One technique that I’ve used is to invite all the teachers/grade levels to bring in their classes for tours of the space at the beginning of the year. The kids get so excited that the teachers really have a hard time not visiting/participating in an activity. I also offer small 20 – 30 minute, ready-made lessons that offer an easy, low-risk entry point for the teachers, so that they don’t have to plan or work something new into their curriculum (for example, experimenting with Ozobots). When they see the level of interest and the change in behaviors – especially from students that are usual labeled “troublesome – they are far more interested in collaborating on deeper, more meaningful maker ed activities.

I have had great success with a modeling/co-teaching approach. I schedule time with reluctant teachers to do challenges together. If this is not a possibility, you can do a sample with teachers after school, with them as the students. I have found that once I do this, they are on board and willing to take the bull by the horns, so to speak! I would love to provide more information and specific strategies I have used, feel free to contact me directly! rebeccaschnekser :at: capehenry.org

Make it convenient for teachers. I am busiest just before holiday break. Instead of parties in the classroom, teachers may sign up for a makerspace activity run by me (no work on the part of the teacher). Also, I’m not beholden to celebrate Hour of Code during Computer Science in Education Week. I host the event right before the break when it’s more convenient to bring the students in. This makes teachers more aware of the makerspace, the supplies, and possible activities. I also spend time talking to teachers about their upcoming units to find ways I can help out. Through this outreach I have teachers who are interested in coming back and collaborating on future units. Remember, it’s about their time constraints, not yours. – Gina Seymour

1. Know your purpose. Will this be a STEM space, a project space, a service learning space, etc.

2. Have specific “go to” activities that you are certain will take place in the room as well as identified teachers that have already bought in to the process.

3. Be open to their ideas and ask them for their experience and thoughts on effective makerspace use.

I have found that having a foundation proves your investment and generally administrators respect that groundwork.

Great makerspaces are planned with a team. Administrators can be on that team. Together, the team can craft a vision for the space, as well as plan and create it. I have worked with many districts who have done a book study of my book as well. This helps open the doors of communication and ensure that everyone is on the same page. I also recommend that administrators reach out to other ‘maker’ administrators, such as Pam Moran, Eric Sheninger and Glenn Robbins.

First, craft your “why.” Why is this what’s best for kids. Also, develop a shared vision for your makerspace if you’re collaborating with others. Explain how it will impact students by fostering a true love of learning, integrate the 4cs (creativity, collaboration, communication and critical thinking). Have ISTE standards handy as several are met during making depending on what students are doing. I would also suggest to bring visuals such as pictures of makerspaces that fit your ideal and connect with your shared vision. Be prepared to answer questions such as how it will be stocked, maintained and replenished. Donations as well as grants are a great way to get started. Making requires a shift in thinking, be patient as people explore the concept. A committee is helpful in order to involve others in the building and share the responsibility. Lastly, if you have access to videos of students making and/or student testimonials I think that it will help you share your message. If your administrator isn’t ready to take the leap, start in your own classroom to build credibility and invite your admin in to participate or observe. I’d be happy to connect with anyone to support you on this journey.