Voices from the Field: SF STEAM Academy

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By Sam Piha

There’s been a big push for incorporating lessons and activities that use STEAM: science, technology, engineering, art, and math. There are schools and afterschool programs that are dedicated to STEAM frameworks and also many that are working to incorporate individual STEAM activities. Below we offer an interview with Dr. Rebecca Hawley, Executive Director of San Francisco STEAM Academy. (We are developing future blogs and papers on this topic.)

Q: What is STEAM?

A: STEAM stands for Science, Technology, Engineering, Arts, and Mathematics. It is an interdisciplinary approach to learning that integrates these subjects through hands-on, real-world projects. Rather than teaching subjects in isolation, STEAM encourages students to ask questions, design solutions, build, test ideas, and think creatively.

Q: Why is STEAM Important?

A: STEAM prepares students for the future by developing critical thinking, creative problem solving, collaboration, communication, innovation, and resilience. It increases engagement by making learning fun, meaningful, and connected to real-world challenges.

Q: What Does It Mean to Be a STEAM School?

A: A STEAM School integrates science, technology, engineering, arts, and mathematics across the curriculum while maintaining strong foundational academics. At SF STEAM Academy, we combine innovation with research-based curriculum.

Q: Do You Use Established Curriculums at SF STEAM Academy? 

A: Yes, some of these are listed below:

• Mathematics: Bridges in Mathematics (The Math Learning Center)

• Language Arts & Social Studies: Arts & Letters

• Science: Mystery Science

• Social-Emotional Learning: Conscious Discipline and Wayfinder 



These programs provide academic rigor, while our STEAM framework brings learning to life through projects, inquiry, and design challenges, using a whole-child approach and universal design for learning.

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Q: Are There Any Frameworks That You Rely On? 

A: Guiding Principles & Frameworks:

• Project-Based Learning (PBL)

• Engineering Design Process

• Inquiry-Based Instruction

• Universal Design for Learning (UDL)

• Whole-child development through Conscious Discipline

Q: What Do You Look for in a STEAM Teacher:

• A: Strong knowledge of child development and different learning styles,

• Ability to teach foundational academics using a project-based and transdisciplinary approach to teaching and learning,

• Skill in facilitating inquiry and hands-on learning,

• Collaborative and reflective practice,

• Commitment to equity and inclusive classrooms,

• Alignment with positive classroom management practices.

Q: Is STEAM Used in All Subjects?

A: Yes. STEAM thinking strengthens our core curriculum. Students apply mathematical reasoning in real-world design challenges, integrate literacy with research and presentation, conduct scientific investigations, use the arts, and build collaboration and emotional regulation skills throughout the day.

Q: Do You Offer Dedicated STEAM Experiences?

A: Yes. In addition to integrated classroom instruction, students participate in STEAM lab experiences, engineering and robotics projects, maker challenges, and technology integration opportunities during the school day and through our after-school and camp programs. 

Q: Is STEAM Appropriate for Afterschool Programs?

A: Absolutely. STEAM enrichment in after-school settings—such as robotics, coding, LEGO engineering, and design labs, backyard sciences, gardening, and arts activities —provides extended time for exploration, creativity, and collaborative innovation. 

MORE ABOUT...

Dr. Rebecca Hawley is an accomplished leader in Education, Early Intervention, Special Education, and Family Support Services with 25 years of experience across the Bay Area, nationally, and internationally. Her career centers on advancing equitable, developmentally informed, and individualized access to education and related services for children and adolescents ages 2–21.

As an expert in child development, Dr. Hawley integrates research-based developmental frameworks with practical, school-based application, ensuring that instructional decisions, intervention plans, and service delivery models are grounded in evidence and tailored to the whole child. Her work spans early childhood programs, elementary and middle school settings, and specialized environments serving neurodiverse learners, multilingual students, and students facing mental health challenges.

Dr. Hawley provides direct support, strategic leadership, and programmatic oversight to non-profit organizations, state and federal agencies, and independent schools. She is highly regarded for her ability to build and strengthen multidisciplinary teams, coach and mentor teachers, and develop systems that support instructional excellence, inclusive learning environments, and culturally responsive practice. Her mentorship emphasizes reflective teaching, collaborative problem-solving, and data-informed decision-making to improve student outcomes and elevate teacher confidence.

San Francisco STEAM Academy is an innovative elementary school that nurtures children’s intrinsic motivation, creativity, and real-world problem-solving skills.

Their research-backed, student-centered approach embraces hands-on, interdisciplinary learning: core academics enriched with arts, movement, and life skills such as cooking, gardening, and crafting. Authentic, real-world problem-solving fosters confidence and creativity. A connected, thriving learning community where children feel valued and inspired. Education should be transformative—a launchpad for every child’s future possibilities.

At SF S.T.E.A.M. Academy, learning is active, engaging, and meaningful, equipping students to think analytically, innovate boldly, and thrive in an ever-changing world. They nurture the next generation of problem-solvers, creative thinkers, and compassionate leaders. 

How Expanded Learning Programs and Schools Work Together to Support Students During the COVID-19 Pandemic

According to the American Institutes for Research (AIR), “COVID-19 created a host of new challenges for educators and exacerbated many pre-existing ones. Conversely, the pandemic also provided educators and policymakers with opportunities to innovate, become more adaptive, and learn best practices that will continue to be relevant long after the crisis has passed.”

In April 2021, AIR published an interview with Femi Vance, Ph.D., an AIR researcher, on how expanded learning programs and schools can work together to support students during the COVID-19 pandemic. Below are excerpts from the interview. The full interview is available here.

Q: How has COVID-19 affected expanded learning programs? And how have the programs helped students? 

Femi Vance

A: Expanded learning refers to the programs that operate outside of the normal class hours—before and after school, in the summer, and over holiday breaks. Such programs offer students a whole host of supports and learning opportunities: a safe and supportive learning environment, academic enrichment, caring adults, opportunities to build peer relationships, social and emotional support, and fun. These programs have quickly and creatively figured out how to keep serving families during the pandemic. According to the Afterschool Alliance, when the pandemic hit last year, 25% of programs nationwide closed; as of March 2021, only 3% are closed. 

In December 2020, California’s Afterschool Network (CAN) released a report on the state of afterschool programs. Remarkably, it showed that California’s expanded learning programs continue to serve students who have been hardest hit by the COVID-19 pandemic, including Black and Latinx students, English language learners, and students who are living in poverty. That’s really important, because the evidence tells us that high-quality expanded learning programs lead to measurable positive outcomes for students, including improved school attendance and stronger social and emotional skills. 

During the pandemic, many expanded learning programs pivoted in all sorts of ways. For instance, they delivered meals to families who are struggling, and they helped families without internet obtain educational resources. In a few instances, expanded learning programs have been able to help social services connect with hard-to-reach families, because they can draw upon existing relationships. Some programs have kept their doors open, providing child care to the children of essential workers. In general, they’ve continued to offer emotional support and connection, which is essential in these socially distant times. 

Q: Why is it important for schools and districts to coordinate on expanded learning programs, and what are some takeaways from AIR’s work on how to strengthen those partnerships? 

A: I think a lot of educators don’t want to go back to the system we had before. There were major disparities in how students were being served, and the pandemic provides an opportunity to reimagine the system to eliminate those gaps. Many programs are really just starting to think about equity, but this requires intentionality: Equity has to be defined, and existing barriers have to be named and identified before they can be dismantled. 

Partnerships between schools and expanded learning programs have always been important; the pandemic has reinforced that point. We can leverage those partnerships to create a seamless learning experience from school to afterschool and also provide equitable learning opportunities. Implementing that kind of programming—one that meets the needs of each student—requires collaborative planning. That way, both partners can establish shared goals and make adjustments to achieve them. Our discussion tool offers guiding questions that can be used in collaborative meetings about whole child learning opportunities. Schools and expanded learning partners can use these questions to initiate conversations about a range of topics, including equity.  

Source: AIR

Q: Many children are returning or have returned to in-person schooling after learning elsewhere for some time. What supports will they need, and how can partnerships between schools and expanded learning programs help? 

A: We know from our analysis of re-opening plans that states are elevating the critical need to provide whole child supports to students, including social and emotional supports and mental health services. As I see it, supports for social and emotional learning and development are built into the fabric of expanded learning programs. As expanded learning programs and schools better integrate learning, as I described earlier, it would be great if that led to more active conversations about strengthening social and emotional learning and development across the school day and expanded learning programs. 

For mental health, expanded learning programs typically don’t have a mental health professional on site. But these programs can be a wonderful resource to make referrals to local free and low-cost mental health service providers. They also can serve as an early warning system for families whose children are experiencing mental health issues. This is important because the earlier that problems are identified and treated, the better the outcomes are likely to be. 

Q: What are some lessons learned for both California and other states as they address the current educational challenges the pandemic poses, but also anticipate new challenges after the pandemic ends? 

A: One very exciting lesson is that these innovative partnerships are possible, because they’re building on existing strengths and assets. The current structure is not necessarily optimized, but there are a lot of opportunities available. For example, the California governor’s 2021-2022 proposed budget allocates $4.55 billion for expanded learning time and academic interventions, which includes expanded learning programs. We’ve also seen California become more flexible on the grant requirements for these programs, and this has allowed programs to continue serving families in spite of the pandemic. 

Another major takeaway is that we should be thinking about how to help children succeed on every level, figuring out what families need and how we can provide it. That’s the approach expanded learning programs in California have taken during the pandemic, but it would also serve us well even when this moment passes. 

Lastly, we should continue to focus on equity. Even after the pandemic, we need to continue to ask ourselves: Who do we typically not hear from? How do we get them what they need? In other words, how can our partnerships continue to chip away at systemic inequities? 

ADDITIONAL  RESOURCES

• Learning Hubs: In-person Learning for the Whole Child
• Resource Series: Expanded Learning Partnerships for the Whole Child During COVID-19 and Beyond 
• Planning Integrated Whole Child Supports: Key Questions for Collaborative Discussions

MORE ABOUT…

Femi Vance, Ph.D. is a researcher at American Institutes for Research (AIR). She researches and evaluates out-of-school time programs and provides technical assistance to youth development professionals. She strives to translate her research into practice via board service, training, and practical and relevant blog posts and guides. 

About AIR: Established in 1946, with headquarters in Arlington, Virginia, the American Institutes for Research® (AIR®) is a nonpartisan, not-for-profit organization that conducts behavioral and social science research and delivers technical assistance to solve some of the most urgent challenges in the U.S. and around the world. We advance evidence in the areas of education, health, the workforce, human services, and international development to create a better, more equitable world. The AIR family of organizations now includes IMPAQ, Maher & Maher, and Kimetrica. For more information, visit www.air.org.

Re-Opening Afterschool: Priorities and Practice

By Sam Piha

We know that young people missed a lot of classroom learning time when schools were closed due to the COVID-19 crisis. We also know that afterschool programs will likely be pressured to help make up for this classroom time that was lost. Afterschool programs may feel pressured to make up for these missed instructional minutes by doubling down on academics. But we know that afterschool programs have something much more important to offer. High quality afterschool programs specialize in positive relationships, safe and supportive environments, and engaging activities. All of these rejuvenating experiences will be essential to get students’ brains re-balanced and ready for learning after an incredibly disruptive spring and summer. We can anticipate that the transition to learning will be particularly hard for students who may be coming from unstable or stressful environments. Afterschool programs can play a vital role in supporting learning and well-being by focusing on their core areas of expertise and experience.

Katie Brackenridge (L) and Dr. Deborah Moroney (R)

On May 18, 2020 we sponsored a webinar entitled, COVID-19 Era- Afterschool’s Whole Child Approach featuring Katie Brackenridge (Turnaround for Children) and Deborah Moroney (AIR). You can view a recording of the webinar here. 

Katie offered Turnaround for Children's “3-R’s Framework” (Relationships, Routines, Resilience) to describe how we should prioritize our work when we re-open afterschool programs. Below she offered relevant practice examples:

Relationships: For example-

• Learn about your students’ lives
• Talk to students one- on- one
• Check-in with families
• Run morning meetings/ advisories
• Loop teachers for more than one year

Routines: For example-

• Co-create and practice norms and routines
• Keep it simple- clear instructions, written signs and non-verbal signals
• Model ways to organize and prioritize tasks 

Resilience: For example-

• Liberally spread oxytocin with smiles, hugs and laughs
• Be attuned to individual students’ emotions and reactions
• Use mindfulness, journaling, movement to calm the brain

ADDITIONAL RESOURCES:

• COVID-19: Phase 2 Restart and Recovery
• Policy Recommendations to Support Social, Emotional and Academic Development: Fostering Connectedness in the Pandemic Era
• Recovering and Renewal: Principles for Advancing Public Education Post-Crisis
• Blueprint for Back to School
• An Initial Guide to Leveraging the Power of SEL as You Prepare to Re-Open and Renew Your School Community

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MORE ABOUT...

Katie Brackenridge joined Turnaround for Children in 2019 as a Partnership Director. Katie has worked in and with schools, school districts and community organizations for her entire career. Before becoming a consultant, Katie was the Vice President of Programs at the Partnership for Children & Youth (PCY). Katie’s work is grounded in her nine-year experience as Co-Executive Director for the Jamestown Community Center, a grassroots youth organization in the Mission District of San Francisco.

Dr. Deborah Moroney is the Managing Director, American Institutes of Research (AIR). She specializes in bridging research and practice, having worked as a staff member for out-of-school programs early in her career. She's written practitioner and organizational guides; co-authored the fourth edition of Beyond the Bell®, A Toolkit for Creating High-Quality Afterschool and Expanded Learning Programs, a seminal afterschool resource. Presently, Dr. Moroney serves as the principal investigator on national studies of afterschool initiatives.