The Role of Scientists in the Professional Development of Science Teachers (1996) / Chapter Skim
Currently Skimming:
5 Strategies for Attracting Teachers to and Involving Them in Professional-Development Programs
5 Strategies for Attracting Teachers to and Involving Them in Professional-Development Programs
Pages 55-61
The Chapter Skim interface presents what we've algorithmically identified as the most significant single chunk of text within every page in the chapter.
Select key terms on the right to highlight them within pages of the chapter.
From page 55... ...
HOW TO ATTRACT TEACHERS Teachers who are already actively involved in professional organizations or have actively sought professional-development opportunities generally receive a wealth of information on workshops, conferences, and summer institutes. Many of them consistently attend those programs and are among the most enthusiastic participants.
|
From page 56... ...
Examples of programs in which teachers are used as lead teachers are the Evolution and the Nature of Science Institute at Indiana University and San Jose State University; Teachers Teaching Teachers: National Leadership Program for Teachers at the Woodrow Wilson National Fellowship Foundation; City Science at the University of California, San Francisco and San Francisco Unified School District; the UCI Summer Science Institute at the University of California, Irvine (UCI) ; and the Cornell Institute for Biology Teach ers.
|
From page 57... ...
Some programs draw participants within commuting distance of the program site, traditionally a local college or university. When teachers live beyond commuting distance, however, room, board, and
|
From page 58... ...
Equipment-sharing consortia, in which complete sets of laboratory equipment are rotated among several schools, have proved especially effective in supporting laboratory activities in molecular genetics. Equipment-sharing is part of the programs at the University of Illinois, the North Carolina Biotechnology Center, the Fred Hutchinson Cancer Research Center, Cornell University, and San Francisco State University.
|
From page 59... ...
With that support, teachers will accept more responsibility for their own professional growth and actively participate in appropriate professional activities. K-12 Teachers Teachers should view professional development as a continuous process and become active members of their professional organizations; establish contacts with local scientists; attend appropriate meetings, workshops, and conferences; read and analyze professional journals and newsletters; recruit and act as mentors for new teachers; collaborate with their colleagues; and recognize the important relationship of professionalism to high-quality teaching and learning for their students.
|
From page 60... ...
60 PROFESSIONAL DEVELOPMENT OF SCIENCE TEACHERS to become successful in science, take leadership for developing orientation programs for parents and encouraging them to advocate science education, support professional development of teachers of science, and commit appropriate administrative personnel to support professional development of teachers and to support such followup activities as networking, peer coaching, and seminars to continue professional development. Administrators can also strive to improve dissemination of information to teachers about opportunities for professional development and indicate where the science programs fit with professional development.
|
From page 61... ...
They should appoint K-12 education committees that include scientists to plan effective science-based educational activities for teachers and recognize and reward scientists for outstanding accomplishments in science education.
|
Key Terms
This material may be derived from roughly machine-read images, and so is provided only to facilitate research.
More
information on Chapter Skim is available.