Elementary Teachers: Concerns About Implementing a Science Program Debbie Dailey University of Central Arkansas Ann Robinson University of Arkansas at Little Rock The purpose of this study was to examine elementary teachers’ science teaching concerns after participating in a two-year extensive and sustained science professional development intervention. The intervention consisted of two types of teacher professional development across two years including: (a) summer institutes (60 hours across two years) which provided training on curriculum units, inquiry-based instructional strategies, problem-based learning, classroom management, and technology use in the classroom; and (b) coaching (60 hours across two years) which provided teachers support in establishing an investigative classroom and assistance in the implementation of inquiry/problem- based science units. Teacher data were collected across four different time points: prior to the intervention, after one year of intervention, after two years of intervention, and one year after completion of the intervention. Results from quantitative data supported with qualitative interviews indicated concerns among teachers changed but they were not eliminated. The findings of this study provide evidence that teachers’ concerns may not be eliminated, but with extensive support–– concerns become less focused on self and more focused on students. A recent report found that 20% of all U.S. jobs require a background in at least one of the STEM (science, technology, engineering, mathematics) disciplines (Rothwell, 2013). Unfortunately, our education system is lagging behind in preparing students for science-related careers. In recent years, science has been virtually ignored at the elementary grades (Griffith & Scharmann, 2009) and when it is addressed it is often of poor quality (Banilower, Smith, Weiss, & Pasley, 2006); thereby, leading to a lack of proficiency in science. Change the Equation (2014) reported that only 32%, 29%, and 20% of students in Grades 4, 8, and 12 were proficient in science, respectively, and only 30% of students in Grade 12 who took the ACT were prepared for college-level science courses. To address these needs, there have been recent calls to improve science education beginning at the elementary level (National Research Council, 2012; National Science Board [NSB], 2010) and many states have adopted new science standards (NGSS Lead States, 2013). With the demands for improved science education, teachers, administrators, and school districts are facing the dilemma of adding quality science instruction to their already full day. When implementing a quality science program, teachers face multiple self and task-related concerns including time constraints for instruction and preparation (Sandholtz & Ringstaff, 2011), availability of resources to conduct scientific investigations (Johnson, 2006), a lack of teacher science content and pedagogical knowledge (Choi & Ramsey, 2009; Peers, Diezmann, & Watters, 2003), and low science teaching confidence (Jarvis & Pell, 2004; Sinclair, Naizer, & Ledbetter, 2011). To address these concerns, researchers suggested school districts schedule a time for science instruction, acquire needed materials for science investigations, and provide teachers with sustained professional development that focuses on content knowledge, pedagogical skills, and confidence in teaching science (Brand & Moore, 2011; Buczynski & Hansen, 2010; Duschl, Schweingruber, & Shouse, 2007; NSB, 2010; Robinson, Shore, & Enerson, 2007). With these suggestions in mind, a professional development intervention was developed and implemented among 60 teachers in a mid- south state. The professional development is summarized in Table 1. This current study examines the concerns of participant teachers before, during, and after the intervention. Theoretical Framework The theoretical framework guiding this study is based on research that supports the impact that teacher concerns have on the implementation of a new program. With quality professional development involving embedded support, teacher concerns over new program implementation may not be eliminated but can evolve from self-focused concerns to overall program impact concerns (Tunks & Weller, 2009); thus furthering the establishment of the program (McKinney, Sexton, & Meyerson, 1999). Teachers who do not receive extended support often do not migrate from self-related concerns to program impact concerns and they are less likely to fully and adequately implement the new program (Tunks & Weller, 2009). Concerns are extensive when teachers are required to make changes in their classroom (Anderson, 2007; Milner, Sondergeld, Demir, Johnson, & Czerniak, 2012). These 139 School Science and Mathematics