A 3-Year Model for Building a Sustainable Science Outreach and Teacher Collaborative

Abstract

BioEYES is a K-12 science outreach program that develops self-sustaining teachers as a replication strategy to address high demand for the program while promoting long-term school partnerships. This paper explores the practices of “model teachers” from multiple grades, who are empowered over a three-year period to deliver BioEYES’ hands-on science content autonomously, as compared to the program’s standard co-teaching model (BioEYES educator + classroom teacher). The authors found that BioEYES’ professional development (PD) workshop, classroom co-teaching experience, and refresher trainings assist teachers in gaining autonomy to teach the program’s curricula. In addition, the authors found: 1) a similar effectiveness on student learning across three grade bands, and 2) positive attitude changes about science as a result of the program, regardless if the BioEYES unit was taught by a model teacher or program staff. Further we found that high school model teachers exceeded the performance of BioEYES educators. This observation supports our contention that giving high quality STEM programing that includes multi-level PD to teachers generates the strongest possible outcome. Overall, we characterize the impact and financial investment of BioEYES and describe a PD framework that can be used by outreach providers to deliver content, expand their reach, and sustain school partnerships.