The Role of Scientists in the Professional Development of Science Teachers (1996) / Chapter Skim
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6 Systemic Professional Development and Science-Education Reform
6 Systemic Professional Development and Science-Education Reform
Pages 62-72
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From page 62... ...
They require collaboration among several groups or organizations and can include elements of curriculum development and implementation, in addition to continuing, long-term professional development. We compare the goals and effectiveness of such systemic programs with those of the programs that we have previously described, most of which have been individual-based programs, designed to enhance the skills of individual teachers.
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From page 63... ...
Many experienced teachers, science educators, and scientists participated in the last era of major curriculum reform in the late 1950s and early 1960s and became familiar with the major science-curriculum projects, such as the Biological Sciences Curriculum Study (BSCS) , the Chemical Education Materials Study (CHEMS)
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From page 64... ...
Thus, effective professional-development programs are essential to prepare and support the teachers who will be responsible for reforming science education. SYSTEMIC CHANGE The five "streams" used to describe combinations of school-reform efforts have been identified by current educational researchers (Little, 1993~: reforms in subject matter (standards, curriculum, and pedagogy)
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From page 65... ...
A new NSF effort, Urban Systemic Initiatives, has recently been initiated to provide funds to large urban centers to support systemic reform. Example 2: Systemic change is the implementation of comprehensive curricular frameworks based on standards and the use of these frameworks to improve teacher education, certification, professional development, and recertification, as well as student assessment and classroom instruction.
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From page 66... ...
Those examples of school-reform efforts based on systemic reform should help scientists to understand different uses of the term and recognize that the professional-development opportunities in their locales can be parts of a larger, systemic effort to improve science education. PROFESSIONAL DEVELOPMENT AS A COMPONENT OF SYSTEMIC REFORM As Hord and others (1987)
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From page 67... ...
Professionaldevelopment programs for science teachers that embrace the systemic approach are designed to reform how science is taught to all students at all grade levels. It is most important to recognize that program planners do not have to begin with the whole system of education at once to initiate systemic change.
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From page 68... ...
Several characteristics of professional-development programs have successfully supported systemic change and are in keeping with the characteristics of effective programs described in Chapter 2: · There was a substantial commitment to the long-term professional development of all science teachers. Program developers, administrators, and teachers all recognize that good science teaching at all levels depends on sustained professional development of all teachers.
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From page 69... ...
· School personnel support policies and procedures that encourage curriculum enhancement. Successful programs have the "buy-in" of teachers, scientists, administrators, parents, and industry.
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From page 71... ...
FOCUSING ON ELEMENTARY SCHOOLS FOR SYSTEMIC CHANGE There are potential advantages to working with elementary-school teachers to promote systemic change in science education.
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From page 72... ...
Elementary-school teachers have more flexibility to incorporate science particularly hands-on, inquirydriven investigations into their teaching. Program planners should use national efforts that provide benchmarks or standards for science education as an incentive to promote systemic improvements in local districts and schools.
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