their recommendations were as follows:

• The need for a consistent message to all administrators/Superintendents about what STEM is and what STEM Coaches do.

• A strong relationship and understanding between the STEM Coach and school administrator regarding the needs of the school and its direction in regards to STEM programming.

• Regular recognition and celebration of success with staff.

• Leadership support of structural changes (e.g., timetabling, room allocation).

• Mentorship that is meaningful and not superficial.

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Figure 6: School Leadership Needed

What recommendations do STEM Coaches have for moving forward with the STEM strategy?

STEM Learning Coaches were asked to provide recommendations on how to progress with the

implementation of the STEM strategy. They made the following recommendations:

More professional development opportunities for coaches (e.g., effective coaching techniques,

Inquiry-based Learning, Problem-based Learning, Engineering Design Process)

More time and resources to work with teachers

Allowing teachers to choose if they want to participate in the program

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Figure 7: Recommendations for Moving Forward

Cite as:

Sinay, E., & Ashley, N. (2017). Toronto District School Board STEM research series I: Impact on STEM coaches: STEM fact sheet II – coaches. ISSUE 2,

August 2017. Toronto, Ontario, Canada: Toronto District School Board.