Abstract
Purpose: To gather STEAM school experts' responses on (a) instructional delivery methods of arts education fostering achievement, innovation, and creativity in students; and (b) to examine support and facilities needed for these programs. Research Questions: Nine areas were addressed in the research questions regarding STEAM schools: (a) organizational structure, (b) effective staffing patterns, (c) curricular design, (d) instructional activities, (e) assessment systems, (f) facilities, (g) support services, (h) supplemental funding, and (i) integration of instructional areas. Findings and Recommendations: 1. These STEAM schools are not charter schools. A charter structure would include a board with community members and a lead administrator. 2. Staffing recommendations suggest ideal class sizes of 15 to 1, with learning communities allowing teachers to know their students and each other personally. 3. Curricular design should include science, technology, engineering, arts, and math. Staffing, programming, facilities, training, and instructional supplies should be allocated to each department from the onset. 4. Each school studied offers science, technology, engineering, arts, and math. Unique aspects included research, engineering, integrated arts/science, and integrated technology/digital arts. 5. STEAM schools prepare students for college, and therefore should review student profiles prior to enrollment. Assessments should include observation of innovative thinking, in addition to tests and papers. 6. Facilities require short-term and long-range visionary planning, including sustainability of emerging technology. The lead administrator and board should develop an implementation plan and budget. 7. Support services are crucial, including administration, medical, facilities maintenance, clerical, teachers' aides, counseling, business services, governance, compliance with state regulations, student records, and student activities. 8. Sufficient, sustained funding is required to fully implement STEAM curriculum. Use of a Director of Development who is proficient in grant writing is recommended. 9. Innovation in lesson planning and collaboration requires time and funding to master new technology and evaluate student learning. Integration of STEAM instruction is dependent on faculty expertise, technology availability, and state-of-the-art facilities. Conclusions: Emerging technologies are capturing the interest of the 21st century learner and furthering the educational outcomes for competing in a virtual and global marketplace. With these factors in mind, STEAM schools should have an important place in the delivery of future educational programs.