Exploring Opportunities for STEM Teacher Leadership Summary of a Convocation (2014) / Chapter Skim
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2 What STEM Teacher Leaders Can Contribute to Education Policy and Decision Making
2 What STEM Teacher Leaders Can Contribute to Education Policy and Decision Making
Pages 13-22
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From page 13... ...
. Though these interconnections provide opportunities to improve and support teaching -- Alberts emphasized the role of college faculty in producing graduates who are prepared to become excellent STEM teachers and teacher leaders -- they also can produce gridlock in attempting to change the system.
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From page 14... ...
Alberts' desire to involve teachers in education policy and decision making was a major impetus behind the creation of the Teacher Advisory Council at the National Academies. A similar organization, modeled after this council, also exists in California and has been extremely successful in making the voices of teachers heard there.
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From page 15... ...
Teachers need time and support to develop not only the knowledge but also the advocacy strategies to influence policy, she stated, "so that we are all working together to improve mathematics and science education and not working across purposes." CHEMISTRY TEACHERS AT THE AMERICAN CHEMICAL SOCIETY High school chemistry teachers have played "a prominent role in advising and guiding the development, design, and implementation of a number of our programs, products, and service offerings," said Terri Taylor, assistant director of K-12 education at the American Chemical Society (ACS)
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From page 16... ...
One of the committee's activities has been to develop policy statements, such as the ACS policy statements "Science Education Policy" and the "Importance of Hands-on Laboratory Activities." The committee also is responsible for the development of guidelines documents, including The ACS Guidelines and Recommendations for the Teaching of High School Chemistry (American Chemical Society, 2012) , and it reviews and responds to standards developed by others, such as the NGSS.
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From page 17... ...
For state board members, "that has become one of the favorite parts of the state board meeting," said Hasselbring. The network is also available to answer questions from the state superintendent or state legislative education committee about such issues as the Common Core State Standards, NGSS, or teacher certification.
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From page 18... ...
Such requirements can be easy to define for traditional sequences of science and mathematics classes, but the move to more integrated, technology-oriented, or competency-based sequences of classes raises questions about how to credit students for their achievements. Other policy issues where teachers could have valuable input include teacher licensure, partnering with colleges or universities, or implementing the NGSS.
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From page 19... ...
Also, Berry reported, in these other countries, 60 to 80 percent of credentialed educators teach children at least part of the day, whereas in the United States, the percentage ranges from 42 to 48 percent. Polls show that teachers in the United States are looking for opportunities to lead that do not require them to leave teaching, Berry said.
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From page 20... ...
It requires state and local policies that encourage school districts to reallocate resources and rethink curriculum in ways that capitalize on teacher leadership. And it calls for evaluation and compensation systems that encourage teachers to lead and take risks.
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From page 21... ...
A related initiative, which is happening in some parts of the United States, is to have teachers work on what are called "thin contracts," which do not specify exactly what a teacher should be doing. In this way, he said, unions can help teachers take leadership roles that go beyond their activities in the classroom.
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From page 22... ...
Department of Education, pointed out that the Teacher Incentive Funds made available by the department can support many of the activities discussed at the convocation, including time away from the classroom, different forms of compensation, different roles, and leadership opportunities.3 She also observed that the department has recently launched a $35 million Teacher Quality Partnership Grant Program, which is designed to enhance the preparation of prospective teachers and the professional development activities for current teachers; hold teacher preparation programs at institutions of higher education accountable for preparing highly qualified teachers; and recruit effective individuals, including minorities and individuals from other occupations, into the teaching force.4 3 More information is available at http://www2.ed.gov/programs/teacherincentive/ index.html [September 2014]
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