This chapter presents a model to improve the online teaching effectiveness of K-12 science, technology, engineering, arts, and mathematics (STEAM) educators who teach underrepresented minority (URM) students. Further, K-12 institutions must consider the imperative by creating a STEAM professional advocacy network (SPAN) through which the online teaching effectiveness of K-12 STEAM teachers is improved. Ultimately, SPAN seeks to broaden the participation of URM students in STEAM from high-need, racially diverse learning environments nationwide. There is an initiated three-phase process through SPAN that begins with a pre-launch phase to convene an advisory board. The three phases of SPAN are program implementation, convene, and refinement. Educational leaders are accountable for the well-being of teachers and student achievement, and this model adapts to continuous improvement efforts for K-12 organizations.
Implementing Diversity, Equity, Inclusion, and Belonging Management in Organizational Change Initiatives
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El-Amin, A. & Austin, S.J. (2022). " A Shared Vision for Online Teaching Effectiveness of K-12 STEAM Minority Teachers" In Implementing Diversity, Equity, Inclusion, and Belonging Management in Organizational Change Initiatives, 216-233. Abeni El-Amin, ed. IGI Global. 10.4018/978-1-6684-4023-0.ch012